Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions - A new impetus for European cooperation in Vocational Education and Training to support the Europe 2020 strategy
Date: 2010-06-09
Institutions: European Commission
Subjects: continuing education, continuing vocational training, economic and social cohesion, in-service training, knowledge economy

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EUROPEAN COMMISSION 

Brussels, 9.6.2010 
COM(2010) 296 final 

COMMUNICATION FROM THE COMMISSION TO THE EUROPEAN 
PARLIAMENT, THE COUNCIL, THE EUROPEAN ECONOMIC AND SOCIAL 
COMMITTEE AND THE COMMITTEE OF THE REGIONS 

A new impetus for European cooperation in Vocational Education and Training 
to support the Europe 2020 strategy 

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COMMUNICATION FROM THE COMMISSION TO THE EUROPEAN 
PARLIAMENT, THE COUNCIL, THE EUROPEAN ECONOMIC AND SOCIAL 
COMMITTEE AND THE COMMITTEE OF THE REGIONS 

A new impetus for European cooperation in Vocational Education and Training 
to support the Europe 2020 strategy 

1. 

INTRODUCTION 

The quality of human capital is crucial for Europe's success. The Europe 2020 Strategy1 puts a 
strong  emphasis  on  education  and  training  to  promote  “smart,  sustainable  and  inclusive 
growth”. This Communication responds to the call of the Europe 2020 Strategy to reinforce 
the attractiveness of vocational education and training (VET) and maps out its potential with 
respect  to  the  Flagship  Initiatives  "An  Agenda  for  new  skills  and  jobs"  and  "Youth  on  the 
Move", including its Youth employment framework. 

VET must play a dual role: as a tool to help meet Europe's immediate and future skills needs; 
and, in parallel, to reduce the social impact of and facilitate recovery from the crisis. These 
twin challenges call for urgent reforms. The case for better skills development2 in Europe is 
even more urgent in the light of the global race for talent and rapid development of Education 
and Training (E&T) systems in emerging economies such as China, Brazil or India. 

Forecasts  of  future  skills  needs  show  a  greater  demand  for  medium  and  high  level 
qualifications  up  to  20203.  The  continuing  ICT-driven  evolution  of  products  and  processes, 
coupled with the need for a low-carbon economy as well as population ageing will mean that 
jobs  and  social  structures  will  change:  education  and  training,  including  VET,  must  adapt 
accordingly.  Initial  vocational  education  and  training  (IVET)  must  equip  young  learners 
with  skills  directly  relevant  to  evolving  labour  markets,  such  as  e-skills4,  and  highly 
developed  key  competences5;  such  as  digital  and  media  literacy  to  achieve  digital 
competence6; it has a particular role to play in addressing Europe's high youth unemployment. 
In  addition,  as  the  traditional  life  sequence  of  "training-work-retirement"  will  be  modified 
with  mid-life  changes  of  careers  and  occupations,  adults  must  be  able  to  update  their  skills 
and  competences  through  continuing  vocational  education  and  training  (CVET).  The 
recent Experts Report on New Skills for New Jobs7 contains a series of recommendations for 
both parts of VET systems.  

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COM(2010) 2020. 
The term "skill" subsumes knowledge, skills and competences as defined in the European Qualifications 
Framework.  
According to the forecasting of future skills needs up to 2020 carried out by Cedefop in February 2010, 
there  will  be  15,6  millions  new  jobs  in  the  EU  for  tertiary  graduates  and  3,7  million  new  jobs  for 
secondary level graduates. In contrast, there will be a decline of 12 million jobs for those with no or low 
qualifications. 
COM(2007) 496 "e-Skills for the 21st Century". It is forecasted that within five years 90% of jobs will 
require ICT skills (IDC, 2009) 
OJ L 394, 30.12.2006, p. 10, Recommendation of the European Parliament and of the Council on key 
competences for lifelong learning.  
COM(2010) 245 "A Digital Agenda for Europe" 
COM(2008) 868 and the Expert Group Report on New Skills for New Jobs (2010). 

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VET  has  also  a  responsibility  to  respond  to  broader  societal  challenges,  particularly  to 
promote social  inclusion. Empowering all people of working age to participate in economic 
and social life through accessible and equitable training opportunities is crucial.  

Greening our economy offers new jobs and they require new skills. The VET systems should 
be adapted to ensure that the workforce can adjust their skills to the labour-market needs of an 
environmentally sustainable economy founded on competence-based training concepts. 

VET in Europe covers diverse national systems, rooted in their specific economic and social 
environments. IVET is normally part of upper secondary education8 but includes also tertiary 
level  (called  'Fachhochschulen',  'universities  of  applied  sciences'  or  'vocational  colleges'  in 
many  countries)9.  CVET  includes  a  range  of  vocationally-oriented  training  provided  by  a 
variety of training providers. IVET takes place within relatively regulated frameworks while 
CVET is often unregulated. What is common is that all are facing challenges, all need to be 
modernised. 

Article 166 of the Treaty on the Functioning of European Union states that the "Union shall 
implement a vocational training policy which shall support and supplement the action of the 
Member  States…".  The  Copenhagen  process10  launched  in  2002  has  supported  the  Member 
States in modernising VET systems. It has boosted the development of the learning outcomes 
approach,  the  lifelong  learning  perspective  and  has  supported  the  development  of  common 
reference  tools  (Europass,  European  Qualifications  Framework  -  EQF,  European  Credit 
System  for  VET  –  ECVET  and  European  Quality  Assurance  Reference  Framework  for 
Vocational Education and Training – EQAVET). 

The EU Ministers in charge of VET, European Social Partners and the European Commission 
will review the priorities under the Copenhagen process in December 2010. The aim of this 
Communication  is  therefore  to  propose  a  vision  for  the  future  of  VET.  It  builds  on  and 
contributes  to  the  Europe  2020  strategy  and  the  Strategic  framework  for  European 
cooperation  in  education  and  training  up  to  202011.  It  also  takes  into  account  the  EU's 
renewed social agenda12 and the EU Strategy for Youth13.  

2. 

A NEW IMPETUS FOR VET  

Vocational  education  and  training  in  Europe  by  2020  should  contribute  to  both  excellence 
and equity in EU lifelong learning systems and thereby to the Europe 2020 objectives of smart 
and inclusive growth, with: 

•  IVET  as  an  attractive  learning  option  with  high  relevance  to  labour  market  needs  and 

pathways to higher education, 

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The average proportion of students enrolled in VET at upper secondary level (ISCED level 3) in the EU 
was 51.5%, with wide differences of 13% in Cyprus to 77% in Austria. 
According to the Commission study on VET pathways, across the EU approximately 13% of students 
are enrolled in tertiary VET and around 10% of working population holds a post-secondary non-tertiary 
education degree. 
http://ec.europa.eu/education/vocational-education/doc1143_en.htm 
OJ C 119/2, 28.5.2009. 
COM(2008) 412. 
COM(2009) 200. 

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•  easily accessible CVET for people in different life situations facilitating skills development 

and career changes, 

•  flexible  systems  based  on  the  recognition  of  learning  outcomes,  including  diplomas,  and 

supporting individual learning pathways, 

•  adequate support for those at a disadvantage, and 

•  cross-border mobility as an integral part of VET practices. 

This  Chapter  outlines  key  elements  to  be  taken  up  in  the  re-launch  of  the  Copenhagen 
process. It draws on the four priorities of the Strategic framework for European cooperation in 
education  and  training  up  to  2020  -  lifelong  learning  and  mobility,  quality  and  efficiency, 
equity and active citizenship and innovation, creativity and entrepreneurship. It includes also 
an aspect of international cooperation in the area of VET.  

2.1. 

A key role of VET in lifelong learning and mobility 

As  the  structure  of  the  European  population  shifts  and  as  mid-career  changes  become  more 
frequent,  the  need  for  constant  upgrading  of  skills  increases  and  with  it  the  relative 
importance of CVET. Therefore, access to training opportunities at different levels should be 
maximised. This may imply substantial changes in how, when and by whom VET provision is 
organised, delivered and financed. 

Flexible access to training and qualifications 

There  appears  to  be  a  need  for  greater  flexibility  regarding  how  learning  outcomes  are 
acquired, how they are assessed and how they lead to qualifications. 

Employers' role in the provision of CVET is increasing and, as change accelerates, they must 
provide their employees with opportunities for intensive periods of training. Traditional initial 
training  providers  such  as  VET  schools  might  need  to  introduce  flexible  "à  la  carte"  CVET 
concepts  for  heterogeneous  groups  of  learners.  Higher  education  institutions  will  probably 
need to open up to the provision of CVET, offering customer-oriented training adapted to the 
needs of employees and employers, particularly micro and small businesses. Flexible access 
to  training  will  have  to  be  combined  with  flexible  work  organisation  and  labour  market 
arrangements. A specific challenge will be to reconcile work, learning and family in order to 
increase a participation of women. 

Validation  of  non-formal  and  informal  learning14  provides  pathways  for  up-skilling  and 
reintegration of people to the labour market. The adoption of an outcomes-based approach for 
vocational  qualifications,  as  promoted  by  the  EQF  and  ECVET,  is  key  to  achieving  this:  it 
must become embedded in all parts of the E&T system.  

The  general  trend  to  "up-skilling"  has  implications  for  the  relationship  between  VET  and 
higher education (HE). Contributing to the Europe 2020 headline target of boosting the share 
of  tertiary  graduates  to  40%,  genuinely  open  pathways  between  VET  and  HE  have  to  be 
ensured  as  well  as  tertiary  VET  should  be  strongly  supported.  Comprehensive  national 

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European  guidelines  for  validating  non-formal  and  informal  learning  (Cedefop  2009)  are  a  direct 
outcome of the Copenhagen process. 

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qualifications frameworks referenced to the EQF will help the permeability between VET and 
HE:  the  highest  levels  of  qualifications  frameworks  should  cover  both  sectors,  with  strong 
convergence between ECTS and ECVET systems. 

Lifelong  learning  opportunities  in  both  initial  and  continuing  VET  must  be  coupled  with 
guidance  and  counselling  services  to  facilitate  transitions  from  training  to  employment  and 
between jobs. Guidance from public employment services must work in a close cooperation 
with  guidance  provided  by  E&T  systems.  Both  young  and  adults  have  to  be  empowered  to 
master  transitions  through  the  development  of  career  management  skills15.  Guidance  should 
be  redirected  from  a  "testing"  to  a  "tasting"  approach,  providing  young  people  with  an 
opportunity to get acquainted with different vocational trades and career possibilities. Specific 
attention should be paid to the issue of gender equality to encourage young people to consider 
occupations beyond traditional gender profiles.  

Strategic approach to mobility in VET 

There  appears  to  be  an  urgent  need  to  strengthen  the  transnational  mobility  for  learning 
purposes in the area of VET, in particular in initial vocational training including apprentices. 
Mobility  can  help  to  overcome  language  barriers  as  well  as  to  develop  self-confidence, 
adaptability,  a  sense  of  responsibility,  employability  and  intercultural  competence.  The 
Europe  2020  Strategy  and  its  Youth  on  the  Move  initiative  underline  the  value  of  learning 
mobility and propose that its benefits should be made more available to all young people. In 
line  with  it,  new  innovative  approaches  should  be  explored  on  how  mobility  in  VET, 
particularly of apprentices, can be strengthened. 

Periods  of  study  or  training  in  other  countries  need  to  become  a  normal  part  of  vocational 
training  pathways,  both  for  learners  and  VET  professionals.  Foreign  languages  in  VET 
programmes are of particular importance in this context. Recognition of the mobility training 
experience has to be ensured through the use of ECVET. Training Placements in Enterprises 
face the particular challenge of involving businesses, generally SME, in the process. Based on 
the  results  of  pilot  project  Mobility  for  apprentices,  appropriate  mobility  support  structures 
run  by  the  networks  of  competent  VET  stakeholders  should  be  set  up  to  this  end.  "Virtual 
mobility"  through  the  use  of  ICT  (e-learning)  should  be  promoted  to  complement  physical 
mobility. Given the particular challenges which exist within VET, the proposed benchmark on 
mobility being developed within the OMC for E&T should set an ambitious target specifically 
for VET. 

The  modernisation  of  VET  systems  for  lifelong  learning  and  mobility  will  require  a  strong 
involvement and commitment of all stakeholders. Public authorities at all levels play different 
but  crucial  roles.  Social  partners  should  be  supported  to  play  their  part  in  the  organisation, 
provision  and  financing  of  training,  but  should  also  play  an  active  role  in  promoting  and 
facilitating  mobility.  Individuals  need  to  be  motivated  to  engage  in  mobility  and  to  take  up 
lifelong learning through efficient and sustainable financing tools and schemes (e.g. training 
vouchers, individual learning accounts, training funds and others). 

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OJ C 319, 13.12.2008, p. 4–7. 

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The key actions in VET to support lifelong learning and mobility should focus on: 

•  flexible  "à  la  carte"  concepts  to  maximise  the  access  to  continuing  VET  delivered  by 
employers,  traditional  training  providers  and  higher  education  institutions  and  coupled 
with appropriate financial incentives;  

•  genuinely open pathways from VET to HE and development of tertiary VET programmes; 

•  high degree of validation of non-formal and informal learning;  

•  integrated  guidance  and  counselling  services  to  facilitate  transitions  and  learning  and 

career choices;  

•  by  2020,  systematic  use  of  EQF,  ECVET  and  Europass  aimed  at  transparency  of 

qualifications and portability of learning outcomes;  

•  transnational  mobility  strategies  at  the  level  of  VET  providers  facilitated  by  appropriate 

mobility support structures. 

2.2. 

Increasing attractiveness and excellence of VET through quality and efficiency 

The  attractiveness  and  excellence  of  VET  depends  on  multiple  factors.  For  an  individual, 
attractiveness  depends  on  short  and  long-term  outcomes  in  terms  of  easy  school-to-work 
transition,  demand  for  specific  professions16,  wage  levels  and  career  prospects.  From  an 
overall  perspective,  the  attractiveness  of  VET  depends  on  its  quality  and  efficiency,  high 
standards of teachers and trainers, relevance to labour market needs and the pathways it opens 
to further learning without dead-ends, including at tertiary level.  

Implementing quality assurance in VET 

While  the  importance  of  quality  assurance  is  generally  recognised,  the  establishment  of  a 
quality assurance policy and of a "quality culture" in VET appears not to be achieved yet. The 
recently adopted European Quality Assurance Reference Framework (EQAVET) outlines an 
agenda  for  quality  in  both  initial  and  continuing  VET.  It  increases  transparency  and  helps 
build  mutual  trust  between  national  VET  systems.  At  European  level,  the  cooperation 
between  national  reference  points  for  quality  assurance  (QANRPs)  will  be  ensured  through 
the EQAVET network. At national level, arrangements will be needed to set a framework for 
quality assurance, including support activities to training providers in order to guarantee the 
implementation and commitment at all levels.  

Evolving roles of teachers and trainers 

The role of teachers and trainers is crucial in the modernisation of VET with a special focus 
on  how  they  are  recruited,  their  professional  development  and  status  in  society.  The  future 
dominated by change as outlined here presents new challenges for both teachers and trainers 

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According  to  Manpower  "Hot  jobs 2009"  analysis,  the  current  skills  shortages  are  reported  mostly  in 
traditional craft trades (carpenters, welders, plumbers). 

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in VET17, involving new pedagogies, curriculum design, quality assurance, management and 
administrative tasks.  

There is a convergence in the roles of teachers and trainers: a trainer in a work-based setting 
will  need  more  pedagogical  competences  and  must  play  a  supportive  and  mentoring  role; 
while a teacher in a school will need, like a trainer, a good understanding of work practices. 
This convergence should be reflected in policies for recruitment and continuing development 
of skills and competences, which should be validated and reflected in their career status.  

Professional excellence combined with well developed key competences  

The  focus  on  key  competences  is  becoming  an  urgent  priority  also  in  vocational  education 
and  training18.  Key  competences  are  the  foundation  for  lifelong  learning  and  success  in 
individuals'  careers  and  professions.  The  development  of  key  competences  has  to  continue 
beyond  compulsory  education,  in  both  initial  and  continuing  VET.  At  the  same  time,  rapid 
technological change implies constant improvement of "hard" professional/vocational skills19. 
The  challenge  is  to  achieve  the  best  possible  combination  of  vocational  skills  and  key 
competences both to a high standard. 

In order to maximise the relevance of VET provision to labour market needs, use of different 
forms  of  work-based  learning  should  be  strengthened.  Research  indicates  that  work-based 
learning  tends  to  increase  employment  opportunities  in  early  working  life.  Work-based 
learning also facilitates the development of the learning outcomes approach in VET with the 
shift  towards  competence-based  learning,  competence-based  qualifications  and  assessments 
(skills demonstrations). Therefore, employers should be encouraged to maximise the offer of 
apprenticeship and traineeship placements. 

Efficiency and labour market relevance through partnerships 

As highlighted in the Europe 2020 Strategy, partnerships between stakeholders in VET and in 
particularly  the  involvement  of  social  partners  in  the  design,  organisation,  delivery  and 
financing  of  VET  are  a  prerequisite  to  efficiency  and  relevance  to  labour  market  needs.  In 
many  countries  these  partnerships  take  the  form  of  skills  councils20,  which  are  involved  in 
monitoring labour markets, development of skills profiles, curricula, certification and others. 
The pilot European sector councils on jobs and skills scheduled to be launched in 2011 should 
spread information and best practices on trends in this area21. 

The  labour  market  relevance  of  VET  can  be  strengthened  by  the  development  of  forward 
planning  tools  to  match  skills  and  jobs22.  Based  on  such  matching,  VET  providers  in 
cooperation  with  local  labour  market  representatives  should  be  able  to  adapt  curricula 
accordingly  to  reflect  skills  shortages,  surpluses,  skills  gaps  or  obsolescence.  Improvements 
of  methodologies  are  needed  to  make  anticipation tools coherent and comparable, including 

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Cedefop, Finnish National Board of Education (2009): Competence Framework for VET professions. 
Council  Conclusions 11.05.2010 on  competences  supporting  lifelong  learning  and  the new  skills  new 
jobs initiative - OJ C 135, 26.5.2010, p. 8–11. 
The EU is hampered by a shortage of ICT skills and could lack the skills to fill as many as 700 000 IT 
jobs by 2015 – chapter 2.6 COM(2010) 245 "A Digital Agenda for Europe" 
A Commission study on Sector Councils on Employment and Skills at EU level. 
In order to reflect the needs of SMEs, the Commission is undertaking a study on future skills needs in 
micro and craft (-type) enterprises up to 2020. 
Expert Group Report on New Skills for New Jobs (2010). 

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the  development  of  a  common  system  of  classifications  for  skills,  competences  and 
occupations based on learning outcomes.  

The key actions to improve the quality and efficiency of initial and continuing VET should aim 
at: 

•  implementing  quality  assurance  systems  at  national  level,  as  recommended  by  EQAVET 

framework; 

•  developing  a  competence  framework  for  teachers  and  trainers  in  initial  and  continuing 

VET; 

•  providing  the  workforce  with  high  quality  labour  market  relevant  vocational  skills  by 

increased use of different forms of work-based learning;  

•  strengthening the development of key competences to ensure the adaptability and flexibility 

of learners and workers;  

•  making VET provision more responsive to evolving labour market needs based on forward 

planning tools in cooperation with social partners and public employment services. 

2.3. 

Equity and active citizenship  

Education  and  training  plays  a  major  role  in  promoting  equity,  social  inclusion  and  active 
citizenship.  Social  exclusion  of  the  low-skilled,  learners  from  a  migrant  background,  the 
unemployed  and  those  with  special  educational  needs  is  often  the  result  of  cumulating 
elements  such  as  low  formal  qualification  and  the  lack  of  basic  skills  and  transversal 
competences.  Education  and  training  can  be  important  forces  to  counter  social  exclusion; 
VET systems have a particularly important role to play23. 

Inclusive VET for inclusive growth 

Reducing the share of early school leavers to 10% in both general education and VET is one 
of the headline targets of the Europe 2020 Strategy. Examples from some countries with high 
quality training provisions including apprenticeship schemes show that there is a potential for 
VET to provide drop-outs with an option for getting back to learning. Use of non-classroom, 
work-based  learning  with  close  links  to  the  local  labour  market  and  integrating  non-formal 
and  informal  learning  can  provide  an  attractive  alternative  for  learners  who  are  less 
academically oriented. 

VET adapted to the individual needs of learners is important for increasing inclusiveness. The 
training offer should be made more flexible and modularised and should offer individualised 
learning  pathways.  Such  approaches  are  more  effective  when  the  training  is  a  part  of  a 
mainstream  VET  and  not  structured  as  specific  courses  for  target  groups.  However, 
integration  of  some  groups,  such  as  disabled  people  or  people  from  migrant  backgrounds, 
might require additional support, for instance validation of non-formal and informal learning 
and specific language courses for migrants. 

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Council  Conclusions  11.05.2010  on  the  social  dimension  of  education  and  training  -  OJ  C  135, 
26.5.2010, p. 2–7. 

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The  more  VET  is  fully  integrated  into  the  overall  E&T  system,  the  more  it  can  play  a 
significant  role  for  social  equity.  Developing  the  level  of  excellence  in  VET,  opening 
pathways  from  VET  to  higher  education  and  strengthening  tertiary  VET  programmes  can 
raise expectations for VET students and provide pathways for upward social mobility.  

All  this  needs  to  be  supported  by  accessible  and  targeted  guidance  services,  providing 
additional  support  at  key  transition  points  for  learners  at  risk  of  underachievement. 
Furthermore, there is a need to constantly monitor the employment rates of VET learners, in 
particular of those belonging to groups at risk, including data on the socio-economic profile of 
learners and of dropout rates in VET24. 

The more vocational education and training goes beyond the pure labour market aspect, the 
more it will promote equity. VET can support both development of people's professional and 
social identities and their sense of belonging to communities of practice. This contributes to 
social capital, trust and integration in societies. Key competences for active citizenship can be 
developed through curricula, participative working methods, through learners' participation in 
decision  making  and  through  partnerships  between  VET  providers,  local  communities  and 
civil society organisations.  

Initial VET can contribute significantly to combat drop outs, improve educational equity and 
promote upward social mobility of groups at risk by:  

•  Providing  high  quality  training  focused  on  work-based  learning  adapted  to  individual 

needs;  

•  pathways from VET to HE accessible to groups at risk; 

•  appropriate  "tracer  systems"  to  monitor  the  employment  rates  of  VET  students,  in 

particular of those belonging to groups at risk. 

Continuing  VET  is  particularly  well  placed  to  increase  the  labour  market  participation  of 
groups at risk through:  

•  flexible and modularised individual learning pathways; 

•  work-based learning focused on the acquisition of key competences; 

•  guidance  services  and  validation  of  prior  learning,  particularly  for  migrants  in  order  to 

facilitate their integration into society. 

With a view to development of the key competences for active citizenship: 

•  partnerships  between  VET  providers,  local  communities,  civil  society  organisations, 

parents and learners should be strengthened. 

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As described in indicators 5 and 6 of the EQAVET Recommendation. 

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2.4. 

Innovation, creativity and entrepreneurship 

As  stressed  in  the  Europe  2020  Strategy,  E&T  systems  should  focus  their  curricula  on 
creativity, innovation and entrepreneurship. In order to fulfil its role, vocational education and 
training has to reflect changes in the economy and in society.  

A vision of fostering creativity and innovation is needed that focuses on individuals within 
modernised,  excellent  and  high  quality  VET  systems.  VET  providers,  in  partnership  with 
authorities  and  enterprises,  should  foster  creativity  and  an  innovation-conducive  framework 
which encourages risk-taking and experimentation.  

VET providers should use experience-based learning and expose learners to non-routine work 
and non-typical situations. There appears to be a need to promote active learning in both work 
and school-based VET and give individuals the opportunity to control and develop their own 
learning, also through the use of innovative, creative and tailored made ICT tools, including e-
learning, to improve the access to and flexibility of training. 

At  the  same  time,  education  for  entrepreneurship,  meaning  a  sense  of  initiative,  ability  to 
turn ideas into practice, creativity and self-confidence, should be encouraged and accessible to 
all VET students, across all curricula and fields of study25. It should build awareness of self-
employment as a career option and train them to start one's own business. Entrepreneurship 
must  become  a  normal  part  of  the  competence  framework  of  teachers  and  trainers.  At 
European level, different initiatives, such as the creation of networks, the Erasmus for Young 
to  promote 
Entrepreneurs  pilot  project,  exchanges  of  educators  and  entrepreneurs 
entrepreneurship as well as good practices in the field of entrepreneurship education should be 
supported and further developed.  

VET can support creativity, innovation and entrepreneurship of learners by: 

•  providing  experience-based  and  active  learning  to  promote  the  acquisition  of  e-skills,  a 
risk-taking  culture,  initiative,  curiosity,  intrinsic  motivation  and  the  critical  thinking  of 
individuals; 

•  including entrepreneurship in the competence framework of VET teachers and trainers. 

2.5. 

International cooperation in the area of VET 

EU policy on VET should be a subject for further policy dialogue and mutual learning with 
the  international  community,  including  both  third  countries  and  relevant  international 
organisations.  

Structured cooperation could be launched with Neighbourhood countries and further extended 
with  Enlargement  countries  with  the  support  of  ETF  which  has  proven  its  value-added  in 
supporting  the  development  of  VET  curricula  and  quality  teaching  methodologies  in  these 
countries.  The  European  common  reference  tools  and  the  policy  approaches  provide  an 
important reference for the modernisation of VET systems in partner countries, including for 
those involved in accession to the EU. This cooperation has potential to contribute to trans-
national collaboration, regional development, an improved management of legal mobility and 
to combat illegal migration. 

25 

Expert Group Report on Entrepreneurship in VET (2009). 

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Cooperation  could  further  be  fostered  with  OECD,  UNESCO  (specifically  with  UNEVOC) 
and  ILO  in  the  research  activities  and  evidence-based  policy  making  in  the  area  of  VET 
(cooperation on PIAAC).  

3. 

A NEW AGENDA FOR EUROPEAN COOPERATION IN VET 

The re-launch of European cooperation in VET at the end of 2010 should be the result of a 
close partnership between Member States, the Commission and the Social Partners. It should 
comprise the definition of priorities for the coming 10 years, with shorter term objectives to 
be regularly  reviewed  by the  stakeholders. This Communication  constitutes the contribution 
of the Commission to the agenda for the modernisation of VET in the EU and provides policy 
responses to support the Europe 2020 Strategy.  

European cooperation in VET so far has been successful, particularly in the establishment of a 
number  of  EU  common  tools  to  enhance  transparency  and  portability  of  qualifications. 
However, the agenda set in Europe 2020 clearly calls for a much bolder approach to reforms 
of  VET  systems.  The  Commission  therefore  calls  on  EU  Ministers  in  charge  of  VET  and 
European Social Partners: 

•  to endorse an ambitious VET modernisation agenda,  

•  to define concrete deliverables for the next decade and  

•  to  make  a  strong  commitment  to  its  implementation  within  the  Europe  2020  national 

reform programmes.  

The next decade will be the time for delivery, starting with a rapid implementation of the EU 
common reference tools, such as EQF, ECVET, Europass and EQAVET. The Member States 
have  the  prime  role,  in  partnership  with  social  partners  and  involving,  regional  and  local 
authorities, vocational providers, teachers and trainers as well as learners at all levels. At the 
European  level  the  existing  platforms  such  as  Directors  General  for  Vocational  Training 
(DGVT)  and  Advisory  Committee  for  Vocational  Training  (ACVT)  as  well  as  relevant  EU 
programmes will be used to support the design and delivery of agreed actions. In addition, as 
called for in the Europe 2020 Strategy, social partners at European level should develop their 
own initiatives to contribute to the attractiveness of VET. 

The  Community  instruments  play  a  crucial  role  to  support  both  modernisation  agenda  and 
mobility  in  VET.  During  its  15  years  of  existence,  the  Leonardo  da  Vinci  Programme  has 
supported  more  than  600 000  training  placements  for  young  people,  110 000  exchanges  of 
VET teachers and trainers and 2 000 innovative projects. It also provides an important support 
to  the  implementation  of  the  transparency  tools.  Leonardo  da  Vinci  programme  should 
continue to strongly support accessibility, mobility and innovation in VET within the Lifelong 
Learning Programme. Optimal use of the Structural Funds should be also made to support the 
modernisation  of  VET  systems  and,  in  particular,  the  participation  of  individuals  in 
continuing VET. 

The governance of the re-launched Copenhagen process shall be coherent with the framework 
of the Open Method of Coordination in Education and Training and linked to the Europe 2020 
Strategy  taking  into  account  the  profile  of  the  European  Union  as  a  global  actor.  Evidence-
based  policy  making  will  continue  to  be  supported  through  the  research,  expertise  and 
analysis of Cedefop and ETF as well as statistical evidences provided by Eurostat.  

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