EUAA training and learning strategy : March 2022.
Date: 2023-02-13
Institutions: European Union Agency for Asylum
Subjects: European Union Agency for Asylum, in-service training, political asylum, teacher training, teaching curriculum, teaching materials, teaching method

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Training and Learning 
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EUAA Training and Learning Strategy

March 2022

Manuscript completed in March 2022

Neither the European Union Agency for Asylum (EUAA) nor any person acting on behalf of the EUAA is 
responsible for the use that might be made of the information contained within this publication.

Luxemburg: Oficiul pentru Publicații al Uniunii Europene, 2023 

Print 
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ISBN 978-92-9400-650-9  doi: 10.2847/247936  BZ-03-22-056-EN-C
BZ-03-22-056-EN-N
ISBN 978-92-9400-685-1  doi: 10.2847/28050 

© European Union Agency for Asylum (EUAA), 2022

Cover photo: © iStock.com

Reproduction is authorised provided the source is acknowledged. For any use or reproduction of 
photos or other material that is not under the EUAA copyright, permission must be sought directly from 
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Training and Learning Strategy

Contents

1. 

2.	

3. 

4. 

5. 

6. 

7. 

Background ........................................................................................................................... 4

Definition ............................................................................................................................... 4

Principles ............................................................................................................................... 5

Objectives ............................................................................................................................. 7

Training frameworks ............................................................................................................ 8

Training needs analysis ....................................................................................................... 9

Training design and development ....................................................................................10

7.1.  Training de sign ............................................................................................................10

7.2. Development of training material ............................................................................10

7.3. Review of training .........................................................................................................11

8. 

Training delivery and facilitation ...................................................................................... 11

8.1.  EUAA Training Pool .....................................................................................................12

9. 

On-going monitoring, evaluation, and periodic review .................................................12

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1.  Background

The European Union Agency for Asylum (EUAA), established by Regulation (EU) 2021/2303, is 
responsible for contributing to ensuring the efficient and uniform application of Union law on 
asylum in Member States in full respect of fundamental rights and facilitating and supporting the 
activities of Member States in the implementation of the Common European Asylum System 
(‘CEAS’). The Agency is also tasked with improving the functioning of the CEAS, including by 
providing operational and technical assistance to Member States, in particular those whose 
asylum and reception systems are under disproportionate pressure.

With the implementation of the EUAA Training and Learning Strategy(1), the EUAA is committed 
to supporting Member States by providing training for members of its own staff, members of 
relevant national administrations, and of national authorities responsible for asylum and reception, 
and members of Asylum Support Teams, including those not employed by the Agency. The 
EUAA’s support in this area will be provided through the continuous development of the European 
asylum curriculum, which aims to promote best practices and high standards in the implementation 
of Union law on asylum and reception. Through the provision of training and learning opportunities, 
the  EUAA  will  contribute  to  the  development  and  strengthening  of  the  knowledge,  skills, 
responsibility and autonomy of asylum and reception officials, upholding common standards, 
and enhancing the overall implementation of the CEAS.

This Strategy, replacing the previous version of the EASO Training Strategy (2019), outlines the 
principles that guide the EUAA in the implementation of its mandate as provided for in Article 8 
of the EUAA Regulation.

2.	 Definition

In this document, the following terms are defined as follows:

•  “accreditation” means a process of quality assurance through which accredited status 
is granted to an education or training provider, showing it has been approved by the 
relevant legislative or professional authorities by having met predetermined standards;
•  “certification” means a process of issuing a certificate, diploma or title formally attesting 
that a set of learning outcomes (knowledge, know-how, skills and/or competences) 
acquired by an individual have been assessed and validated by a competent body 
against a predefined standard;

•  “competence” means the ability to use knowledge, skills and personal, social and/or 
methodological abilities in work or study situations and in professional and personal 
development. In the context of the European qualifications framework, competence is 
described in terms of responsibility and autonomy;

(1)  Management Board Decision No 102 of 7 March 2022 (EUAA/MB/2022/054) on the EUAA Training and 

Learning Strategy

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EUROPEAN UNION AGENCY FOR ASYLUM Training and Learning Strategy

•  “formal learning” means learning that occurs in an organised and structured 

environment (such as in an education or training institution or on the job) and is 
explicitly designated as learning (in terms of objectives, time or resources). Formal 
learning is intentional from the learner’s point of view. It typically leads to certification.
•  “informal learning” means learning resulting from daily activities related to work, family 
or leisure. It is not organised or structured in terms of objectives, time or learning 
support. Informal learning is in most cases unintentional from the learner’s perspective.
•  “learning outcomes” means statements regarding what a learner knows, understands 
and is able to do upon completion of a learning process. They are defined in terms of 
knowledge, skills and responsibility and autonomy.

•  “non-formal learning” means learning which is embedded in planned activities not 
explicitly designated as learning (in terms of learning objectives, learning time or 
learning support), but which contain an important learning element. Non-formal 
learning is intentional from the learner’s point of view. It typically does not lead to 
certification.

Other definitions relevant for this Strategy may be found in the EUAA Glossary of training terms(2).

3.  Principles

In line with the EUAA Regulation, the implementation of the EUAA’s Training and Learning 
Strategy shall be guided by the following principles:

(i) 

In implementing this Strategy, the EUAA takes an open, constructive and dynamic approach 
while remaining fully committed to upholding the highest standards of quality, efficiency and 
transparency. To this end, the EUAA will develop a Training Quality Assurance Framework 
based on the European Standards and Guidelines for Quality Assurance in the European 
Higher Education Area (‘ESG 2015’)(3). The EUAA will also duly take into consideration the 

(2)  Available at: www.euaa.europa.eu 
(3)  The Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG 2015) are 

used by institutions and quality assurance agencies as a reference document for internal and external quality 
assurance systems in higher education. Moreover, they are used by the European Quality Assurance Register 
(EQAR), which is responsible for the register of quality assurance agencies that comply with the ESG.

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EU education and training framework, including the Bologna(4) and Copenhagen(5) principles 
and the European Qualifications Framework for lifelong learning.

(ii)  The EUAA will cooperate closely with and rely on the commitment of various actors whose 
expertise can contribute to designing and delivering EUAA training and learning material. 
These  include  primarily  Member  States’  asylum  and  reception  authorities  but  also  the 
European  Border  and  Coast  Guard  Agency  (Frontex),  the  European  Union  Agency  for 
Fundamental Rights (FRA) as well as relevant training entities, academic institutions, judicial 
associations, training networks and other relevant organisations. This cooperation will take 
place amongst others in the framework of the ‘Reference Group’, composed of the European 
Commission,  other  EU  Agencies,  the  United  Nations  High  Commissioner  for  Refugees 
(UNHCR) and other relevant actors. As required by the EUAA Regulation, the Fundamental 
Rights  Officer  and  the  Consultative  Forum  will  be  consulted  on  the  European  asylum 
curriculum.

(iii)  The EUAA’s training and learning activities target primarily Member States’ asylum and 
reception authorities(6). In accordance with the EUAA Regulation, the Agency will broaden 
the scope of these activities to other relevant national authorities in the Member States. In 
line with the relevant working arrangements, it may also include other actors such as EU 
agencies, the UNHCR, academia, relevant international and civil society organisations and 
third countries, as per the EUAA External Cooperation Strategy.

(iv)  The implementation of this Strategy will enable Member States to provide their staff with 
high-quality training based on the European asylum curriculum and in accordance with their 
obligations under Union law on asylum. In particular, Member States are required to include 
core parts of that curriculum in the training provided to their asylum and reception officials. 
This in turn contributes to greater convergence of methods, decisions and legal practices in 
the Member States in compliance with the CEAS.

(v)  The EUAA is committed to the highest standards of professional and ethical behaviour in 
all its training activities. The Agency shall, in the context of implementation of the Training 
Quality Assurance Framework, develop and manage a Code of Conduct for participants 
in EUAA training activities, as well as a training complaints procedure whereby, amongst 

(4)  The Bologna Process is an intergovernmental cooperation of 48 European countries in the field of higher 

education. It guides the collective effort of public authorities, universities, teachers, and students, together with 
stakeholder associations, employers, quality assurance agencies, international organisations, and institutions, 
including the European Commission, on how to improve the internationalisation of higher education. The main 
focus is the introduction of the three-cycle system (Bachelor/Master/Doctor), strengthened quality assurance 
and easier recognition of qualifications and periods of study (https://ec.europa.eu/education/policies/higher-
education/bologna-process-and-european-higher-education-area_en).

(5)  The Copenhagen Process was launched by the Copenhagen Declaration, approved on 30 November 2002 by 
ministers responsible for vocational education and training (VET) in the Member States, candidate countries, 
EFTA-EEA countries, the European Social Partners and the European Commission. They agreed on priorities 
and strategies for the promotion of mutual trust, transparency and recognition of competences and 
qualifications in order to increase mobility and facilitate access to lifelong learning. The Declaration calls for 
enhancing European cooperation in VET across Europe. It focuses on the contribution of VET to the challenges 
identified in the Lisbon strategy: strengthen the European dimension of VET, improve transparency, information 
and guidance systems, recognise competences and qualifications, including non-formal and informal learning 
promote cooperation in quality assurance (https://www.eqavet.eu/What-We-Do/European-Policy/Copenhagen-
Process).

(6)  The development of the professional material for the members of Courts and Tribunals is not covered under this 

strategy.

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EUROPEAN UNION AGENCY FOR ASYLUM Training and Learning Strategy

others, violations of the Code may be brought to the attention of the EUAA for adequate 
investigation and follow-up.

(vi)  While the EUAA is fully committed to this Strategy, the commitment of Member States and 

their involvement at all levels is crucial to its implementation.

4.  Objectives

By implementing a Training and Learning Strategy, the EUAA aims to:

(i)  Develop the knowledge, skills, responsibility and autonomy of asylum and reception officials

The EUAA aims to support Member States in ensuring that asylum and reception officials are 
provided with the knowledge, skills, responsibility and autonomy required to perform their job 
at a satisfactory level. In this regard, the European Sectoral Qualification Framework (ESQF) for 
asylum  and  reception  officials  identifies  both  the  tasks  that  asylum  and  reception  officials 
perform, as well as the learning outcomes required for their successful performance. The ESQF 
therefore provides comprehensive guidance on what asylum and reception officials should know 
and be able to do, under a specified degree of responsibility and autonomy, in order to perform 
their duties and tasks. Its use throughout the training cycle ensures that EUAA training is relevant 
and fit-for-purpose.

(ii) 

Increase capacity and preparedness

The EUAA‘s training and learning activities assist national administrations in Member States to 
strengthen  the  knowledge,  skills,  responsibility  and  autonomy  of  their  personnel,  thereby 
enhancing their capacity to fulfil their day-to-day tasks, as well as to increase their resilience 
when confronted by situations of disproportionate pressure. Having knowledgeable and skilled 
officials enables national administrations to be well prepared to respond rapidly to situations of 
increased influx of asylum seekers, in particular by applying efficient procedures, while at all 
times ensuring compliance with the CEAS.

(iii)  Promote active learning

Learners have a central role in their learning and development experience and the EUAA aims 
to provide a safe learning environment where adult learners can explore issues and discuss 
practical challenges under the guidance of a trainer/coach with expertise in the field. Central to 
the active learning approach is the peer-learning element, where the learning and training 
environment enables a stimulating opportunity for learners to discuss challenges and exchange 
views with other practitioners in the field.

(iv)  Promote continuing professional development

The EUAA’s continuing professional development (CPD) activities address both asylum and 
reception officials as well as trainers in EUAA modules and courses. CPD activities are organised 
as part of the EUAA’s lifelong learning strategy in the field of asylum and reception, allowing for 

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the reinforcement of the lifelong knowledge, skills and competencies of asylum and reception 
officials. CPD is pivotal to meet learning needs with a view to increased convergence in the 
implementation of the CEAS.

It is also critical to the EUAA that trainers in the European asylum curriculum have opportunities 
to develop and keep their content-related competences and andragogical skills up to the highest 
standards, including through a process of certification. This also includes CPD of transversal 
competences such as digital and intercultural communication.

(v) 

Implement an assessment strategy

In line with the ESG 2015 and the EUAA’s long-term vision of achieving accreditation as a higher 
education provider (i.e., a prospective EUAA Academy) delivering accredited programmes and 
modules, the Agency is implementing transparent, fair and reliable assessments as an essential 
part of its training. Assessment forms an integral part of any training and learning process. Well-
designed assessment activities demonstrate that learners have achieved the intended learning 
outcomes and thus provide assurance of what the learner should know and be able to do once 
the learning process has been completed. The assessment of learners undertaking EUAA training 
and learning activities is designed to be rigorous, transparent and consistent. In order to ensure 
the integrity of the assessment process, the Agency shall, in the context of implementation of 
the  Training  Quality  Assurance  Framework,  develop  and  manage  an  assessment  appeal 
procedure for instances where irregularities in the assessment task or procedure unduly affect 
a learner’s performance in the assessment, as well as a procedure for the investigation and 
follow-up of instances of academic misconduct (refer to section 3, point (v)).

(vi)  Recognise prior learning

The EUAA acknowledges and recognises prior learning including formal, informal and non-formal 
learning. The pre-existing knowledge, skills and competences of learners bring additional value 
to the learning process and strengthen the peer-learning component. The EUAA, therefore, puts 
in  place  and  implements  procedures  for  recognizing  prior  learning  and  experience.  Such 
recognition is also aimed at reducing the repetition of learning, thereby maximising efficiency.

5.  Training frameworks

EUAA training is delivered in three main contexts:

(i)  European asylum curriculum sessions

The European asylum curriculum is one of the EUAA’s practical tools contributing to the effective 
implementation of the CEAS. The learners’ curriculum is mainly composed of training modules, with 
the possibility for voluntary assessments leading to certification, but also includes a broad range 
of CPD material. Designed mainly to train case officers and other asylum and reception practitioners 
throughout the EU, EUAA training modules are integrated into a common training system, which 
covers the entire field of international protection by means of a set of interactive modules.

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EUROPEAN UNION AGENCY FOR ASYLUM Training and Learning Strategy

The learners’ curriculum is complemented by a distinct curriculum for trainers which is composed 
of a set of courses on content as well as assessed modules on adult learning and assessment 
techniques for trainers. The European asylum curriculum can be used in the context of permanent 
support to assist Member States in establishing a training framework for their personnel or to 
complement their existing national training structures by means of high-quality and commonly 
developed training materials.

(ii)  Training in the context of operational and technical assistance

One of the key functions of the EUAA is to provide Member States with operational and technical 
assistance, in particular where their asylum and reception systems are subject to disproportionate 
pressure. The European asylum curriculum forms the basis for the implementation of operational 
training activities. Depending on the specific tasks to be performed on the ground, as well as 
the specific characteristics of the operational context, specific complementary training material 
may be developed.

Training delivered in order to support Member States whose asylum and reception system is 
subject  to  disproportionate  pressure  is  guided  by  the  provisions  of  Article  8  of  the  EUAA 
Regulation, as well as by the nature and scope of the operating plans. Whenever necessary, it 
is delivered in coordination with the deployment of asylum support teams. In this regard, the 
EUAA is tasked with verifying and ensuring that experts deployed as part of asylum support 
teams have received the required training. Where necessary, it may provide them, in advance 
of or upon their deployment, with training which is specific to the operational and technical 
assistance being provided.

(iii)  Training activities in the context of working arrangements

The EUAA is also mandated to engage in capacity-building activities with third countries under 
the  EUAA  External  Cooperation  Strategy,  within  the  framework  of  working  arrangements 
concluded with the authorities of those countries. Capacity-building support may also include 
the training of third-country asylum and reception officials.

In the framework of other working arrangements, the Agency may also engage in training 
activities with other EU bodies as well as international organisations. These may include the 
exchange of good practices in the area of training, mutual participation in training activities or 
the joint development of specific training actions.

6.  Training needs analysis

The EUAA applies a flexible, structured and evidence-based methodology to support Member 
States’ asylum and reception authorities and other stakeholders in identifying training and 
learning needs.

The methodology is applied in a collaborative manner with the full involvement of all relevant 
counterparts in national administrations, and in particular Training National Contact Points (NCPs), 
who act as a liaison with their respective administrations on training-related matters. Training 

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NCPs are nominated by Member States, following EUAA recommendations on the needs and 
responsibilities related to the performance of this function. Extensive consultations with these 
counterparts are embedded within the methodology.

The methodology is designed to take into account the asylum situation at national and European 
level when identifying competence needs drivers, to fully incorporate the use of the ESQF and 
to focus on training needs for both newly recruited and experienced asylum and reception 
officials.

The EUAA applies the methodology both on a European as well as on a national level, particularly 
in the context of operational and ad hoc support.

7.  Training design and development

7.1.  Training de sign

The EUAA designs its training based on a learning outcomes approach, thus focusing on the 
knowledge, skills, responsibility and autonomy that the learner should acquire once the training 
is completed. The implementation of learning outcomes in the design of training contributes to 
a learner-centred approach, placing the focus on what the learner will know and will be able to 
do. The most appropriate learning strategy is then identified, and assessments are developed 
to measure and demonstrate the achievement of the learning outcomes.

This approach provides the foundation for the accreditation of the European asylum curriculum, 
which is supported by Member States through the EUAA Certification and Accreditation Working 
Group (CAWG), and which is without prejudice to national systems.

7.2.  Development of training material

Training material is developed by the EUAA in close cooperation with the Member States, who 
are invited to contribute to the drafting process in a supportive role through the nomination of 
content experts. In accordance with the EUAA Regulation, other entities such as the European 
Border and Coast Guard Agency (Frontex), the European Union Agency for Fundamental Rights 
(FRA) as well as relevant training entities, academic institutions, judicial associations, training 
networks or other relevant organisations may be involved where appropriate. When needed, the 
EUAA may also utilize the services of external remunerated experts with extensive knowledge 
and experience of the topics in question.

In particular, the EUAA collaborates with relevant stakeholders in the framework of the Reference 
Group, which acts as a reviewer of content. The Reference Group is composed of representatives 
from the European Commission, the UNHCR, members of civil society, academia and where 
relevant members of courts and tribunals.

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EUROPEAN UNION AGENCY FOR ASYLUM Training and Learning Strategy

The EUAA also fosters an open dialogue with civil society organisations in its training activities 
through the Consultative Forum, which is consulted on the European asylum curriculum. In order 
to underscore the EUAA’s commitment to fundamental rights, the curriculum is also the subject 
of consultations with the Fundamental Rights Officer.

Through  its  cooperation  with  internal  and  external  stakeholders  as  part  of  the  design  and 
development process, the EUAA promotes mutual understanding and collaboration among 
relevant EU actors to further enhance consistency and compliance of the training material with 
the standards set in international and European law and jurisprudence.

In all cases, the ultimate responsibility for the content of the training material is retained by the 
EUAA.

When the EUAA develops, upgrades and updates training material, an inclusive approach is 
adapted to different audiences taking into account needs analysis, time and cost-efficiency 
considerations, as well as the needs of a diverse learner population, in particular in terms of 
preferred learning styles. The EUAA uses innovative training and learning methodologies making 
extensive use of its blended learning approach which consists of an e-Learning element and 
face-to-face training or webinars, as well as on-the-job training and coaching, peer learning, 
mobility learning, workshops and professional conferences.

EUAA training material is developed in English. All modules are however available for translation 
into any EU official language on request from the Member States, in accordance with established 
needs and depending on the availability of resources. On the same basis, and in view of working 
arrangements with associated and third countries, the EUAA may also translate training modules 
into the national languages of these countries. All language versions are made available on the 
EUAA’s Learning Management System (LMS).

7.3.  Review of training

The EUAA reviews the European asylum curriculum on a regular basis. Each module has its ‘life 
cycle’ of an average duration of five years. At the end of its life cycle, the module is reviewed, 
and a decision is taken on the need to update or upgrade it. The EUAA also retains the right to 
discontinue a module following an evaluation on its use and discussions with the Member States.

8.  Training delivery and facilitation

The implementation of the EUAA’s main training activities relies primarily on a train-the-trainer 
system (which sustains a multiplier effect) to facilitate the implementation of the European asylum 
curriculum within national administrations. Through this system, the EUAA sets up an annual 
training plan for the provision of training to national trainers who, upon completion of the training, 
organise and deliver training for their peers at the national level. This system not only maximises 
the EUAA’s training efforts but also allows greater flexibility in the organisation of training events 
and provides for durable capacity building within Member States.

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The EUAA further supports regional cooperation on training initiatives from which more than one 
EU+ country could potentially benefit. Additionally, the EUAA supports the organisation of training 
activities at a regional level, including train-the-trainer sessions as well as national training 
sessions with the aim of reducing organisational costs and promoting regional cooperation.

On ad hoc arrangements, the EUAA may also provide tailor-made training to asylum and reception 
officials.

8.1.  EUAA Training Pool

Trainers in the European asylum curriculum are key actors in ensuring quality and they play an 
essential role in the implementation of the CEAS. The EUAA has set up a Training Pool to 
coordinate the involvement of Member States’ experts in the development and implementation 
of training activities. The Pool contributes to fostering existing cooperation in the field of asylum 
and the promotion of best practices. The Pool is managed by the EUAA in coordination with 
Member States and consists of content experts, content trainers and didactics experts. The EUAA 
also manages a trainer and expert network through communication channels and relevant 
meetings.

While the Pool is generally restricted to members of national asylum and reception administrations, 
the EUAA may exceptionally include other relevant actors (e.g., the UNHCR) to support training 
in specific areas.

The EUAA follows an internal procedure to manage the selection of trainers, content experts 
and didactic experts/trainers for EUAA training-related activities.

Alongside the content trainers, content experts and didactic experts from the Pool, the EUAA 
also makes use of qualified staff as well as external experts for EUAA training activities, where 
relevant.

9.  On-going monitoring, evaluation, and 

periodic review

The EUAA maintains a monitoring system for all its training activities based on the continuous 
collection of sound data on a number of key performance indicators. Monitoring data is kept 
under constant review by the EUAA and on an annual basis by a Training Quality Assurance 
Advisory Group composed of senior officials from Member States’ national administrations. 
Corrective action is taken whenever issues that may impact quality are detected.

Monitoring data also feeds into periodic evaluations of training activities. Such evaluations are 
carried out in accordance with a standardised methodology and their outcomes are taken into 
account  in  order  to  identify  gaps  in  the  curriculum  and  in  reviewing  the  quality  of  training 
activities.

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EUROPEAN UNION AGENCY FOR ASYLUM Training and Learning Strategy

Progress on the implementation of conclusions and recommendations from monitoring and 
evaluation activities are regularly reviewed by management to ensure that they result in the 
continuous improvement of training activities. Further to this, the EUAA encourages informal and 
formal communication with all relevant stakeholders to identify potential areas of improvement 
for EUAA training and learning activities.

The EUAA reports periodically on the implementation of its training activities and relevant 
achievements, as well as on the results of evaluations. On a yearly basis, the EUAA publishes 
a training report on the implementation of the EUAA’s training activities at both EU and national 
level. An annual report based on training monitoring data is produced in consultation with the 
Training Quality Assurance Advisory Group. The timely and accurate provision of data by Member 
States through the Training NCP network allows the EUAA to successfully exercise its training 
and learning function.

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ISBN 978-92-9400-650-9