COMMISSION STAFF WORKING DOCUMENT on the European Year of Skills Accompanying the document REPORT FROM THE COMMISSION TO THE EUROPEAN PARLIAMENT, THE COUNCIL, THE EUROPEAN ECONOMIC AND SOCIAL COMMITTEE AND THE COMMITTEE OF THE REGIONS  on the implementation, results and overall assessment of the European Year of Skills
Date: 2025-10-02
Institutions: Directorate-General for Employment, Social Affairs and Inclusion, European Commission
Subjects: adult education, continuing vocational training, cooperation in the field of education, education policy, labour force, labour market, promotion of the European idea, skilled worker, updating of skills, vocational education

EN 

  EN 

   EUROPEAN COMMISSION  Brussels, 2.10.2025  SWD(2025) 283 final  COMMISSION STAFF WORKING DOCUMENT on the European Year of Skills Accompanying the document REPORT FROM THE COMMISSION TO THE EUROPEAN PARLIAMENT, THE COUNCIL, THE EUROPEAN ECONOMIC AND SOCIAL COMMITTEE AND THE COMMITTEE OF THE REGIONS   on the implementation, results and overall assessment of the European Year of Skills   {COM(2025) 583 final}  
 
 
1. 

Introduction ..................................................................................................................................... 2 

1.1.  Context .................................................................................................................................... 2 

2.  Results and achievements: meeting the Year’s objectives .............................................................. 4 

2.1. 

Promoting investment at all levels .......................................................................................... 5 

2.1.1. 

2.1.2. 

2.1.3. 

EU level .......................................................................................................................... 5 

National level .................................................................................................................. 6 

Support for SMEs............................................................................................................ 8 

2.2. 

Strengthening skills relevance through cooperation ............................................................... 9 

2.2.1. 

2.2.2. 

Skills intelligence .......................................................................................................... 10 

Joint action on skills ...................................................................................................... 12 

2.3.  Matching people with opportunities ..................................................................................... 17 

2.3.1. 

2.3.2. 

Skills for industry and the twin transitions ................................................................... 17 

Empowering individuals ............................................................................................... 27 

2.4. 

2.5. 

Skills and talent mobility ...................................................................................................... 34 

Promoting a mindset of upskilling and reskilling ................................................................. 37 

3. 

Implementation ............................................................................................................................. 41 

3.1.  Governance and resources .................................................................................................... 41 

3.2. 

Policy initiatives .................................................................................................................... 42 

3.2.1. 

3.2.2. 

EU level ........................................................................................................................ 42 

National level ................................................................................................................ 46 

3.3. 

Stakeholder engagement ....................................................................................................... 47 

3.4.  Communication ..................................................................................................................... 48 

3.4.1. 

3.4.2. 

3.4.3. 

Stakeholders’ communication ....................................................................................... 50 

Citizens’ communication .............................................................................................. 51 

Reaching citizens .......................................................................................................... 52 

3.5.  Events .................................................................................................................................... 54 

4.  Conclusion .................................................................................................................................... 58 

List of countries .................................................................................................................................... 60 

Glossary ................................................................................................................................................ 61 

Annex 1 – Post-EYS survey ................................................................................................................. 62 

Annex 2 – NC survey ............................................................................................................................ 65 

Annex 3 – Citizens’ survey ................................................................................................................... 66 

Annex 4 – National coordinators’ meetings .......................................................................................... 69 

Annex 5 – Overview of the EU cohesion funds’ investments in skills ................................................. 70 

1 

 
 
 
 
1. Introduction 
Article 7  of  the  Decision on  a  European Year  of  Skills  (the  ‘Year’)  required  the  European 
Commission (the Commission) to submit by 31 May 2025 a report to the European Parliament, 
the Council, the European Economic and Social Committee (EESC) and the Committee of the 
Regions (CoR) on the implementation, results and overall assessment of the initiatives provided 
for in the Decision in the Member States and the EU as a whole. The report is to include ideas 
for further common endeavours in the field of skills to create a long-lasting legacy for the Year. 

This staff working document accompanies the Commission Report on the European Year of 
Skills.  It  details  key  results  and  achievements,  implementation,  and  forward-looking 
conclusions on the Year. 

This document is based on quantitative and qualitative evidence collected during and after the 
Year,  including  through  desk  research  (e.g.  analysis  of  position  papers  and  national  plans), 
stakeholder feedback (e.g. the post-EYS surveys for stakeholders and national coordinators), 
and citizen input (e.g. from the citizens’ survey). The outcomes of three different surveys are 
mentioned throughout this document (1). 

1.1. 

Context 

The Year was announced by the President of the Commission in her State of the Union Address 
2022 as a response to the critical labour and skills shortages in Europe. ‘The lack of staff is a 
challenge for Europe’s companies. We must invest much more in training and further education. 
This is why I am proposing to make 2023 the European Year of Skills.’ 

Employers across Europe struggle to  find workers with  the necessary skills  to  fill available 
positions. Skills shortages are one of the causes of labour shortages. Together, they hinder the 
sustainable growth, innovation power and global competitiveness of the European economy, 
and undermine the success of the green and digital transitions. At the same time, substantial 
growth is expected in emerging sectors together with increasing new job opportunities. 

The EU faces critical labour and skills challenges. Nearly three quarters (74%) of small and 
medium-sized  enterprises  lack  skilled  workers (2)  and  the  Commission  has  identified  42 
shortage occupations across various sectors of the economy. (3). It is estimated that 90% of jobs 
will demand digital skills, yet  over one  third of the labour force lacks the necessary digital 
skills required for most jobs (4). These shortages are combined with a pressing gap in training, 
as only 39.5% of adults participate in training annually (5). Despite the challenges, there are 
also opportunities, with substantial job growth anticipated in green and digital sectors, with 3.5 
million  new  jobs  (6).  There  is  also  significant  untapped  potential  among  underrepresented 
groups, such as women, people with lower levels of skills, young people not in employment, 
education, or training (NEETs), persons with disabilities, and older workers. 

Europe is also facing a problem in equipping young people with basic skills. The PISA scores 
show 15-year olds’ performance in mathematics, reading and science have fallen, continuing a 

(1) (1) Post-EYS survey, which collected stakeholders’ views on the results of the Year, as well as information on stakeholder 
contribution  (Annex  1),  (2)  National  coordinators’  survey,  which  collected  views  on the  results  of  the  Year  at  national, 
regional, and local levels (see Annex 2), (3) Citizens’ survey, which measured the communication campaign’s impact among 
the Year’s target audiences (see Annex 3). 
(2) Flash Eurobarometer 529. 
(3) Action plan on labour and skills shortages in the EU 
(4) Digital literacy in the EU: An overview. 
(5) AES 'baseline' data - participation in education and training excluding guided on-the-job training 
(6) COM/2023/652. 

2 

 
 
 
downward trend. EU students underperform compared to their peers in the UK, the US, Japan 
and China, while the share of top-performers in Europe is also declining (7). A similar picture 
emerges for basic digital skills with nearly half of adults in Europe lacking them (8). 

Against  this  backdrop,  the  overall  objective  of  the  Year  was  to  promote  a  mindset  of 
upskilling and reskilling. To achieve this, four  specific objectives were  established  for the 
Year: 

1.  promoting increased, more effective and inclusive investment at all levels, inter alia, 
by  public  and  private  employers,  in  particular  by  small  and  medium  enterprises 
(SMEs), into all forms of reskilling and upskilling, education and training (…). 
2.  strengthening  skills  relevance  and  provision  by  closely  cooperating  with,  and 
promoting cooperation among, cross-sectoral and sectoral social partners, public and 
private employment services, undertakings, civil society entities, not-for-profit social 
service providers and education and training providers, and by developing joined-up 
approaches with all branches of government (…). 

3.  matching  people’s  aspirations,  needs  and  skills-set,  including  the  skills  acquired 
during  mobility,  with  labour  market  needs  and  opportunities,  (…),  ensuring  that  a 
particular focus is given to integrate more people in the labour market (…). 

4.  attracting people from third countries with the skills needed in Member States, by 
promoting learning opportunities, including, where necessary, language education and 
training,  skills  development  and  mobility,  and  by  facilitating  the  recognition  of 
qualifications. 

By focusing on the labour market, these objectives tend to concern working-age adults more 
directly, while also recognising the relevance of quality initial education and training to prepare 
young people for adult life and the relevance of skills for all aspects of society. At the same 
time, specific focus was placed on women and groups underrepresented in the labour market, 
who require more differentiated support. This included young people, especially those NEETs, 
low-skilled persons, older workers, persons with disabilities, people from disadvantaged and 
diverse backgrounds, people living in remote areas and in the outermost regions, and displaced 
people  from  Ukraine.  SMEs,  given  their  central  role  to  the  European  economy  and  higher 
upskilling and reskilling barriers, were also addressed specifically.  

By taking a closer look at the results and achievements of the Year, this staff working document 
will  assess  the  extent  to  which  these  objectives  were  achieved.  It  is  important  to  note, 
however, that not all changes can be directly attributed to the Year, nor can significant impact 
be expected within such a short timeframe, particularly at the level of individuals. 

(7) PISA 2022 Results (Volume I) | OECD 
(8) Eurostat, Share of individuals having at least basic digital skills.  

3 

 
 
 
 
  
 
2. Results and achievements: meeting the Year’s 

objectives 

The Year generated momentum for accelerated implementation of existing skills policy 
actions and introduction of new initiatives. This was confirmed by stakeholders, with 76% 
of  post-EYS  survey  respondents  agreeing  or  strongly  agreeing  that  the  Year  fostered 
implementation of existing skills actions. It is also backed by figures, as over 190 new skills 
initiatives and actions were developed by the Commission during this time (9).  

The  Year  helped  to  mainstream  skills  into  other  EU  policies.  This  was  confirmed  by 
stakeholders, with 92% of post-EYS survey respondents agreeing that the Year contributed to 
broader policies. It is further supported by the fact that skills are referenced in all but one of 
tabled initiatives in the 2024 Commission Work Programme, compared to less than half in 2023 
and 2022.  

The Commission’s initiatives prioritised skills development as a key driver of growth, with 
a focus on enhancing skills as a strategic asset for EU industrial policy, particularly through the 
Green Deal industrial plan, while also supporting small medium and enterprises through the 
SME Relief Package. Additionally, the Commission supported skills development in critical 
technologies  through  net-zero  industry  academies,  digital  skills  academies,  and  the  Digital 
Education and Skills Package. Furthermore, initiatives like the EU Talent Pool aimed to attract 
talent  from  third  countries,  and  the  Commission’s  proposal  for  a  Council  Recommendation 
‘Europe on the Move’ explored the future of learning mobility, all of which contributed to a 
comprehensive approach to skills development. 

Other EU institutions also played a key role in mainstreaming skills into broader policies. For 
example,  the  Competitiveness  Council  of  the  Council  of  the  EU  adopted  two  important 
conclusions  in  May  2024  reconfirming  the  horizontality  of  skills:  ‘A  competitive  European 
industry driving our green, digital and resilient future’(10) and ‘A Single Market for the benefit 
of all.’ (11). 

The  Year  helped  to  promote  significant  progress  on  implementing  the  European  Skills 
Agenda.  At  the  national  level,  efforts  of  national  coordinators  contributed  to  new  laws, 
policies,  programmes,  projects,  networks,  and  partnerships,  as  well  as  renewed  spaces  for 
learning and guidance.  

As  outlined  in  Chapter  1,  an  overarching  aim  of  the Year  was  to  promote  a  mindset  of 
upskilling  and  reskilling  across  Europe,  with  four  specific  objectives  to  achieve  this. 
Stakeholders  perceive  the  Year  as  a  success,  confirmed  by  95%  of  post-EYS  survey 
respondents who provided an assessment, irrespective of stakeholder type or country of origin. 
Indeed, evidence suggests that the Year has achieved its general and specific objectives to a 
very large extent, with some differences per specific objective, depending on its relevance and 
importance  to  specific  contexts. The  following  subchapters  will  take  a  closer  look  at  these 
findings. 

(9) These initiatives include EU non-legislative and legislative actions, calls for proposals, events, projects, publications. 
(10)This  Conclusion  highlights  the  central  role  of  skills  and  skills  intelligence  in  making  a  new  industrial  deal  a  success. 
Amongst other points, it notes that investments, social dialogue and strengthened cooperation between all relevant stakeholders 
are needed to drive action, as well validation of non-formal learning, competences and skills, and recognition of qualifications 
within the EU. 
(11) This Conclusion stresses the importance of access to quality and inclusive education, training, upskilling, reskilling and 
lifelong learning opportunities for all to ensure the availability, development and retention of a highly skilled workforce to 
further strengthen the functioning of the single market and prevent labour shortages. 

4 

 
 
 
2.1. 

Promoting investment at all levels 

The Year set the objective of ‘promoting increased, more effective and inclusive investment 
at all levels, inter alia, by public and private employers, in particular by SMEs, into all forms 
of reskilling and upskilling, education and training to harness the full potential of the current 
and  future  workforce  in  the  Union,  including  to  support  people  in  managing  job-to-job 
transitions, active ageing, and benefiting from the new opportunities brought by the ongoing 
economic transition.’(12) 

Evidence  suggests  that  stakeholders  agree  that  the  Year  promoted  increased  and  more 
effective investment in  upskilling and reskilling, as 73% of post-EYS survey respondents 
strongly agreed or agreed with this statement. This subchapter will present achievements in the 
field of investment at EU (2.1.1) and national (2.1.2) levels, with particular focus on support 
for SMEs (2.1.3). 

2.1.1. EU level 

Investing in skills has long-term benefits for employment and economic growth. The 2024 
ESDE review found that European Social Fund Plus (ESF+) investments in skills are projected 
to boost employment and GDP beyond the 2021-2027 programming period. A 0.1 percentage 
point increase in skills investment for young workers could raise overall employment by 0.25% 
and increase GDP by about 0.18% in the long run, exceeding the initial investment. In addition, 
data released during the Year shows that most Member States with the highest employment 
rates also have above average adult learning participation rates (13). 

Several activities took place to maximise the impact of skills investment at EU level. During 
the Year,  the  Pact  for  Skills  has  grown  to  over  2 500  members,  with  the  2 500th  member 
awarded a prize during the Year’s closing event. With the addition of several new partnerships 
during the Year, the Pact  now boasts a total of 20 Large-Scale Partnerships in  14 Industrial 
Ecosystems.  25  ongoing  Blueprint Alliances  support  these  partnerships.  With  3.5  million 
people  trained  under  the  Pact  since  2022  and  an  estimated  cumulative  investment  of 
EUR 310 million, the Year has built a solid base for further growth, in view of the long-term 
target to upskill and reskill 25 million people under the Pact by 2030. 

The Year  brought  increased  attention  to  the  Individual  Learning Accounts  (ILA)  Mutual 
Learning Programme, which now counts with seven new members: CY, EL, HU, LT, LV, MT 
and SK.  

Throughout  the Year,  EU-funded  or  supported  initiatives  strongly  promoted  vocational 
education  and  training  (VET)  as  an  attractive  career  choice  and  contributed  to  the 
implementation  of  relevant  policy  actions.  In  line  with  Commission’s  priorities,  visible 
progress was seen on VET excellence and apprenticeships. In March 2024, 15 new Centres of 
Vocational  Excellence  were  launched  –  leading  to  a  total  of  53  Centres  of  Vocational 
Excellence (CoVEs). The new CoVEs cover a diverse range of sectors, including hydrogen 
technologies, offshore renewable energy, climate smart agriculture, construction, and tourism. 
This  constitutes  visible  progress  on  the  path  to  reach  at  least  100  Centres  of  Vocational 
Excellence  projects  by  2027.  The  European  Alliance  for  Apprenticeships  (EAfA)  –  a 
platform bringing together different stakeholders to deliver more and better apprenticeships – 

(12) DECISION  (EU)  2023/936  OF  THE  EUROPEAN  PARLIAMENT  AND  OF  THE  COUNCIL  of  10 May  2023  on  a 
European Year of Skills. 
(13) NL, SE, EE, DE, HU, DK, MT, LT and FI. Employment rates 2022, ESTAT. Adult Education Survey, 2022. 

5 

 
 
 
celebrated its 10th birthday during the Year. It has reached more than 450 pledges, 40 national 
commitments, and over 2.5 million apprenticeship offers. 

2.1.2. National level 

Several countries reported that the Year generated momentum and action at national level and 
made significant strides in promoting increased investment in upskilling and reskilling using 
EU, national and private funding (14).  

The  Year  has  significantly  advanced  the  development  and  implementation  of  ILAs  across 
Member States. LT introduced ILAs on the first day of the Year, 9 May 2023. BG, CY, DE, 
EL, HR, HU, IT, LV, PL, RO, and SK are preparing to introduce ILAs, using European Social 
Fund Plus (ESF+), Recovery and Resilience Facility (RRF) and national funding. For example, 
ESF+ funding is planned to be used by CY (EUR 5 million), HU (EUR 12 million) (15), PL 
(EUR 26 million) and SK (EUR 12.8 million). While RRF funding will be used for instance, 
by EL, and LV. DE and HU are using the Technical Support Instrument (TSI) support (HU 
completed the TSI project ‘Development and Implementation of Individual Learning Accounts 
in Hungary’). FR is further developing their ILA scheme called Compte personnel de formation 
(CPF), using mainly national funding, and additional RRF funding. In 2023, 776 610 training 
sessions  were  made  available,  1.45  training  records  and  the  average  price  of  training  was 
EUR 1 559.  

With  the  goal  of  enabling  people  to  participate  in  training,  AT,  BE(NL),  HR  and  MD 
implemented training vouchers and training leave schemes. In BE(NL), workers can now take 
double paid educational leave if both employer and employee agree on the training, while HR 
implemented a voucher system to finance adult education, supported by the RRF. The voucher 
scheme  serves  as  an  initial  step  towards  establishing  ILAs  and  already  incorporates  some 
elements of the Council Recommendation on ILAs in place, such as universality, available to 
both employed and unemployed individuals. MD introduced training vouchers for job seekers.  

The Year  was  also  an opportunity for  countries to develop  skills  plans and strategies. For 
example: 

•  BG developed the National Skills Action Plan, aimed at improving access to education 

and training (with TSI support). 

•  AT,  BG,  ES,  FR  and  HU  implemented  vocational  education  and  training  (VET) 

reforms. 

•  CZ is supporting the development and implementation of a micro-credentials strategy, 

across education and training sectors (with TSI support).  

•  CY  developed  an  action  plan  for  the Year,  which  promotes  skills  related  to  green, 

digital, quality, and safe professional conduct.  

•  DE finalised the already planned Skills and Qualification policy. 
•  EL further implemented the National Skills Plan, emphasising digital and green skills.   
•  ES presented the University Micro-credentials Action Plan in June 2023 to reskill (16) 
adults. With TSI support, ES is further developing a Skills Intelligence Strategy for 
Higher Education and a skills intelligence toolkit to ensure the labour market relevance 
of micro-credential course offering.  

(14) National coordinators’ survey. 
(15) Amount planned for pilot. 
(16)  By  producing  micro-credentials,  offering  scholarships  for  unemployed  or  socially  vulnerable  groups,  and  to  link 
universities with industry. 

6 

 
 
 
•  HU,  with  TSI  support,  is  developing  a  proposal  for  a  single  system  for  micro-

credentials. 

•  MD approved a National Strategy ‘Education 2030’, implemented mainly using the 

national budget. 

•  MT,  with  TSI  support,  is  developing  its  first  National  Skills  Strategy  with  the 

Organisation for Economic Co-operation and Development (OECD). 

Countries also created new or improved existing skills projects and initiatives, as shown by 
the following examples. 

•  Building on RRF investments in digital education, BE(NL) was supported through the 
TSI to guide schools on the effective use of ICT for learning and teaching  of digital 
skills. 

•  Through the RRF, BG and CZ are supporting digital skills training, while EE, EL and 
IT are supporting digital and green skills training. EL aims to upskill 500 000 people 
in digital and green skills leveraging RRF and national funding by the end of 2025. IT, 
through its Recovery and Resilience Plan, develops skills for the green transitions with 
the involvement of businesses.  

•  PT used Next Generation EU to increase investment in professional training for digital 

professionals.  

•  ES,  IT,  CR  and  LV  used  the  RRF  to  provide  training  to  health  professionals,  for 

example on emergency medicine, digital skills, treatment of rare diseases.  

•  MT launched the ITS Training School to provide high quality industry-driven training 
programmes  to  hospitality  and  tourism  sectors.  MD  launched  in  October  2023  the 
‘Investing  in  Teachers’  national  programme,  training  3 000  teaching  staff  from  91 
institutions.  

•  DE developed basic reading and writing skills for adults through Alpha Decade. 
•  AT and HR introduced targeted scholarships: AT supports upskilling in the care sector, 
science, technology, engineering and mathematics (STEM) professions, and green jobs, 
while HR targets STEM students and offers vocational training in shortage occupations. 
•  EE increased the offer of upskilling (funded by European Social Fund Plus (ESF+) and 
the national budget)) focusing on skills gaps identified by OSKA, a labour and skills 
forecasting system).  

7 

 
 
 
 
 
2.1.3. Support for SMEs 

The  EU’s  long-term  prosperity  depends  on  SMEs.  With  24  million  businesses,  they 
represent 99% of Europe’s economy and are deeply embedded in local communities. SMEs 
have been a constant in Commission policy, even more so since the launch of the 2020 SME 
Strategy and during the Year. Indeed, most stakeholders agree that the Year placed focus on 
SMEs, as 52% of post-EYS survey respondents strongly agreed or agreed with this statement.  

To  collect  up-to-date  evidence  on  the  importance  of  skills  for  SMEs  and the  scale  of  skills 
shortages affecting them, a flash Eurobarometer ‘SMEs and skills shortages’ was conducted 
across all Member States, reaching almost 20 000 enterprises. Widely cited throughout the Year 
–  both  by  Commissioners  and  external  stakeholders  –  the  survey (17)  contributed  to  the 
visibility of SMEs as key actors in the economy, supplied evidence on their skills-related needs, 
and raised awareness of skills shortages commonly faced by SMEs around the EU. It found 
that: 

• 

• 

for 95% of SMEs – workers with the right skills are very (82%) or moderately important 
for their business model; 
for  52%  of  SMEs,  it  is  ‘very  difficult’  to  find  workers  with  the  right  skills  (+ 
‘moderately difficult’ for 26%) and 

o  63%  of  SMEs  are  held  back  in  their  general  business  activities  by  skills 

shortages; 

o  45% are hindered in their efforts to adopt or use digital technologies; 
o  39% see difficulties in greening their business activities; 

•  SMEs already apply a broad set of measures to find and retain workers, such as: 
o  43% of SMEs try to make better use of talent within the company; 
o  35% invest more in training; 
o  32%  invest  in  increasing  job  attractiveness  (financial  and/or  non-financial 

benefits). 

The Joint Research Centre (JRC) further analysed skills shortages in SMEs and strategies to 
address them (18).  

The SME Relief Package was adopted by the Commission in September 2023 and included a 
section on ‘Enabling access to skilled staff’. It highlighted the key importance of skilled staff 
for SME. The package underlined the need to advance implementation of multiple EU skills 
policy initiatives (e.g. Pact for Skills, EAfA, Digital Skills Certificate), to ensure that SMEs 
can ‘manage technological developments, global and demographic challenges and ensure their 
resilience.’ It is  accompanied by a proposal  for a late payment Regulation, a proposal  for a 
Directive on tax simplification for SMEs, a set of measures to reduce administrative burden for 
SMEs, improve access to finance, and to support SMEs throughout their business lifecycle.   

At the national level, BE, CH, ES, IT, LT, MD and NL placed a special focus on supporting 
SMEs.  For  example,  the  NL  Learning  Culture  Programme,  aims  to  stimulate  learning  and 
development in companies (particularly SMEs), BE (Brussels) work-based traineeships were 
found successful in matching SMEs’ demands with skills supply, BE(NL) implemented skills 
checks  in  SMEs.  ES  carried  out  activities  aimed  at  the  digitalisation  of  SMEs  in  six 
Autonomous Communities. IT introduced tax credit schemes, also targeting skills for the green 

(17) Survey results were also disseminated in the form of articles: ‘Survey highlights skills shortages in small and medium-
sized enterprises (SMEs)’ and ‘How do SMEs tackle skills shortages?’. 
(18) Are EU Member States suffering from skill shortages more than other countries; Adapting to skill shortages: what strategies 
to follow: SMEs, skills shortages and third-country nationals.     

8 

 
 
 
transition, for up-skilling and re-skilling in SMEs, through its RRP. MD approved the National 
Programme  for  the  Promotion  of  Entrepreneurship  and  Competitiveness  Growth  for  2023-
2027. 

Numerous events taking place as part of the Year gave special attention to SMEs. At EU level, 
multiple flagship events and expert meetings allowed participants to discuss topics such as: 
implementation of skills-first approaches in SMEs, benefits of skills intelligence use for such 
enterprises,  or  their  role  in  private  public  partnerships  for  skills  development.  National 
coordinators debated the common challenges related to promoting the lifelong learning culture 
among SMEs, exchanged best practices implemented at national level (19), and jointly looked 
for  synergies  for  the  future. At  a  national  and  regional  level,  almost  100  events  on  topics 
directly related to SMEs from various sectors were organised. 

Stakeholders (20) and EU Social Partners (21) welcomed the Year’s special focus on SMEs. 
For example, SME United stated that it created occasions to work with members and helped 
identify the main areas of attention: (1) anticipation of skills in different sectors and economic 
activities, (2) quality, cost,  and work organisation around the uptake of training  (mostly)  in 
micro companies, and (3) importance of improving attractiveness of VET (22).  

Throughout the Year, the debate on how to best support SMEs in accessing skilled workforce 
took place also as part of targeted outreach efforts towards social partners (i.e. SMEunited, 
Business Europe, sectoral EU social partners). It was also amplified by multiple stakeholder-
led initiatives, through position papers (23), events, by gathering and sharing knowledge and 
good  practices  (i.e.  concerning  skills  development  in  SMEs  by  SMEunited),  and  through 
raising awareness about skills, the Year, and relevant needs and opportunities for SMEs (i.e. 
through a podcast episode produced jointly by the Commission and Cedefop). 

2.2. 

Strengthening skills relevance through cooperation 

In order to align skills development efforts with the needs of the labour market, the Year set the 
objective of ‘strengthening skills relevance and provision by closely cooperating with, and 
promoting cooperation among, cross- sectoral and sectoral social partners, public and private 
employment services, undertakings, civil society entities, not-for-profit social service providers 
and  education  and  training  providers,  and  by  developing  joined-up  approaches  with  all 

(19) NL: SLIM subsidy scheme – financing to develop a learning and development plan for the company, offer career advice 
to  employees,  create  a  company  training  centre,  or  offer  apprenticeships;  BE(NL):  skills  checks  in  SMEs,  sectoral 
organisations  providing  guidance  to  micro-enterprises  and  jointly  developing  an  action  plan;  BE(FR):  Digital  Leadership 
Programme, Digital Skills Scan; LUX: Digital Skills Bridge (strategic planning, consulting for employers). 
(20)  Position  papers  by  the  European  Builders  Confederation  (EBC),  European  Federation  of  Building  and  Woodworkers 
(EFBWW),  European  Furniture  Industries  Confederation,  and  European  Confederation  of  Woodworking  Industries  (CEI-
Bois). 
(21) Signatories of the Barcelona Tripartite Joint Statement. 
(22) During the meeting of the Advisory Committee on Vocational Training, June 2024. 
(23) For instance, SMEunited on ‘priorities to tackle labour and skills shortages in SMEs’, and European Digital SME Alliance 
on ‘the European Year of Skills. Boosting competitiveness, participation, and talent of digital SMEs.’ 

9 

 
 
 
 
branches of government at Union, national, regional and local level and by facilitating the 
recognition of skills and qualifications.’ (24) 

Evidence suggests that stakeholders agree that  the Year strengthened skills relevance and 
provision,  as  75%  of  post-EYS  survey  respondents  strongly  agreed  or  agreed  with  this 
statement. To understand the needs of the labour market and improve skills provision, better 
skills intelligence (2.2.1) and cooperation (2.2.2) are fundamental. 

2.2.1. Skills intelligence 

Skills intelligence involves gathering and analysing information on the most needed skills, new 
trends, and individuals’ capacities to map and anticipate labour market trends and plan for the 
future. Skills intelligence is therefore fundamental in ensuring stronger skills relevance. It 
supports education and training provision, improves programme and curricula design, informs 
career  guidance,  shapes  training  and  support  measures,  and  facilitates  labour  market 
integration.  

The Year contributed to advancing existing work on skills intelligence via dedicated events and 
sessions, discussions between national coordinators, and close cooperation with key partners 
and  stakeholders.  In  doing  so,  the Year  created  space  for  exchange  on  how  to  put  skills 
intelligence to practical use by making it more relevant to end users (e.g. regions, and sectors) 
and providing better insights on how to overcome skills-related challenges in practice. 

The implementation of Europass also progressed during the Year, with the launch of the skills 
intelligence  tool.    The  evaluation  of  the  Europass  Decision  (25)  concluded  that  Europass 
supports the objectives of the European Year of Skills to strengthen skills relevance and match 
people’s aspirations, needs and skill sets with labour market needs and opportunities. The need 
for more tailored guidance on skills with the help of skills intelligence has been addressed by 
the Job and Skills Trends tool, launched in June 2023, which uses artificial intelligence to 
further improve its relevance.  

The  Commission  published  a  new  version  of  the  European  Classification  of  Skills, 
Competences,  Qualifications  and  Occupations (ESCO),  which  was  presented  in  a  launch 
event under the branding of the Year. To improve the classification of and linkages between 
occupations  and  skills  in  the  field  of  cybersecurity,  led  by  the  European  Union Agency  for 
Cybersecurity  (ENISA), 
the  European  Cybersecurity  Skills  Framework  (ECSF) 
cybersecurity  role  profiles,  as  well  as  related  skills,  were  integrated  into  the  ESCO 
classification26. 

In  July  2023,  the  Commission,  in  close  consultation  with  stakeholders,  also  launched  the 
European Competence Framework for Researchers (ResearchComp). Aligned with ESCO, 
it  helps  researchers  assess  and  develop  transferable  and  transversal  skills  and  foster  inter-
sectoral careers. 

A Joint Research Centre (JRC) study applied an innovative model to estimate the healthcare 
workforce  needed  in  the  EU  until  2071  considering  turnover  of  health  professionals, 
demographic change and healthy ageing. Furthermore, the EU4Health HEROES Joint Action 

(24)  DECISION  (EU)  2023/936  OF  THE  EUROPEAN  PARLIAMENT  AND  OF  THE  COUNCIL  of  10 May  2023  on  a 
European Year of Skills. 
25 Decision (EU) 2018/646 of the European Parliament and of the Council of 18 April 2018 on a common framework for the 
provision of better services for skills and qualifications (Europass). 
(26) Crosswalk between ESCO and ECSF – ENISA. 

10 

 
 
 
on health workforce was launched in 2023 to improve countries’ capacity for health workforce 
planning.  

The  Joint  Research  Centre  (JRC)  advanced  its  research  using  data  from  online  job 
advertisements (27). 

Another initiative on skills intelligence under development is the Common European Data 
Space for Skills. It will allow for secure data pooling and sharing to foster the development of 
data-driven applications for skills demand and supply analysis. 

On 15 February 2024, an expert meeting on ‘Skills Intelligence for Research and Policy’ 
was organised by DG EMPL and the Centre for European Policy Studies. It gathered leading 
experts  on  the  topic,  coming  from  a  wide  variety  of  backgrounds  (i.e.:  EU  institutions  and 
agencies, international organisations, think tanks, academia, and industry). Experts stressed the 
importance  of  refining  skills  intelligence  to  better  understand  and  anticipate  labour  market 
trends, alerting to the need to develop consistent categorisation of skills and their link to jobs, 
the benefits and challenges that come with the integration of new data sources (big data and 
artificial intelligence), and the strategic advantage of skills foresight (in comparison to skills 
forecasting). 

DG EMPL, supported by the Joint Research Centre (JRC), organised a foresight exercise on 
‘The Future of Skilled Europe’ on 26 March 2024. Participants identified blind spots in EU 
policy and collected ideas for potential policy actions to increase labour market participation, 
social  inclusion,  and  civic  engagement  through  skills  development.  Cedefop  released  the 
‘Skills in transition – the way to 2035’ report which analyses EU labour market shifts over the 
past decade, using 2023 forecasts and data to explore skills needs amid the twin transition, and 
the ‘Next generation skills intelligence for more learning and better matching’ policy brief. 

At the Year’s closing event, a discussion group on ‘better skills intelligence and smarter use 
of it’ was organised. Participants centred future actions on the importance of cooperation with 
relevant actors and stakeholders. They suggested developing and implementing regional/local 
skills  strategies  with  all  key  stakeholders  in  the  skills  ecosystem,  as  well  as  creating  skills 
councils at national, regional, and local levels. 

At  national  level,  several  countries  developed  actions  linked  to  skills  intelligence  and  its 
digitalisation. For instance, AT, FR, HR, LT and LU updated their competence frameworks or 
training  programmes  to  reflect  labour  market  needs,  while  DE  and  AT  developed  a  skills 
forecasting  methodology  to  identify  skills  shortages.  The  AT  Public  Employment  Service 
developed an AI tool based on OpenAI that provides information on all aspects of careers and 
training.  BG  launched  a  project  to  forecast  labour  market  trends,  identify  emerging  and 
disappearing occupations, and determine future skills needs. EE, with support of the TSI, is 
working  on  strengthening  its  skills  forecasting,  in  the  context  of  non-formal  education  and 
training, and skills governance system. In October 2023, ES launched the Industrial Doctorates 
programme which allows doctoral research to be conducted in businesses, public bodies, or 
social  entities,  combining  academic  and  practical  insights.  PT,  supported  by  the  TSI,  is 
working towards enhancing skills assessment and anticipation tools to tackle skills mismatches 
in  higher  education.  In  SI,  the  Ministry  of  Labour  and  the  Public  Employment  Service  are 
developing a platform for labour market needs and skills forecasting.  

27  The  professional  lens:  what  online  job  advertisements  can  say  about  occupational  task  profiles  and  Skewed  signals? 
Confronting biases in Online Job Ads data.  

11 

 
 
 
2.2.2. Joint action on skills 

The rapid pace of technological change, demographic ageing and the shrinking EU workforce, 
and the need for resilient industrial ecosystems and supply chains have amplified the need for 
a better skilled workforce in Europe. It has also exposed the complexity of skills governance 
and funding, and the need for effective coordination and cooperation across industrial, labour 
market, education, and other policy domains.  

Cooperation and developing joined-up and whole-of-government approaches at EU and 
national level was therefore a cross-cutting theme of the Year. Stakeholders confirmed this, as 
three  in  four  (76%)  post-EYS  survey  respondents  agreed  or  strongly  agreed  that  the  Year 
fostered cooperation between actors. 

At  EU  level,  institutions,  in  cooperation  with  the  Presidencies  of  the  Council  of  the  EU 
(Belgium, Spain, Sweden), collectively achieved recognition of skills and their strategic and 
transversal  role  across  policy  domains.  Over  190  initiatives  delivered  by  the  different 
Commission  services,  in  effective  cooperation  across  policy  fields  and  departments  and 
agencies, is a testimonial of implementing a joined-up approach, that also paves way for future 
cooperation. 

Joint  public-private action to  maximise the impact  of skills  investment  took place through 
several initiatives, networks and actions set up and supported by the Commission: the Pact for 
Skills, the EAfA, CoVEs (see 2.1.1 for results) Blueprint Alliances.  

The achieved high stakeholder engagement (see 3.3), as a pillar of skills governance, was key 
to the Year and clearly contributed to strengthening the joined-up approach. 

The Barcelona Tripartite Joint Statement, initiated by the Spanish Presidency and signed by 
the Presidencies of the Council of the EU (ES, SE and BE), the Commission, and EU social 
partners  (ETUC,  SGI  Europe,  SMEUnited,  Business  Europe)  on  19 October  2023,  was  a 
commitment of all parties to work in effective tripartite cooperation. It also recalled the crucial 
role of social dialogue and social partners in skills development and governance. 

Stemming from the Val  Duchesse Social Partners Summit of January 2024 and prepared in 
consultation with the EU social partners, the Commission presented an action plan to tackle 
labour and skills shortages in March 2024, as a key deliverable of the Year. It sets out actions 
in five areas to be implemented at the EU, national, and social partners’ level: (i) Supporting 
the activation of underrepresented people in the labour market; (ii) Providing support for skills 
development, training and education; (iii) Improving working conditions in certain sectors; (iv) 
Improving fair intra-EU mobility; and (v) attracting talent from outside the EU.  

The Year fostered cooperation between countries through the National Coordinator network 
and  other  groups.  The  usefulness  of  mutual  learning  was  widely  recognised.  The  Joint 
Statement of European Year of Skills National Co-ordinators ‘Beyond the European Year of 
Skills: Keeping the Momentum’, initiated by Belgium, is a concrete output of this cooperation 
and a testament to the commitment to work closer together on skills.  Throughout the Year and 
at  its  closure,  national  coordinators  expressed  strong  appreciation  for  the  Commission’s 
support in carrying out their roles. This feedback paints a detailed picture of the varied, yet 
largely positive reception of the support provided by the Commission. 

12 

 
 
At national level, the Year strengthened cooperation and whole-of-government approaches 
and fostered involvement of stakeholders,  through new or strengthened  governance and/or 
stakeholder bodies, in several countries (AT, CY, DK, ES, FI, FR, IE, MT, PL, SI and SK), 
as reported by national coordinators. 

•  MT  established  the  National  Skills  Council  with  executive  powers. AT  founded  a 
stakeholder  group,  bringing  together  representatives  of  Federal  Ministries  and 
provinces,  the  Public  Employment  Service,  social  partners,  education  and  training 
providers, civil society, and academia. PL created a new taskforce on skills involving 
institutions and stakeholders, including social partners.  

•  The Qualification Employment Strategy of BE (Brussels), adopted in November 2023, 
mobilised all the institutional players in employment and vocational training and was 
developed in consultation with social partners, the public employment and vocational 
training services.  
In IE, the National Skills Council and nine Regional Skills Fora promoted collaboration 
between  government  departments  and  agencies,  education  and  training  system,  and 
companies.  

• 

•  FI implemented activities in effective cooperation between the labour and education 

side.  

•  ES promoted collaboration between government departments and the 17 autonomous 
communities involved in vocational training. ES involved social partners in governance 
bodies. 

Social partners played an important role in skills development across Europe, in particular in 
countries  with  well-established  social  dialogue,  through  collective  bargaining,  design  of 
policies  and  instruments,  governance  of  vocational  education  and  training,  training  and 
development funds, guidance services, matching jobs and skills.  

Tripartite partnership was at the heart of implementation of the Year in a great number of 
countries (AT, BE, BG, CY, DK, DE, ES, IE, LV, LU, NL, NO, SI and UA). ES reinvigorated 
the  tripartite  social  dialogue  on  skills  development  at  national  and  EU  levels,  signing  the 
Barcelona Tripartite  Joint  Statement  on  the Year.  Some  countries  focused  on  implementing 
sectoral  approaches  (BE(NL),  DK,  MT  and  SK)  that  also  included  support  measures  for 
companies (BE(NL)). The Year facilitated closer collaboration between CY and EL, with the 
Greek  Public  Employment  Service  (DYPA)  and  CY’s  Human  Resource  Development 
Authority signing a Memorandum of Understanding to facilitate cooperation in training, human 
resource development, and research. 

2.2.2.1.  Local and regional dimension of skills  

The Year has emphasised the need for approaches to skills development at regional or 
local level and confirmed that skills are the true engines of the future economic growth and 
development of Europe’s regions. 

In this spirit, the Communication on Harnessing Talent in Europe’s Regions was adopted 
in January 2023, as one of the first initiatives contributing to the Year. It stressed the importance 
of the territorial dimension for efforts under the Year and shared targeted measures to promote, 
retain,  and  attract  talent  to  transform  regions  into  dynamic  talent-driven  locations.  The 
Commission  launched  the  Talent  Booster  Mechanism  and  its  Harnessing  Talent  Platform 
(HTP)  to  support  regions  in  using  the  existing  EU  funds  and  initiatives  to  develop  and 
implement tailored and comprehensive strategies to train, attract, and retain talent. Under the 

13 

 
 
European Territorial Cooperation goal (Interreg, funded by the ERDF), EU Cohesion policy 
has played a significant role in enhancing cross-border skills development (28). 

The regional dimension of skills policies was further strengthened during the Year. The Third 
Health  programme  supported  Member  States  in  addressing  health  professional  shortages  in 
underserved areas. It funded three projects on ‘medical deserts’29), and one on health worker 
retention of30), developing tools and practices to attract and retain professionals in healthcare 
gap areas Another project31) developed case studies on skills innovations through task-sharing.  

Three further regional skills partnerships under the Pact for Skills were established during 
the Year: KSIgune, in the Basque region, MOT, for digital skills in Madrid, and ProMIS, for 
health professions across Italy. These partnerships bring together different stakeholders to help 
working-age people in a region learn new skills or improve existing ones. This includes local 
skill partnerships as well as larger ones involving regions from multiple EU countries that share 
close ties either geographically or economically. The CoR has published a study on the role of 
local and regional authorities in fostering regional partnerships for up and reskilling under the 
Pact  for  Skills,  highlighting  various  best  practices. As  presented  in  2.2.1,  the Year  has  also 
constituted an opportunity for calls by numerous stakeholders for skills intelligence to provide 
accurate,  timely,  and  reliable  data  on  skills  demand,  also  at  the  regional  level  (in  line  with 
Action 2 of the European Skills Agenda).  

The regional dimension of skills policies also featured prominently during the Year’s events 
and activities, including at the European Week of Regions and Cities, co-organised by the CoR 
and DG REGIO, and an expert meeting, jointly organised by the Commission and the CoR. 
The latter clearly showed the need to localise training through developing partnerships at local 
and regional level, and the role that local and regional authorities play in ensuring accessibility 
to  training opportunities  and addressing barriers  for marginalised groups,  as the Committee 
advocated in the Resolution (32) on the Year. It also confirmed the need and substantial benefits 
from working across EU institutions to deliver for the European regions.  

In  the  area  of  VET,  CoVEs,  which  contribute  to  regional  and  sectoral  development  of 
vocational  excellence,  played  a  central  role.  For  example,  in  the  ‘Hydrogen  Centres  of 
Vocational Excellence (H2CoVE)’ project, launched in 2024, six regions in AT, BE, EE, NL, 
NO and UA pool their knowledge and expertise to build local ecosystems for skills. Another 
example is the ‘EUVECA - European Platform for vocational education and training (VET) 
excellence in healthcare’ project, which creates vocational excellence hubs in seven European 
regions:  Bergen  (NO),  Ljubljana  (SI),  Lübeck  (DE),  South  Denmark  (DK),  Trento  (IT), 
Twente (NL), and Valencia (ES). Its goals include coordinating and innovating regional health 
education  systems  and  fostering  inter-regional  learning  and  collaboration  among 
healthcare professionals and students. 

(28) https://www.interact-eu.net/library/21 
(29) AHEAD: OASES Project – Promoting evidence-based reforms on medical deserts: ROUTE-HWF – A Roadmap OUT of 
mEdical deserts into supportive Health WorkForce initiatives and policies (ROUTE-HWF) 
(30)Home - Meteor Project 
(31) Tashi (tashiproject.eu); 
(32) Resolution on the European Year of Skills by the European Committee of the Regions, 2022. 

14 

 
 
 
Under the EAfA, four new Communities were set up in June 2023, one of them focusing on 
the role of cities and regions in fostering apprenticeships. The community is jointly led by 
the Metropolitan City of Rome, the European Association of Regional & Local Authorities for 
Lifelong  Learning  (EARLALL),  and  Fundación  Bertelsmann.  Additionally,  the  Western 
Götaland  region  is  set  to  pilot  the  Swedish  government’s  proposal  for  paid  adult 
apprenticeships. Finally, the Metropolitan City of Rome launched a successful pilot project, 
developing  apprenticeship  schemes  in  key  economic  sectors  through  partnerships  with 
employers, families, and teachers. 

Powered  by  the  Organisation  for  Economic  Co-operation  and  Development  (OECD)  Local 
Employment  and  Economic  Development  (LEED)  Programme  and  its  Local  Development 
Forum, the OECD engaged in the debate on developing local skills systems in the Year. OECD 
Local  Skills  Week  2024  gathered  participants  from  92  countries  and  highlighted  skills 
initiatives, such as the Reskilling 4 Employment (R4E) that connects employers with training 
providers and public employment services to design reskilling programmes that meet local job 
market  demands.  In  PT,  the  PRO_MOV  initiative,  part  of  R4E,  has  engaged  over  120 
companies and supported more than 600 individuals., the PRO_MOV initiative, part of R4E, 
has engaged over 120 companies and supported more than 600 individuals. 

Several  stakeholders  who  support  upskilling  and  reskilling  at  local  level  were  actively 
engaged in the Year. According to the EARLALL, which organised multiple events as part of 
the Year  (33),  ‘the Year  has  given  skills  and  lifelong  learning  a  refreshed  focus  and  has 
allowed  EARLALL  and  its  member  regions  to  increase  the  exchange  and  visibility  of  best 
practices related to skills at the local level.’ The Year has also been welcomed by the Assembly 
of European Regions, which contributed with initiatives focusing on skills and capacities for 
regional stakeholders, such as working groups and task forces. Additionally, stakeholders from 
the outermost regions (Canary Islands, Azores, Madeira, and Guadeloupe) have joined the Pact 
for Skills and participated in EU initiatives like the CoVEs for Tourism. 

2.2.2.2.  Global dimension of skills 

The Year attracted global interest, demonstrating that many of the challenges are shared by all 
countries around the world and recognising the importance of cooperation and global action. 
Skills resonated in many high-level international  events including  the COP28 in December 

(33) European Year of Skills 2023 | EARLALL. 

15 

 
 
 
 
 
2023 where the Year featured prominently in the International Labour Organization (ILO) Just 
Transition Pavilion.  

Inspired  by  the  European  Year  of  Skills,  the  Association  of  Southeast  Asian  Nations 
(ASEAN) will launch a Year of Skills in 2025.  

The  Trade  and  Technology  Council  Talent  for  Growth  Task  Force  (April  2023  – April 
2024)  brought  together  leaders  from  government,  business,  unions,  and  organisations  that 
support training from the EU and the US, serving both as a platform for best practices and a 
catalyst  for  innovative  skills  approaches  that  promote  economic  growth  and  create 
opportunities  for  workers  in  the  technology  sector. The Task  Force  identified,  mapped,  and 
disseminated implementable models and ideas in four critical areas: (i) training workers to meet 
business  needs,  (ii)  attracting  women  and  groups  underrepresented  on  the  labour  market  in 
technical jobs, (iii) moving to a skills-first culture, and (iv) micro-credentials. The Task Force 
endorsed a statement with key messages from these discussions. The Task Force has established 
bilateral relations between Task Force members which have catalysed private-sector initiatives 
and will last beyond April 2024.  

The European Commission has assumed a prominent role in advancing education and skills in 
the  EU's  external  relations.  These  areas  are  key  investment  priorities  in  the    EU's  Global 
Gateway investment.  

The  Neighbourhood  Development  and  International  Cooperation  Instrument,  with  a  13% 
increase  in  funding  and  the  Instrument  for  Pre-accession  Assistance  supported  skills 
development  in  the  EU’s  Partner  Countries.  These  efforts  are  crucial,  as  many  of  these 
countries  face  significant  skills  shortages,  including  in  sectors  vital  to  their  societies, 
economies, and overall stability.  

The European Training Foundation (ETF) promoted green and digital skills development in 
the Partner Countries through a series of ideathons with around 300 stakeholders. The ETF also 
collaborated  with  DG  NEAR’s  Young  European  Ambassadors  on  the  #MySkills4You 
initiative,  showcasing  voices  of  young  people  from  countries  across  the  neighbourhood  in 
vlogs.  

As  part  of  DG  NEAR’s  “Jobs  through  Trade  and  Investment  in  the  Southern 
Neighbourhood” initiative, the European Commission joined forces with five Member States 
(DE,  ES,  FR,  IT,  SE),  the  European  Investment  Bank  (EIB)  and  the  European  Bank  for 
Reconstruction and Development (EBRD) to support job creation.  

Throughout the Year, The Commission collaborated with several international organisations. 
For example, the Year featured prominently in the Learning Planet Festival 2024, organised by 
the United Nations Educational, Scientific and Cultural  Organization (UNESCO) under 
the frame of the UNESCO International Day of Education. The Year was also an opportunity 
to share information, mutually learn, and promote skills projects and initiatives, such as the 
UNESCO Global Network of Learning Cities, the UNESCO-UNEVOC Skills in Action Photo 
Competition,  the  #ImALifelongLearner  campaign  and  UNESCO-UNEVOC  (34)  and 
WorldSkills co-organised event on empowering young people for the future to celebrate World 
Youth Skills Day 2023. 

(34) UNESCO Institute for Lifelong Learning. 

16 

 
 
 
In February 2024, the OECD organised Skills Summit in partnership with the BE Presidency 
of the Council of the EU. During the Year, the OECD also published many reports and papers 
on skill-related topics. 

DG EMPL collaborated with WorldSkills International and WorldSkills Europe to ensure the 
success  of  the  ‘Meet  the  Champions  of  Excellence’  flagship  event  and  promote  numerous 
inspirational stories from skills competitors. 

The ILO was also very actively involved during the Year (35).  On 23-24 April 2024, they 
organised the Global Skills Forum to celebrate the Year, and to exchange good practices on 
skills development. During the EAfA High-Level event in 2023, the ILO presented the adopted 
ILO recommendation concerning quality apprenticeships, which builds on and complements 
the European Framework for Quality and Effective Apprenticeships at international level. It 
also  launched  other  relevant  actions,  such  as  the  ‘EU-funded  “Youth  NEETs  in  Southern 
Neighbourhood countries’ regional initiative, in collaboration with DG NEAR. 

2.3. 

Matching people with opportunities 

The  activities  of  the  Year  aimed  to  promote  skills  policies  and  investments  to  ensure  that 
nobody is left behind in the green and digital transitions. To this end, the Year set the objective 
of ‘matching people’s aspirations, needs and skills-set, including the skills acquired during 
mobility, with labour market needs and opportunities, especially those offered by the green 
and digital transitions, emerging new sectors and core sectors in need of recovery from the 
COVID-19 pandemic, ensuring that a particular focus is given to integrate more people in the 
labour market (…).’ (36) 

Despite some challenges in perceiving direct impact on individuals, 50% of post-EYS survey 
respondents  agreed  or  strongly  agreed  that  the  Year  successfully  matched  people  with 
training and job opportunities. While 37% were neutral or uncertain, the positive feedback 
from  half  of  the  stakeholders  highlights  the  Year’s  effectiveness  in  making  a  meaningful 
difference. Indeed, this subchapter will take a closer look at the achievements of the Year in 
matching  people  with  opportunities  in  the  context  of  evolving  industries  and  the  twin 
transitions (green and digital) (2.3.1), with special focus on empowering people (2.3.2). 

2.3.1. Skills for industry and the twin transitions  
Skills for all sectors of economy 

2.3.1.1. 

The Year confirmed that skills are a strategic asset for Europe’s sustainable competitiveness. 
At  the  heart  of  Europe’s  industrial  policy,  skills  are  crucial  to  every  economic  sector,  the 
success  of  the  green  and  digital  transitions  and  key  to  empowering  people  to  live  fulfilling 
lives. This resonated across EU and national initiatives and in the Year’s debate that engaged 
industry, social partners, education and training providers and other relevant stakeholders in a 
joined-up approach. Numerous initiatives boosted sector-specific skills.   

In the health sector, a shortage of 1.2 million doctors, nurses and midwives was estimated in 
2022 (37). The EU4 Health Programme invests EUR 16 million in the skills development of 
health professionals. In 2023, seven training projects were launched to equip clinical and non-
clinical healthcare staff with digital skills and other skills for managing crises and transforming 

(35) EU and ILO to improve the employability of NEETs in the MENA region | ILO. 
(36)  DECISION  (EU)  2023/936  OF  THE  EUROPEAN  PARLIAMENT  AND  OF  THE  COUNCIL  of  10 May  2023  on  a 
European Year of Skills. 
(37) Health at a Glance: Europe 2024 - European Commission 

17 

 
 
 
 
 
healthcare  systems  (38).  In  addition,  the  Commission  organised  training  for  healthcare  and 
public health staff on developing and implementing the national prevention, preparedness and 
response plans, and implementing activities to strengthen crisis preparedness and surveillance 
capacities. 159 participants benefitted from this training in the Year (530 until December 2024).  

Europe faces a demand for more ICT specialists, with only 9.8 million currently employed, 
falling  significantly short of the goal  to  reach 20 million  by 2030 (39). The  Digital Europe 
Programme is investing specialised training programmes aim at increasing the number of ICT 
specialists across Europe. It also supports undergraduate and graduate programmes focused on 
advanced  digital  skills  for  professionals  in  key  sectors,  such  as  wind  and  energy  systems, 
housing decarbonation, and healthcare. 

Regarding  the  energy  sector,  the  revised  directives  on  renewable  energies  (40)  and  energy 
efficiency (41)  extended  the  requirements  to  provide  national  qualification  and  certification 
schemes  for  renewable  energy  and  energy  efficiency  technologies.  The  BUILD  UP  Skills 
initiative,  funded  under  the  LIFE  Clean  Energy  Transition  sub-programme,  supported 
development  of  skills  platforms  and  roadmaps  and  upskilled  professionals  focusing  on  the 
energy efficiency of buildings in 15 Member States. Results from these projects will support 
the  roll-out  of  qualification  and  training  schemes  on  emerging  skills,  such  as  smart  energy 
systems, circular construction, photovoltaic, heat pumps. The Commission also continued to 
support actions under Euratom Research and Training Programme for the capacity building of 
workforce with specialised skills in the nuclear and radiological field.  

During  the Year,  Horizon  Europe  significantly  expanded  its  impact  across  multiple  sectors. 
Several EU-funded projects supported skills development in specific sectors or across sectors. 
The  Concerted  Actions  on  energy  efficiency,  renewable  energy  sources,  and  energy 
performance of buildings Directives organised a joint workshop in September 2023 to assess 
workforce shortages and upskilling for the clean energy transition.  

The  ‘Blue  careers  for  a  sustainable  blue  economy’  call,  funded  by  the  European  Maritime, 
Fisheries  and  Aquaculture  Fund  (EMFAF),  made  available  nearly  EUR 7.5  million  to 
contribute to the development of the next generation of blue skills and to provide opportunities 
for attractive and sustainable maritime careers. In the agricultural sector, the Agricultural and 
Rural Inspiration Awards 2023 celebrated projects funded by the EU’s  common agricultural 
policy  (CAP)  that  boost  skills  for  agriculture  and  rural  areas.  One  of  the  winning  project 
empowered  farmers  by  equipping  them  with  skills  to  manage  renewable  energy  projects, 
leading  to  increased  revenues  and  reduced  greenhouse  gas  emissions.  Also,  the  EU  CAP 
Network  organised  a  key  event  on  lifelong  learning  for  agricultural  advisory  and  training 
providers.  

(38) Skills and Healthcare: training opportunity for Health Professionals under the EU4Health Programme - European Union 
(39) State of the Digital Decade Report, 27 September 2023 
(40) Directive (EU) 2023/2413. 
(41) Directive (EU) 2023/1791. 

18 

 
 
 
 
“The Year provided diverse formats and opportunities for cross-sectoral collaboration and 
engagement  of  a  variety  of  stakeholders.” (42)  The  Pact  for  Skills,  a  key  cooperation 
platform to invest in skills and put in place concrete up and reskilling actions in all Europe’s 
industrial ecosystems, and other platforms and networks promoted efforts of sectors and cross-
sectoral  collaboration.  For  example,  stakeholders  have  proposed  to  launch  a  Large-Scale 
Partnership (LSP) on energy efficiency. Three LSP have been created in the health ecosystem. 
The Health LSP, under the BeWell project (43), is implementing a shared model for the skills 
development  of  the  health  workforce  in  Europe,  with  focus  on  green  and  digital  skills.  It 
developed  a  Skills  strategy  for  health  workers  and  innovative  training  programmes. 
Furthermore, the Digital Skills and Jobs community reached 14 000 users, strengthening the 
stakeholder engagement and closing the digital skills gap in Europe.  

Skills  was  a  key  focus  area  for  the  44  EU  sectoral  social  dialogue  committees  who 
implemented relevant actions, issued statements or debated on the wider sectoral needs for skill 
development  in  response  to  evolving  industry  landscapes.  The  audiovisual  and  live 
performance EU social partners adopted a European Framework of Actions on Skills in the 
Audiovisual and Live Performance sectors, the woodworking and furniture sectors agreed 
on a joint statement on skills needs and labour shortages.  

In  the  semiconductor  sector,  stakeholders  released  a  Skills  Strategy  and  Policy  Brief, 
recommending actions to address a shortage of 75 390 technical professionals, considering the 
creation of around 271 000 job openings by 2030. Marking the Year, the 2024 Rail Trailblazer 
prize went to Danish State Railways (DSB)’s S-train operator project. The project leveraged 
the introduction of a digital signalling system on Copenhagen’s S-trains to create a new job 
profile and attract and train a more diverse range of candidates, including a record number of 
women. 

At national level, more than 14 Member States have chosen to implement reforms and upskill 
and reskill the health workforce through the RRF. EL launched a major upskilling programme 
for 250 000 people, which revealed that classroom-based training and qualifications are not 
suitable  for  all  sectors.  In  response,  EL  proposed  more  flexible,  small-scale  programmes 
tailored  to  sectoral  needs.  They  emphasised  that  the  Year  was  an  opportunity  to  rethink 
upskilling approaches in sectors where current models are ineffective.  BE (Brussels) set up 
customised training programmes in collaboration with training providers and Pôles Formation 
Emploi (Training and Employment Centres). Each centre develops training programmes for its 
sector that are relevant to employers’ needs and beneficial to jobseekers. Currently, four centres 
operate  in  construction,  digital,  logistics  and  transport,  and  technology.  ES  highlighted 
professional skills for achieving EU 2030 sustainability goals in the construction sector at the 
‘Construye 2030’ event. In the draft National Energy and Climate Plans, almost all Member 
States identified skills needs as a main challenge for the green transition, where countries like 

(42) Post-EYS survey. 
(43) BeWell – Blueprint alliance for a future health workforce strategy on digital and green skills 

19 

 
 
 
 
 
DK, EE, ES, PT, and SK already identified sectors in which to focus actions on reskilling and 
upskilling.  

2.3.1.2.  Green transition 

With the right accompanying policies in place, the green transition will create more jobs than 
it  makes  redundant,  while  changing  the  required  skills  within  many  existing 
occupations (44). It is estimated that the green transition could create 1 million to 2.5 million 
net additional jobs by 2030 (compared to a scenario where the policies are not implemented) 
(45). 

Skills  development  in  critical  technologies  is  crucial  for  advancing  modern  industries  and 
achieving sustainability goals. As we transition to a net-zero future, it is essential to equip the 
workforce  with  expertise  in  areas  such  as  renewable  energy,  digitalisation,  and  advanced 
manufacturing.  To improve the EU’s manufacturing capacity for the net-zero technologies, the 

(44) Factsheet ‘Green Deal Industrial Plan - plugging the skills gap’. 
(45) Employment and Social Developments in Europe 2023. This is a substantial number as such, but to be seen in the context 
of total employment in the EU (202 million workers aged 15-74 in 2022). 

20 

 
 
 
 
Commission presented the Green Deal Industrial Plan, which recognised the importance of 
skills as enablers of inclusive green and digital transitions. To this end, it contains a dedicated 
pillar  ‘Enhancing  skills’,  which  reiterates  the  need  for  substantial  investment  in  skills 
development,  key  importance  of  skills  validation,  and  continuous  implementation  of  other 
actions under the European Skills Agenda. 

The Net-Zero Industry Act, adopted as part of the Plan, provided for the launch of Net-zero 
Industry  Academies  to  develop  industry-relevant  learning  content,  delivered  by  local 
education and training providers. Each academy aims to upskill and reskill 100 000 workers 
within three years from their establishment. They also develop credentials for voluntary use by 
Member  States  and  their  education  and  training  providers,  to  facilitate  the  transferability 
between  jobs  and  the  cross-border  mobility  of  the  workforce,  thus  complementing  existing 
skills policy initiatives such as the EU Pact for Skills. 

Net-zero industry academies: 

To  achieve  a  true  green  transition  and  environmentally  sustainable  growth  in  Europe, 
environmental  mindfulness  needs  to  be  integrated  into  behaviour  at  all  levels.  The  LIFE 
programme  fosters  green  skills,  focusing  on  developing  technical,  transferable,  and 
transformative skills. For example, LIFE ResLand project (2023 – 2029, EUR 3.8 million) aims 
to strengthen resilience to climate change in Cascais, Portugal, foster local entrepreneurship 
and promote green jobs. LIFE22-CET-REPowerEdU | BUILD UP project (2023 – 2026, EUR 
1.1 million) develops 7 cross-trade training programmes for craftsmen, installers, technicians, 
specialists,  operators,  owners  on  planning,  implementing,  maintenance  of  smart  energy 
solutions. 
The Year provided an opportunity to raise the awareness and promote the development of skills 
for the green transition. Within the Commission, the Year facilitated the integration of the 
skills  perspective  into  initiatives  led  by  other  DGs,  such  as  the  2023  edition  of  the  EU 
Sustainable  Energy  Week,  by  DG  ENER,  which  was  organised  under  the  theme: 
‘Accelerating  the  clean  energy  transition  –  towards  lower  bills  and  greater  skills.’  The 
Education for Climate Policy-Practice Forum, organised by DG EAC and the JRC, allowed 

21 

 
 
 
education policy and practice stakeholders to have concrete co-design dialogues around climate 
education  and  green  skills  challenges.  Throughout  the  whole Year,  the  European  Climate 
Pact, led by DG CLIMA, organised stakeholder events, communication campaigns, and youth 
dialogues  with  a  focus  on  skills  policy.  Cedefop  released  several  policy-oriented  green 
transition publications such as a briefing note on key occupations for green transition and a 
policy brief on greening apprenticeship.  

The topic of skills for the green transition featured prominently at the Year’s events, with over 
400 events linked to green skills on the map. For instance, the 2023 edition of the EU Green 
Week, the Education Climate Day 2023, Cedefop’s event on greening VET, Eurocities’ event 
on green skills for vulnerable people, and many more. 

Meetings  and  events  with  stakeholders,  as  well  as  position  papers  (46),  confirmed  the 
importance of focusing on skills for the green transition. In their opinion paper, the Public 
Employment Services (PES) Network stressed that ‘Europe’s societies and economies must 
move up a gear in the wake of the green transition. (…) EU financial instruments, including in 
particular the European  Social Fund Plus  (ESF+) and the RRF, provide major incentives to 
scale up new approaches. These funds must be matched by adequate national funding.’ Three 
short videos were also produced on the Green Skills Training in IE; ‘Upskill’ programme in 
PT;  and  the  ‘Relocate’  project  in  SE,  which  were  further  disseminated  via  the  Year’s 
communication channels. 

The ‘Future Skills Report Chemistry 2.0’ (47), which analysed over 450 000 job postings in the 
chemical and pharmaceutical industry in 2020-23, found that sustainability skills are required 
in 19% of job postings – a 6% increase compared to 2018. 

Stakeholders also acknowledged that technological innovation plays a crucial role in driving 
competitiveness,  sustainability,  and  growth  of  European  manufacturing.  Ceemet  and  the 
European Institute for Innovation and Technology Manufacturing signed a  Memorandum of 
Understanding  in  summer  2024  to  step  up  cooperation  while  supporting  the  objectives  of 
Horizon Europe. 

The European Education Area Working Group on vocational education and training and the 
Green Transition has compiled inspiring practices across Europe in two Compendiums (2023 
and 2024), highlighting the unique role of VET in the green transition. 

Many CoVEs are working on skills for the green transition and held several events and partner 
meetings.  For  example,  T-SHORE  aims  to  connect  offshore-energy-hotspots  spread  across 
Europe  and  stimulate  innovation  and  collaboration  between  VET  providers,  industry,  and 
research institutes. Among others, T-SHORE works on developing new competency profiles 

(46) For instance, ‘We need skills for the labour market – and beyond!’ by EAEA, ‘Statement on the European Year of Skills’ 
by  EURASHE,  ‘Urgency  to  invest  in  workers,  training  and  quality  jobs  to  loosen  the  tight  labour  market  and  meet  the 
shortages’ by industriALL, ‘REBOOT Europe – Stronger businesses, stronger European Union’ by Business Europe. 
(47) Published by IGBCE, BAVC and HRForecast. 

22 

 
 
 
 
and  developing  advanced  digital  and  evidence-based  educational  training  methods  and 
materials in a work-based learning environment. 

T-SHORE project results are mainstreamed and put to wide use as part of the LSP for Offshore 
Renewable  Energy  under  the  Pact  for  Skills.  Supported  by  Blueprint  Alliances  (skills 
development  e.g.:  for  steelmaking,  industrial  symbiosis,  the  battery  value  chain,  green 
building), also LSPs in other ecosystems such as such as onshore renewable energy, energy-
intensive industries, automotive or construction are upskilling and reskilling people for jobs in 
a de-carbonised green economy.  

At national level, AT, BG, CY, DK, EE, EL, HR, IT, MT, PT, RO and RS implemented green 
skills initiatives. 

•  AT established the Environmental Foundation that supports training in a wide range of 

climate-relevant occupations.   

•  BG launched a project to map the skills and attitudes of 15 100 workers in coal mining 

and thermal power plants affected by the net-zero industry transition. 

•  CY promoted professional specialisation and certification in green skills and organised 

70 events related to green skills.  

•  DK is developing skills required for transition to a more circular economy, with TSI 

support. 

•  IT is  developing green skills  on a supra-regional scale through a pilot project, with 

RRF support. 

•  EE  and  EL  launched  a  programme  dedicated  to  green  skills  development.  EL’s 

programme is targeting both unemployed and employed individuals. 

•  MT reviewed existing green skills-related awards and courses to address the demand 

for green skills and increase access. 

•  PT launched the Green Skills and Jobs Programme for people affected by the energy 
transition and updated its national qualifications’ framework to reflect jobs created by 
the green economy. 
In  RO,  a  renewable  energy  school  is  training  former  coal  workers  to  work  in  jobs 
created in the green economy (48). 

• 

•  RS worked on identifying the green skills needed to develop training programmes. 

2.3.1.3.  Digital transition 

Over 90% of jobs now require some level of digital skills, as does participation in society at 
large. However, nearly half of all adults (44%) and around one in three people (35%) who work 
in Europe lack basic digital skills The Year helped promote the central importance of digital 
skills and highlighted existing initiatives and investments in digital skills for all. One of the 
key messages that emerged is that digital skills are vital for innovation, jobs, and Europe’s 
competitiveness.  

(48) This pilot project is part of a larger proposal to reskill more than 8 000 people in the Jiu Valley over the coming decade. 

23 

 
 
 
 
The announcement of the Year paved the way for the adoption of  a Digital Education and 
Skills Package in April 2023. It included proposals for Council Recommendations on the key 
enabling factors for successful education and training and on improving the provision of digital 
skills and competences in education and training, adopted by the Council in November 2023. 

The Digital Decade Policy Programme 2030 guides Europe’s digital transformation and lays 
out targets to ensure basic digital skills among the population and increase the number of ICT 
specialists in Europe. The first annual State of the Digital Decade  Report was published on 
27 September  2023.  It  highlights  the  need  to  accelerate  and  deepen  the  collective  efforts 
towards  reaching  the  targets  on  digital  skills  and  calling  for  Member  States  to  prioritise 
investment in digital education and skills, building on the Year. 

The Commission Recommendation (EU) 2024/236 of 29 November 2023 on means to address 
the  impact  of  automation  and  digitalisation  on  the  transport  workforce  raises  awareness  of 
changes  in  the  transport  sector  and  invites  stakeholders,  such  as  employers’  and  workers’ 
organisations  and  national  authorities,  to  ensure  a  just  transition  for  transport  workers, 
including by assessing skills needs and promoting training to ensure a good match between 
skills demand and supply in an automated and digitalised work environment. 

Under the Pact for Skills, there are two LSPs in the cross-cutting digital ecosystem (digital and 
digitalisation of the energy system). The latter was launched during the Year. The Digital LSP 
held  a  matchmaking  event  on  25 January  2024.  In  the  Year,  several  Blueprint  Alliances 
focused  specifically  on  digital  skills  (e.g.  Blockchain  Skill  Development,  Cybersecurity, 
artificial  intelligence,  Software,  Digitalisation  of  Energy,  and  Emerging  Technologies  in 
Defence). 

The  Commission-funded  network  of  more  than  150  European  Digital  Innovation  Hubs 
further expanded. They support the digitalisation of local SMEs, start-ups, and public sector 
organisations through different services, including training sessions on artificial intelligence. 
In April  2024,  a  new  Call  was  closed  and  at  least  18  Hubs  will  join  the  network  from  EU 
candidate  countries  (49).  So  far,  the  network  has  helped  more  than  10 500  companies  and 
organisations. 

Several digital skills academies have been set up: 

(49) AL, ME, MK, RS, TR, UA and XK. 

24 

 
 
 
 
To support skills  intelligence in  the implementation of the Cybersecurity Skills Academy, a 
Eurobarometer  survey  on  cybersecurity  skills  was  conducted  across  all  Member  States, 
reaching  almost  13 000  companies.  As  elaborated  on  in  the  following  list,  the  survey 
highlighted the growing shortage of cybersecurity skills, calling for immediate action to boost 
the number of cybersecurity specialists and heighten cybersecurity awareness among staff in 
companies across the EU.  

•  Over  half  of  the  companies  searching  for  cybersecurity  professionals  face 
difficulties, primarily due to a lack of qualified candidates (45%), general candidate 
shortages (44%), lack of awareness (22%), and budget constraints (16%). 

•  76%  of  employees  in  cybersecurity  roles  lack  formal  qualifications  or  certified 
training.  Furthermore,  34%  transitioned  from  non-cyber  roles,  and  57%  took  on 
cybersecurity responsibilities in addition to their existing duties. 

•  While 70% of respondents acknowledge the importance of diversity and inclusion in 
cybersecurity, 56% of companies reported having no women in cybersecurity roles. 
Despite this, about two thirds agree that women are encouraged to pursue cybersecurity 
positions. 

Stakeholders also launched actions. In March 2024, European Broadcasting Union Academy 
School of Artificial Intelligence launched an evolving curriculum supporting media workers in 
their artificial intelligence literacy and upskilling. In 2023, Por Talento Digital introduced an 
e-learning platform to support the employability of people with disabilities. DigiCo launched 
Skillify, a tool for assessing digital skills, and Fondazione ECIPA introduced the ECIPodcast, 
covering the topic of artisans in the Digital Age. 

The topic of skills for the digital transition featured prominently at  the Year’s events, with 
over 770 events linked to digital skills on the map. The following are examples of such events: 

25 

 
 
 
•  The  European  Employment  and  Social  Rights  Forum,  which  took  place  on 16-
17 November  2023,  focused  on the  impact  of  artificial  intelligence  on  the  world  of 
work. 

•  The European Parliament hosted the interinstitutional kick-off event of the European 
Cybersecurity  Month  on  26-28 September  to  take  forward  the  debate  about  the 
preparedness in fighting cybersecurity threats. 

•  During  the  Spanish  Presidency,  the  European  Union  Agency  for  Cybersecurity 
(ENISA)  and  the  Spanish  Ministry  of  Education  and  the  Spanish  National 
Cybersecurity  Institute  (INCIBE)  organised  the  second  European  Cybersecurity 
Skills  Conference  on  21-22 September  2023.  It  focused  on  the  implementation  and 
adoption of the European Cybersecurity Skills Framework. 
In October 2023, the  EU Code Week, supported by the Digital  Europe programme, 
promoted creativity, problem-solving, and boosted digital skills among young people, 
particularly girls. 

• 

•  The  six  winners  of  the  European  Digital  Skills Awards  2023  were  announced  on 
28 June. The Awards received over 330 applications and rewarded initiatives dedicated 
to empowering youth, fostering inclusion, driving innovation and supporting upskilling 
and reskilling. 

•  The EESC hosted the conference Digital Skills for the Future Workforce, organised 
by the Polish Confederation Lewiatan and focused on the role of social partners. 
•  The European Training Foundation and ALL-DIGITAL organised the webinar Digital 

skills development: towards scalable and sustainable initiatives. 

•  The  European Vocational Training Association  organised  the  SMEsGoDigital  Final 
Conference  to  present  EU  policies  and  initiatives  supporting  SMEs  in  the  digital 
transition. 

•  The  International  Network  for  Health  Workforce  Education  organised  the  Digi4Me 
Final Conference to present a new platform for digital skills training in the healthcare 
sector. 

Meetings  and  events  with  stakeholders,  as  well  as  position  papers  (50),  confirmed  the 
importance of focusing on skills for the digital transition. For example, the ‘Future Skills 
Report  Chemistry  2.0’ (51),  which  analysed  over  450 000  job  postings  in  the  chemical  and 
pharmaceutical  industry in  2020-23, found that almost  one in  three jobs  (32%) has become 
significantly more digital since the last report (2018). In their position paper, the EU Sectoral 
Social Dialogue Committees of the Audiovisual and Live Performance sectors stressed that 
‘skills for the digital environment are relevant and needed for all subsectors that make up the 
creative and cultural industries, and for all professional occupations.’ In their position paper, 
Solidar  pointed  out  that  ‘People  need  to  become  equipped  with  the  skills  necessary  to 
understand [artificial intelligence], so it does not stay mystified and untouchable.’ 

Cedefop’s  policy  brief,  ‘Going  digital  means  skilling  for  digital.  Using  big  data  to  track 
emerging digital skill needs,’ outlines the EU-27’s evolving digital skills landscape and calls 
for urgent action on digital policy, workforce upskilling, and modernising education to ensure 
inclusive benefits from the digital transformation. 

The JRC's policy brief “Digital skills gaps - a closer look at the Digital Skills Index (DSI 2.0)” 
highlights  key  areas  like  cybersecurity,  information  and  data  literacy  and  digital  content 

(50) For instance, ‘We need skills for the labour market – and beyond!’ by EAEA, ‘Statement on the European Year of Skills’ 
by  EURASHE,  ‘Urgency  to  invest  in  workers,  training  and  quality  jobs  to  loosen  the  tight  labour  market  and  meet  the 
shortages’ by industriALL, ‘REBOOT Europe – Stronger businesses, stronger European Union’ by Business Europe. 
(51) Published by IGBCE, BAVC and HRForecast. 

26 

 
 
 
creation, and groups of adults who might benefit from digital skills development, such as those 
in manual occupations, unemployed individuals, people with low education levels, adults aged 
55 and over, and young people, particularly those with lower levels of education.  

At national level, AT, BE(NL), BG, CY, CZ, EE, EL, ES, HR, MT, PT, RS, and UA launched 
activities and initiatives to develop digital skills in their countries.  

•  AT developed the Digital Skills Initiative, a digital platform for initial and continued 

training which offers over 20 000 digital courses from more than 20 providers. 

•  BE(NL)  created  a  network  of  Digibanks  that  offers  digital  skills  workshops  and 

training courses. 

•  BG developed curricula, e-resources for digital skills training, tools for digital skills 
assessment,  and  profiles  of  key  professions  outlining  required  digital  skills  across 
sectors. 

•  CY  promoted  professional  specialisation  and  certification  in  digital  skills  and 

organised 125 events related to digital skills.  

•  EE launched a curriculum development and digital skills programme, and the Minister 

of Education and Research established an AI expert group. 

•  ES  strengthened  the  way  advanced  digital  skills  are  provided  and  designed  the 

Digitalízate platform (52). 

•  MD approved the Digital transformation Strategy 2023-2030. 
•  MT  established  the  Digital  Skills  for Artificial  Intelligence  Revolution  (DS4AIR) 

Project, which focuses on digital skills and artificial intelligence. 

•  NL  launched  the  action  plan  Green  and  Digital  Jobs  for  structural  and  substantial 

commitment for the climate and digital transition. 

•  RS worked to identify labour market gaps in digital skills and create dedicated training 

courses. 

•  UA  created  Diia  to  offer  all  public  services  through  the  app.  Diia.Education  also 

developed the national digital literacy test (53). 

2.3.2. Empowering individuals  

The way people learn, work and take part in society is changing rapidly. The right skills help 
individuals to adjust to these changes and ensure their well-being while contributing to society, 
productivity and economic growth.  

Empowering individuals through creating a culture where everyone can continuously learn and 
achieve their full potential in the labour market and society was at the heart of the Year through 
strong  engagement  in  the Year  of  civil  society  organisations  (Life  Long  Learning  Platform, 
European  Disability  Forum,  Organising  Bureau  of  European  School  Student  Unions, 
VET4EU), and supported by the EESC who created spaces where individuals could engage 

(52) A  public-private  and  public-public  collaboration  model,  in  which  the  most  relevant  technological  entities  share  their 
training resources on digital and other various skills. 
(53) Along with specialised adaptations tailored for various professions, including teachers, healthcare workers, civil servants, 
librarians, and cyber literacy. 

27 

 
 
 
 
 
directly with civil society organisations, employers and trade unions, fostering dialogue and 
collaboration, as advocated in their Opinion on the Year (54). 

The Year  strongly  confirmed  the  need  for  an  inclusive  approach  and  tailored  solutions  for 
vulnerable groups. Special focus was given to integrate more people in the labour market, 
in particular women and young people, especially those NEETs, people with lower levels of 
skills,  older  workers,  persons  with  disabilities,  people  from  disadvantaged  and  diverse 
backgrounds, people living in remote areas and in the outermost regions, as well as displaced 
people from Ukraine. Evidence suggests that stakeholders agree that the Year placed focus on 
vulnerable groups, as 57% of post-EYS survey respondents strongly agreed or agreed with 
this statement. 

The ‘Real People, Real Skills’ initiative showcased personal stories of upskilling and reskilling, 
highlighting the human aspect of skill development and fostering a sense of community in the 
journey towards lifelong learning. Beyond job-specific skills, it involves equipping people with 
transversal  skills  and  life  skills  such  as  resilience,  critical  thinking,  financial  and  media 
literacy, and democracy.  

The Council approved conclusions on financial literacy in May 2024. The conclusions aim to 
give guidance on how to improve citizens’ knowledge and understanding of finance.   

Empowering  individuals  for  their  career  and  personal  success  goes  beyond  equipping  them 
with the right skills. It calls for support and guidance throughout their journey, including by 
dismantling  persisting  barriers  to  skills  development.  The  Year’s  debate  exposed  some 
weaknesses in the way career guidance services are provided, however, also showcased good 
practice. The crucial role of skills validation and making non-formal and informal learning 
visible was also recognised. 

Throughout  the  Year,  the  national  level  worked  to  implement  skills  policies  that  improve 
guidance, validation and skills development. For example (55):  

•  BE(FL),  ES,  FI,  FR,  HR,  LT,  LU  and  MT  further  developed  guidance  and  career 
counselling.  ES’  COE  Network  of  20  public  Centres  for  Guidance  serves  as  a 
collaborative  space  for  mutual  learning  in  career  guidance  and  innovation  for 
employment. 

•  BE (NL), DK, MT and LT presented updated referencing reports to the EQF Advisory 
Group, updating the relation of their evolved education and training systems to the EQF. 
ES presented its initial referencing report. 

•  AT, BG, CY, DK, ES, HR, and SK made efforts to encourage participation in adult 
learning by increasing the flexibility of their training provision and learning pathways; 
•  CH,  DK,  FR,  MD  and  LU  updated  and  developed  new  Occupational  Standards, 

training programmes and curricula. 

(54) EESC’ opinion on the Year. 
(55) Examples were shared by national coordinators via submitted national activities and plans, in meetings, or the national 
coordinators’ survey. 

28 

 
 
 
 
 
•  FR and SK further developed validation of non-formal and informal learning. 
•  AT developed a law on higher VET and various (56) new occupational profiles for the 

dual training system for apprentice. 

•  BE(FL)  extended  its  training  leave  scheme  and  on-the-job  training  pilot  for  early 

school leavers. 

•  HU worked to redesign the adult learning system to better meet the needs of the labour 

market. 

•  FI worked on identifying the skills of working-age people and enhancing continuous 

learning. 

•  LV built new standards for continuing and further education and guidelines for non-

formal education courses. 

•  NL worked on enhancing the understanding and measurement of informal learning (57). 

Additionally,  several  initiatives  further  improved  support  systems:  UA  established  44 
accredited qualification centres; AT, EL, ES and FI developed tools to match individuals with 
training  and  job  opportunities;  FR  launched  a  skills  passport  in  May  2023,  providing 
information  on  career,  training  and  qualifications,  which  reached  20  million  holders  by 
November 2024; BG introduced e-vouchers for training and an online module for testing and 
certifying digital skills gained through courses or non-formal or informal learning; in SI, 35 
public centres offer comprehensive adult education guidance and outreach (58). In 2023, their 
‘Days of guidance for knowledge and skills’ were dedicated to the Year. 

2.3.2.1. 

Young people 

Young  Europeans  have  the  potential  and  skills  needed  to  address  labour  shortages  and 
invigorate 
the  declining  EU  workforce.  However,  youth  unemployment  remains 
significantly higher than the overall EU unemployment rate: 14.8% compared to  6% in 
2023  (59).  Additionally,  eight  million  young  people  aged  15-29  are  neither  in  education, 
employment, nor training  (60). Through flagship events  and awareness  campaigns,  the  Year 
highlighted the importance of supporting young people to develop their skills. 

Various initiatives were developed and/or extended under the Year. 

•  The  Commission  adopted  an  initiative  on  quality  traineeships,  consisting  of  a 
proposal  for  a  ‘Traineeships  Directive’  (61)  and  a  proposal  for  a  Council 
Recommendation on a reinforced Quality Framework for Traineeships. 

•  The Reinforced Youth Guarantee has helped 50 million young people. Ongoing efforts, 
including the Youth Employment Initiative, ensure that young people under 30 receive 

(56) including electrical engineering, nursing, community heating technology and climate oriented and urban gardening. 
(57) NL presented a non-paper on informal learning and supports an OECD project on informal learning. 
(58) Which also validate prior knowledge. 
(59) Factsheet on ‘Unlocking the potential of young people's skills’. 
(60) Factsheet on ‘Unlocking the potential of young people's skills’. 
(61) Directive on improving and enforcing working conditions of trainees and combating regular employment relationships 
disguised as traineeships. 

29 

 
 
 
 
a quality offer for employment, continued education, apprenticeships, or traineeships 
within four months of becoming unemployed or leaving education. 

•  The implementation of the ‘Aim, Learn, Master, Achieve’ (ALMA) was launched in 
seven Member States. In addition, an EU Call for Proposals of EUR 15 million under 
the  ALMA  initiative  started  its  implementation,  helping  more  than  800  vulnerable 
NEETs to reintegrate in the job market, education, or training. 

•  A  Call  for  Proposals  of EUR 9  million  titled  ‘Social  Innovations  for  Upskilling  of 
Vulnerable Youth,  Especially Young  People  NEETs’  was  launched  to  develop  the 
skills of vulnerable youth, and in particular NEETs, by re-engaging them in learning 
and aiming at their (re-)integration into the labour market. 

•  The  European  Alliance  for  Apprenticeships  reached  over  450  pledges  and  40 
national  commitments,  and  more  than  2.5  million  apprenticeships  were  offered  to 
young apprentices since 2013. 

•  The  Erasmus+  Young  Entrepreneurs  programme,  which  facilitates  learning 
experiences and international exchanges for aspiring entrepreneurs, reached a major a 
milestone in 2023 with over 5 000 applications. 

•  The Youth Entrepreneurship Policy Academy gathers 150 young representatives of 
entrepreneurs’ associations, policy makers and people from relevant networks. So far, 
it organised 12 workshops (online) to discuss the lifting of barriers for young people in 
their path towards entrepreneurship, including skills, networking, and access to finance. 
In September 2023, the 34th edition of the EU Contest for Young Scientists brought 
together 140 young scientists from nearly 40 countries. The participants demonstrated 
a wide range of skills, including cognitive and analytical research abilities, as well as 
public speaking and communication proficiency. 

• 

Youth engagement was essential under the Year. Young people were particularly involved 
in events and activities, including the flagship event ‘Meet the Champions of Excellence.’ The 
Year  featured  at  the  2023  European  Youth  Event  where  DG  EMPL  organised  a  panel 
discussion  on  Green  Excellence  and  the  2024  European Youth Week,  engaging  with  young 
people  from  across  Europe  and  beyond.  The  8th  edition  of  the  European  Cybersecurity 
Challenge,  organised  by  the  European  Union  Agency  for  Cybersecurity  (ENISA)  on  24-
27 October  2023,  brought  together  young  cyber  talent  from  across  Europe  to  network, 
collaborate and compete. Young Europeans (between 18-34) were the most active age group 
in promoting the Year on social media (51%) (62). 

Various stakeholders contributed to the youth and skills focus of the Year through numerous 
initiatives, projects, position papers (63), and events. These included youth associations such as 
the  European  Apprentices  Network,  the  Organising  Bureau  of  European  School  Student 
Unions,  Euroapprentices  and  the  European  Youth  Forum.  EU  agencies  like  the  European 
Training Foundation (ETF) and Cedefop launched the #MySkills4You initiative to empower 
youth  in  EU  neighbourhood  and  the  #CedefopVideoAward  2023,  a  competition  to  share 
learned skills during the educational process.  

FEA-VEE, a Centre of Vocational Excellence (CoVE), aims to attract more young talent to 
the textile, clothing, and fashion sectors while developing a highly skilled workforce to meet 
industry  demands.  Learners  are  trained  through  work-based  training  and  apprenticeships  in 

(62) Social Media Statistics of DG EMPL. 
(63) For instance, ‘Ideas for the European Year of Skills’ by EUproVET, ‘Europe needs to make its STEM strategy a reality 
now’ by ECEG, Ceemet, and IndustriALL, ‘Priorities for training of workers in traditional & developing areas of employment’ 
by  CESI,  ‘Stronger  with  European  steel  –  policy  recommendations  for  2024-2029’  by  EUROFER’,  EBC  ‘Crafting  the 
workforce of tomorrow’. 

30 

 
 
 
 
direct  liaison  with the industry. Taking  place in  BG,  DE, EL, ES, RO, and SE, the project 
drives the transition towards greener, circular, and more sustainable economic models within 
these industries. 

At national level, BE, CY, CZ, ES, FR, HR, IT, LT, MD, MT, and UA reported that part of 
their Year-related efforts focused on youth initiatives (64). BE(NL) stressed the importance of 
clear, concrete, and tailor-made communication, particularly for NEETs. In ES, with support 
from  RRF,  three  specific  programmes  addressed  to  young  people  have  been  implemented: 
TándEM, First Experience in Public Administration and Investigo Programmes. MD launched 
paid internships in the public administration for students and graduates.  

Over 600 events targeting young people were organised in 37 countries during the Year. 
These  include  Youth  participation  and  democracy’  in  PT,  Union  for  the  Mediterranean 
Community of Practices on Youth Employment’ in ES, Empowering the Young Professionals 
of Tomorrow’ in CY, Skills for the Future: Empowering Young People and Educators’ in BE, 
‘Online Café for discussion on skills and first work’ in BG, Interreg and Youth’ in FR, Ideas, 
tools and experiences for re-motivating NEET youth’ in IT, Youth Speak Forum’ in AT, ‘Skills 
of the future’ in SK, Erasmus for Young Entrepreneurs: European opportunities for Moldovan 
Entrepreneurs’ in MD, Skills Competition Young Farmer’ in EE, Youth activism and skills’ in 
PL,  Towards  resilient  youth  labour  markets:  Tackling  skill  shortages  and  youth  precarity 
through Observatory-based Research’ in NO. 

2.3.2.2.  Women 

To meet the EU 2030 headline targets of at least 78% of adults employed and 60% participating 
in training every year, significant efforts to remove hurdles and promote the participation 
of  women  in  the  labour  market  are  needed. Women  are  still  underrepresented  in  the  EU 
labour market, including in key sectors for the green and digital transitions (65). Throughout 
the Year, efforts were made to integrate more women in the labour market and help women 
reskill and upskill to achieve their full potential. 

The EU’s Gender Equality Strategy 2020-2025 (DG JUST), the European Skills agenda 
(DG EMPL), and the European Education Area Communication (DG EAC) aim to break 

(64) National coordinators’ survey. 
(65) Factsheet ‘Plugging gender gaps in the labour market’. 

31 

 
 
 
 
 
gender stereotypes, address skills gaps, and provide equal opportunities for skills development. 
In this framework, various initiatives were developed and/or extended during the Year. 

• 

In  March  2024,  the  Digital  Skills  and  Jobs  Platform  launched  the  Women4Cyber 
Network,  a  collaborative  effort  between  the  Commission  and  the  Women4Cyber 
Foundation, uniting skilled women in cybersecurity from various sectors and expertise 
levels. 

•  An Erasmus+ call was launched to address and overcome the barriers that prevent girls 
and women from pursuing a VET career in the green/net-zero technology sectors. 
•  The Girls Go Circular project of the European Institute of Innovation and Technology 
reached its target of training 40 000 girls in STEM three years ahead of schedule. 
•  The ‘Women in Digital’ high-level meeting on 8 March 2024 focused on overcoming 
the gender gap in the Information and Communications Technologies (ICT) sector. 

Several industries have launched initiatives to attract more women into their field. This includes 
rail  (through  implementation  of  the  EU  social  partner  agreement  ‘Women  in  Rail’), 
construction  (through  the  recent  Blueprint  for  sectoral  cooperation  on  skills),  the 
renewable and space sector (as part of the Pact for Skills). Various stakeholders contributed 
to highlight the gender equality angle in skills initiatives, projects, events and position papers. 
Several impactful initiatives, such as Women Go Tech, Digital Literacy programme, CIFO (66), 
and  RIDE  (67),  were  promoted  in  the  Year’s  communication. Around  50  events  on  gender 
equality or targeting women were organised by stakeholders during the Year. 

At national level, AT, BE, CH, CZ, ES, FR, IT, SE, and UA gave specific focus to women as 
a target group (68). AT launched the programme ‘FiT’ (women in trades and technology), which 
supports  unemployed  women  registered  with  the  PES  to  acquire  a  certified  qualification  in 
STEM  occupations.  BG  launched  the  ‘Women  in  Tech’  programme  to  train  unemployed 
women in basic digital skills. In ES, 165 000 women from rural areas developed basic digital 
skills thanks to the training project ‘Digital literacy for women hired under the Plan for the 
Promotion of Agricultural Employment’ (PROFEA) (69).  

2.3.2.3.  Other target groups  

The need for upskilling and reskilling creates an opportunity to increase diversity in the EU 
labour market. In this sense, the Year also gave special attention to low-skilled, older workers, 
persons  with  disabilities,  people  from  disadvantaged  and  diverse  backgrounds,  people 
living  in  remote  areas  and  in  the  outermost  regions,  as  well  as  displaced  people  from 
Ukraine. 

(66) Innovation and Vocational Training Centre. 
(67) Reach Inclusion through Digital Empowerment for Migrant Women. 
(68) National coordinators’ survey and EYS map of events. 
(69) Video on initiative. 

32 

 
 
 
 
The  flagship  event  ‘Meet  the  Champions  of  Excellence’  put  a  spotlight  on  persons  with 
disabilities by giving space for champions of the Abilympics competition to showcase their 
skills and experiences. A gold medallist in Character Design from Finland shared: ‘Disability 
is not something bad; it can help you a lot. It’s like a superpower.’ On the European Day of 
Persons with Disabilities (30 November 2023), the European Association of Service Providers 
for  Persons  with  Disabilities  (EASPD)  called  for  the  European  Union  to  maintain  the 
momentum that has been created during the Year, and to continue to promote the acquisition 
of skills to empower people with disabilities post-EYS.  

Under the European Partnership for Integration, the Commission continued working with 
social  and  economic  partners  to  create  opportunities  for  integrating  refugees  and  other 
migrants into the EU labour market. In line with the joint statement of December 2022, they 
promoted  multi-stakeholder  approaches  to  labour  market  integration,  facilitating  the 
assessment,  recognition  and  validation  of  migrants’  skills  and  qualifications  and  equal 
opportunities  on  EU  labour  markets.  In  December  2023,  the  European  Commission  (DG 
HOME)  and  the  EESC  jointly  organised  the  eighth  meeting  of  the  European  Migration 
Forum,  with  a  significant  focus  on  skills.  Participants  confirmed  the  importance  of  multi-
stakeholder  cooperation  to  create  more  sustainable  jobs  for  migrants  –  migrant  women,  in 
particular – who are more likely to be unemployed, overqualified for the work they do or in 
irregular work situations. 

The  EU  Skills  Profile  Tool  for  Third  Country  Nationals  remains  a  useful  resource  for 
facilitating  the  integration  of  individuals  from  non-EU  countries.  Designed  for  use  by 
organisations  assisting  these  individuals,  the  tool  helps  identify  and  map  the  skills, 
qualifications, and work experiences of third country nationals. This initial mapping allows for 
personalised guidance on next steps, such as the recognition of diplomas, validation of skills, 
additional training opportunities, or access to employment support services. 

People living in outermost regions were also targeted. In 2023, DG REGIO launched the 
EUR 1  million  Youth4OutermostRegions  grant  scheme  to  support  youth-led  small-scale 
actions focusing on digital skills, equal opportunities, labour market access. At the European 
Week  of  Regions  and  Cities,  DG  EMPL  and  DG  REGIO  held  a  workshop  on  improving 
education  and  training  in  these  areas.  Finally,  in  February  2024,  the  European  Institute  for 
Innovation and Technology presented a strategic plan for the outermost regions.  

Throughout  the  Year,  the  Commission  maintained  close  cooperation  with  civil  society 
organisations representing the target groups mentioned above by holding bilateral meetings 
and  participating 
in  stakeholder  events.  Stakeholders’  position  papers  were  also 
considered (70). Civil society organisations were invited to share their projects and initiatives 
on the Year’s website. Over 20 articles showcasing good practices to integrate vulnerable 
groups  in  the  labour  market  were  published.  For  example,  articles  on  the  Ukraine 
Competence Centre, DUB-IN, and GrubiNetz projects. 

(70) For instance, ‘The European Day of Persons with Disabilities: Empowering persons with disabilities through skills’ by 
EASPD, ‘Opinion paper: A contribution to the European Year of Skills’ by PES Network, The European Year of Skills through 
social justice lenses’ by Solidar, ‘Education and skills across the life cycle for Roma Inclusion’ by Eurodiaconia. 

33 

 
 
 
 
Over  70  events  and  training  targeting  the  groups  mentioned  above  were  organised  by 
stakeholders  during  the  Year.  For  example,  a  Career  Day  for  remote  and  disadvantaged 
population  in  AL,  the  AGE  Annual  Conference  in  BE,  a  training  course  on  conducting 
interviews  with  persons  with  disabilities  in  BG,  an  event  on  Work  Integration  Social 
Enterprises in IT, and an event on the recognition of qualifications of third country nationals, 
including displaced people from Ukraine in PL. 

In addition,  the Year’s  closing event  hosted  a stakeholder panel  that put inclusion at the 
centre of the conversation. In the panel ‘A stepping-stone towards Europe’s skills revolution’, 
the Chair of the PES Network shared that the Year confirmed the need for an inclusive approach 
and tailored solutions for vulnerable groups, as implemented in several countries (71). 

National coordinators reported that the Year helped address the needs of vulnerable groups 
at national level (72). Special focus was given to people with lower levels of skills (AT, EE, 
HR,  LU and PT), NEETs (CY, CZ, HR and UA), older workers (CY on digital skills, CZ and 
LU),  persons  with  disabilities  (CY  enhancing  social  entrepreneurship  and  CZ),  displaced 
people from Ukraine (CY and SK), as well as persons in long-term unemployment (HR) and 
on  atypical  contracts  (LU).  Countries  developed  specific  programmes.  For  example,  MD 
piloted the Youth Guarantee instrument where 400 young Roma were selected to be supported 
on  the  labour  market  and  ES  launched  the TándEM  Programme  of  training  combined  with 
employment  for  young  people  with  disabilities  and  young  Roma (73).  In  UA,  a  strategy  for 
transition  and  integration  of  Ukrainian  veterans  into  education  and  workforce  has  been 
prepared as part of the Skills4Recovery programme (74).   

2.4. 

Skills and talent mobility 

The Year set the objective of ‘attracting people from third countries with the skills needed in 
Member States, by promoting  learning  opportunities, including,  where necessary, language 
education and training, skills development and mobility, and by facilitating the recognition of 
qualifications.’ (75) 

In  line  with  this  objective,  the  Skills  and  Talent  Mobility  Package  was  adopted  by  the 
Commission in November 2023, to ‘make the EU more attractive to talent from outside the 
EU, and to facilitate mobility within it.’ Considering that the EU’s future competitiveness will 
also be influenced by its capacity to attract global talent, the package contains an overarching 
Communication on Skills and Talent Mobility (76) with a proposal for a Regulation establishing 
an EU Talent Pool (77), a Commission Recommendation on the recognition of qualifications of 
third  country  nationals  (78),  and  paving  the  way  for  the  subsequent  adoption  of  a  Council 
Recommendation on ‘Europe on the Move’ (79) – learning mobility opportunities for everyone 
on 13 May 2024. 

(71) European Year of Skills closing event – report 2024. 
(72) National coordinators’ survey. 
(73) Almost 2 000 people participated, around 1 600 completed the programme and 1 000 new hires are expected for the third 
call period. 
(74) Implemented by Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH on behalf of the German Federal 
Government. 
(75) DECISION  (EU)  2023/936  OF  THE  EUROPEAN  PARLIAMENT  AND  OF  THE  COUNCIL  of  10 May  2023  on  a 
European Year of Skills. 
(76) COM(2023)715. 
(77) COM(2023)716.  The  EU  Talent  Pool  is  a  platform  which  will  facilitate  the  recruitment  of  jobseekers  from  non-EU 
countries in EU-wide shortage occupations at all skills levels. 
(78) C(2023)7700. 
(79) C/2024/3364. 

34 

 
 
 
In the package’s chapeau Communication, the Commission outlines operational measures to 
ease the recognition  of  qualifications and validation of skills  gained abroad,  through Talent 
Partnerships (80)  that  aim  to  foster  international  labour  mobility  and  skills  development 
between  the  EU  Member  States  and  selected  partner  countries.  The  Communication  also 
underlined the Commission’s commitment to continue to promote a more strategic approach to 
skills intelligence, drawing on the latest labour market data, engaging with Member States and 
PES.  

To  create  guidance  that  helps  evaluate  and  recognise  qualifications  earned  outside  the  EU, 
European Qualifications Framework comparisons with the Qualifications Framework of the 
Southern African  Development  Community  and  the  National  Qualifications  Framework  of 
Cabo Verde were conducted during 2023-2024. 

The  Commission  services  organised  several  meetings  with  Member  States  and  other 
stakeholders  to  promote  its  Recommendation  on  the  recognition  of  qualifications  of  third-
country  nationals.  The  recommendation  outlines  how  Member  States  can  speed  up  the 
recognition  of  qualifications  of  third-country  nationals  for  access  to  regulated  professions, 
further learning, or labour migration. These include discussions with the Group of Coordinators 
on the recognition of professional qualifications, as well as a set of stakeholder webinars (81). 

At EU level, the Year sparked useful conversations on the need to attract talent from third 
countries  and  promote  labour  market  integration  of  migrants.  The  Labour  Migration 
Platform,  which  increases  cooperation  between  employment  and  migration  authorities 
continued discussions on cooperation on legal migration and employment, including on how 
to  support the effective  operationalisation of EU-level  initiatives  in  this area. The Year also 
featured in several international events focusing on migrant integration, including the meeting 
of the Commission expert group on the views of migrants in the field of migration, asylum and 
integration in October 2023, the European Integration Network Meeting on sustainable labour 
market integration in November 2023, and the eighth European Migration Forum in December 
2023.  

The Year also involved a joint effort of Commission services and other European institutions, 
leading to a raised awareness of the significant contribution that third-country nationals make 
to the EU economy and barriers to international recruitment in the EU. The EESC opinion on 
the Talent Mobility package underlines that is highly important for the EU Talent Pool to be a 
practical, reliable, easy to use tool that is attractive for workers and employers and supports 
fair and ethical legal labour migration into the EU. 

The  CoR  issued  the  report Attracting  Global  Skills  and Talents  to  EU’s  cities  and  regions, 
focusing on the contribution of third-country nationals and the barriers they face in recognising 
qualifications and validating skills. It highlights the importance of involving local authorities 
in attracting and retaining talent. In its Opinion on Skills and Talent Mobility, the CoR further 
emphasised the role of local and regional authorities in promoting talent mobility. 

To increase comparability of the data on labour shortages and improve matching success, the 
PES Network of public employment services have been working since 2023 on a common 
approach.   

Stakeholders actively supported these efforts by organising events, developing projects, and 
issuing position papers.  

(80) Talent Partnerships are currently under implementation with Morocco, Tunisia, Egypt, Pakistan and Bangladesh. 
(81) A report of the webinars is available here. 

35 

 
 
 
In the framework of the Belgian Presidency of the Council of the EU, the Belgian development 
agency Enabel  worked  with  the Egmont institute, International  Centre  for Migration Policy 
Development  (ICMPD),  and  the  European  Policy  Centre  to  discuss  international  labour 
mobility  and  the  European  Skills  Agenda.  A  resulting  paper  from  the  22  March  2024 
conference “Mobility and labour dynamics after the European Year of Skills: are we fit for the 
future?”  offered  policy  recommendations,  on  expanding  vocational  education  and  training 
through mobility partnerships and empowering local and regional employment actors in skills 
development.  

Several  EU  social  partner  organisations  issued  statements  on  addressing  labour  and  skills 
shortages, highlighting the need of better working conditions and quality training (82). 

Examples of projects that are implemented to facilitate mobility and attract talent from outside 
the EU are included below: 

Despite some challenges in perceiving direct impact on individuals, 33% of post-EYS survey 
respondents agreed or strongly agreed that the Year helped attract third-country nationals 
with the needed skills.  

While this objective may not have been prioritised in all national contexts (83), several Member 
States took steps, developing relevant actions and initiatives to address the goal of attracting 
skilled third-country nationals (84). AT, BE(NL), DE, DK, ES HR, LU, MT, NL looked into 
policy reforms. DK and NL used the Technical Support Instrument (TSI) to launch the projects 
“Talent  Hub:  Supporting  Copenhagen  Capacity  to  strengthen  retention  and  EU-mobility  of 

(82) For example, the hospitality sector issued a joint declaration. 
(83) National coordinators’ survey. 
(84) National coordinators’ survey. 

36 

 
 
 
 
skilled migrants” and “STEMTALENT4NL: retention and attraction of highly skilled (STEM) 
talent in the Netherlands”. Both projects are implemented by the IOM. 

Several countries provided concrete tools targeting specific groups, relevant in their national 
context. For instance, AT created a central platform for international skilled labour mobility, 
while CH, HU, LT and MT targeted students in higher education. To this end, CH and HU 
developed  specific  funding  support,  LT  created  a  targeted  strategy,  and  MT  granted 
researchers with additional rights, as well as language courses to improve integration. CZ also 
developed language courses, with the goal of improving integration of third-country nationals. 
CY  supported  Ukrainians  in  upskilling  and  certification  and  BE  (Brussels),  HR  and  UA 
worked to improve recognition and evaluation of foreign educational qualifications. In IS, a 
steering group was appointed to develop a proposal for a comprehensive immigration policy, 
including enhancing skills. 

2.5. 

Promoting a mindset of upskilling and reskilling 
The Year aimed to generate political momentum on skills development policies with the ‘the 
overall  objective  of  (…)  further  promoting  a  mindset  of  reskilling  and  upskilling  in 
accordance with national competences, law and practice.’ (85) To achieve this, the Year focused 
on key actions to promote investment in skills, strengthen skills relevance, match people with 
opportunities, and attract talent, as detailed in the sections above. 

The Year was a comprehensive year-long policy discussion with stakeholders and actors on 
the  role  of  skills  and  skills  policies.  By  bringing  together  relevant  actors  and  stakeholders 
through  joint  action,  the Year  facilitated  a  comprehensive  approach  that  combined  tangible 
policy initiatives with strategic communication efforts (86), ultimately driving progress towards 
a shared mindset of upskilling and reskilling. 

Evidence  suggests  that  stakeholders  agree  that  the  Year  helped  promote  a  mindset  of 
upskilling and reskilling. Indeed, most post-EYS survey respondents (84%) strongly agreed 
or agreed with this statement and national coordinators confirmed that this goal was successful 
(87). 

In  addition,  evidence  suggests  that  the  communication  efforts  of  the  Year  increased 
awareness and understanding on EU skills policies and interest of citizens to participate 
in training. The citizens’ survey found that people who had seen the campaign had a positive 
view on the Year (81% vs 62%) and stated that the Year had an impact on their daily lives 
(72% vs 35%). 

Based on the citizens’ survey results, 33% of respondents knew about the Year compared to 
only 7% of those who had not seen the campaign.  This clearly shows that people who have 
seen the communication materials:  

(85)  DECISION  (EU)  2023/936  OF  THE  EUROPEAN  PARLIAMENT AND  OF  THE  COUNCIL  of  10 May  2023  on  a 
European Year of Skills. 
(86) To promote this renewed mindset, the Year counted on a well-planned communication strategy, presented in Section 3.4. 
(87) National coordinators’ survey. 

37 

 
 
 
 
 
Fig. 2 Citizens’ survey results 

Are more aware of EU skills policies:   

•  Awareness  that  the  EU  is  taking  action  to  develop  skills  needed  for  the  job  market 
increased  from  26%  to  53%  compared  to  the baseline  survey.  Awareness  levels 
have increased the most among the hardest to reach audience:  NEETs (from 15% to 
73%). 

•  Understanding of EU action on skills increased (from 53% to 87%) as well as the 
willingness  to  learn  more  about  opportunities  to  improve  one’s  skills  (from  68%  to 
83%) - both compared to the baseline survey.  

Are more eager to participate in training courses:   

•  64% of people who saw the campaign say they have the intention to participate in 
EU initiatives for training or skills improvement in the next six months compared to 
only 19% who did not see the campaign.   

•  NEETs who saw the campaign showed the biggest increase in their willingness to 
get trained and are more interested in training opportunities (45%) than NEETs who 
were not exposed to our communication (10%).  

Have increased trust in the EU as an actor for social change:  

•  General trust in the EU as an actor that improves jobs, skills, and training opportunities 
is more substantial among those people who have seen the campaign (86%) vs those 
who didn’t (67%). This is particularly high for NEETs, whose trust improved from 68% 
to 90%.  

The citizens’ survey showed that citizens heard about the Year through various communication 
channels, including channels which DG EMPL did not cover in the campaign. This shows that 
the communication of the Year was a concerted effort by all EU institutions, services, and 
stakeholders, and proves the efficiency of the Year’s coordination strategy.  

38 

 
 
 
  
 
  
 
Fig. 3 Citizens’ survey results 

These collective efforts contributed to the success of the Year in reaching citizens across the 
EU.  Social  listening (88)  showed  that  third  parties  posted  almost  7 000  posts  on  the  Year, 
reaching  61  million,  demonstrating  that  the  communication  strategy  succeeded  in  sparking 
public debate. 

National level  

In the  national  coordinators  survey, several  countries reported  a positive  change in  mindset 
(BE, CY, EL, FR, HR, LT, LV, PL, PT, SI, UA), which placed skills higher in the national 
political agenda (AT, BE(FR), BG, CY, EL, FR, IE, HR, LV, UA). More concretely, MT 
established the National Skills Council with executive powers, IE embarked on a process of 
reform of the National Skills Council, and LU created a ‘skills department’ at the Ministry of 
Labour. LT reported that stakeholders increased focus on VET and adult education and PT 
shared that skills became a determining factor for the quality of employment. AT awarded a 
special state prize for innovative strengthening and further development  of in-company and 
company-related training and further education. 

National coordinators further reported that the Year was instrumental in raising awareness 
about  the  significance  of  skills (89).  More  concretely,  the  Year  boosted  communication 
activities at national level and raised awareness about: 

•  skills relevance, development, and provision (BE(NL), CZ, EE, ES, HR, HU, LT, LV, 

PT, RO, SI); 

•  vocational and adult training (DE, EE, FR, RO); 
• 
• 

lifelong learning (IE and PL); 
informal learning (NL); 

(88) DG EMPL monitors social media activities mentioning the #EuropeanYearOfSkills used by third parties to measure the 
impact of the online conversation about the Year. 
(89) In the national coordinators’ survey, all 33 respondents agreed or strongly agreed that the Year was instrumental in raising 
awareness. 

39 

 
 
 
 
•  opportunities for upskilling and reskilling (CY, EL, ES, FR, RO, UA), including those 

leading to a diploma or micro-credentials (EL, FR, HU). 

40 

 
 
 
 
3. Implementation 

3.1. 

Governance and resources 

The Year was an interinstitutional effort at EU level.  

All key EU institutions and bodies were closely involved. They organised events and debates 
dedicated to the Year (more in 2.2) and provided policy opinions. These include: 

•  The Council of the EU, in particular relevant Council formations and their committees 
and working groups, such as the Employment Committee, the Council Working Group 
on  Social  Questions  (SQWP),  the  Education  Committee,  as  well  as  the  Swedish, 
Spanish and Belgian EU Presidencies. 

•  The European Parliament, in particular the committees on Employment and Social 
Affairs (EMPL), Culture and Education (CULT), and Industry, Research and Energy 
(ITRE). 

•  The Economic and Social Committee (EESC) and the CoR. 
•  The European Investment Bank and the European Investment Fund.  

Within the Commission, the Year was coordinated by Directorate-General Employment, Social 
Affairs and Inclusion (DG EMPL) in close cooperation across the Directorate-General via a 
European Year of Skills Task Force and with other Commission services via the ‘Skills Hub’, 
an informal interservice group. EU agencies under DG EMPL’s remit – namely the European 
Centre  for  the  Development  of  Vocational  Training  (Cedefop),  the  European  Training 
Foundation, Eurofound and the European Labour Authority, were particularly involved. Other 
agencies  were  also  active  in  relation  to  specific  issues,  e.g.  European  Union  Agency  for 
Cybersecurity (ENISA) and cybersecurity skills. 

The coordinating role of the Commission included, in broad terms: 

• 

• 
• 
• 
• 

the development and implementation of a stakeholder engagement strategy, building 
on  existing  networks  and  platforms,  ensuring  regular  exchange  with  a  wide  set  of 
stakeholders; 
the setting-up and management of a network of national coordinators; 
the implementation of skills-related policy initiatives under the umbrella of the Year; 
the organisation of flagship and smaller-scale events; 
the  development  and  implementation  of  the  visual  identity  and  communication 
campaign. 

The Commission used EUR 7.7 million of the allocated funding for the above activities. The 
outputs are described in more detail in Chapter 2 ‘Results and achievements’ and Chapter 3 
‘Implementation’. 

The Year was a collaborative effort at national level. In line with Article 4 of the Decision 
on  the Year,  38 (90)  countries  appointed  a  National  Coordinator  for  the Year,  including  all 
Member States. Most of the appointed national coordinators were affiliated with a Ministry 
(70% vs 30% from an executive body) and with a labour market or employment policy focus 
(ca. 59% vs 24% education and training, 11% cross-cutting and 6% other).  

In broad terms, the national coordinators: 

(90)  All EU Member States, IS, NO, CH, AL, RS, TR, UA, GE, MD, ME, NMK 

41 

 
 
 
•  served as a bridge between the European and national level; 
•  shaped and implemented the Year at national, regional, and local level; 
•  served as ambassadors for the Year to inform and engage with stakeholders and raise 

awareness. 

Setting up this network of national coordinators was a central part of the implementation of the 
Year. The Commission supported the network by providing a common platform for exchange, 
organising  six  meetings  (Annex  4),  four  of  which  took  place  in  person  in  Brussels,  and 
providing  visual  materials  and  content  information.  No  financial  assistance  to  national 
coordinators was provided by the Commission. 

National coordinators reported that the Year created space for discussion of new policies and 
initiatives on skills, for content discussion and mutual learning. The national coordinators’ 
meetings featured workshops led by national coordinators on questions of common interest, 
such as ‘How to support upskilling and reskilling in small and medium-enterprises (SMEs)?’ 
and ‘How to facilitate job-to-job transitions for everyone?’. Another telling example of how 
the  network  was  used  for  exchange  and  inspiration  was  the  full  day  event  for  national 
coordinators  with  visits  to  innovative  training  centres  organised  by  the  Belgian  national 
coordinators on 29 April. 

The  coordination  of  the  Year  at  national  level  took  place  primarily  within  existing 
structures and frameworks, with a central coordinator responsible for the wider involvement 
of  other  departments  and  institutions  and  often  centralising  information  about  national 
activities. Most countries appointed a National Coordinator from one institution, while some 
shared the coordination between two institutions (DE, EL, ES, FI, FR, LU, LV and SI). In all 
instances, Ministries and Agencies without a coordinating role in the Year were involved and 
invited to contribute. Institutions with responsibilities in the fields of employment (i.e. PES), 
education  and  training,  economics,  research  and  innovation,  and  international  affairs  were 
particularly involved.  

In some instances, the Year was coordinated via the establishment of a new network or steering 
group.  For  example,  BE  (Brussels)  set  up  a  strategic  working  group  and  a  communication 
network,  BG  an  interaction  team  of  relevant  stakeholders  with  the  NC,  ES  three  working 
groups  with  representation  from  relevant  ministerial  departments,  the  17  autonomous 
communities  and  social  partners,  DK  a  working  group  with  representatives  from  relevant 
ministerial departments, FR a steering committee, IT a working group with various experts, 
SI a core governance group, and UA a working group with representatives from Ministries, 
PES, and social partners. It is thus clear that the implementation of the Year was a cross-
cutting effort at national level. 

3.2. 

Policy initiatives 

3.2.1. EU level 

Serving as a platform for discussions and exchange of good practices, one of the Year’s main 
ambitions was to contribute to the implementation of the Commission’s policy initiatives 
across  various  policy  fields.  The  need  for  continued  implementation  of  actions  under  the 
European  Skills  Agenda  –  the  EU  overarching  framework  for  EU  skills  policy  –  was 
repeatedly expressed during the Year. 

42 

 
 
Throughout  the  Year,  the  Commission  continued  to  advance  the  development  and 
implementation  of  Individual  Learning  Accounts  (ILAs)  (91)  through  the  ILA  Mutual 
Learning  Programme  that  focused  on  combining  financial  and  non-financial  support.  In 
addition,  the Commission integrated ILA-related topics into calls for proposals,  such as the 
2023  Erasmus+  call  for  ‘forward-looking  cooperation  projects,’  and  initiatives  by  national 
coordinators for Adult Learning, facilitating the establishment of registries for quality assured 
learning opportunities within ILA frameworks. 

Micro-credentials also featured prominently in the Year’s activities. Various fora throughout 
the Year  (including  the  International  Micro-credentials  Summit  in  Barcelona  and  Cedefop’s 
conferences) highlighted ongoing efforts to ensure the quality, comparability, and transparency 
of micro-credentials, guided by the EU’s Council Recommendation. Micro-credentials were 
also a key workstream of the US-EU Trade and Technology Council’s Talent for Growth Task 
Force. Dedicated activities were organised with the support of the OECD with the involvement 
of social partners and VET providers. Projects supporting the development, implementation 
and dissemination of micro-credentials are also being funded through Erasmus+ in the 2023 
and 2024 calls. 

In addition, the Commission continued to work to expand the Pact for Skills and Blueprint 
Alliances,  with  multiple  presentations  delivered  to  stakeholders  interested  in  setting  up  a 
partnership under the Pact and high-level events taking place as part of the Year (e.g. first High-
level Biennial Pact for Skills Forum on 21-22 March 2024). 

The  Digital  Skills  and  Jobs  Platform  grew  its  community  of  pledgers,  with  organisations 
making commitments to close the digital skills gaps in  Europe. At the end of the Year, 149 
pledges  were  published  on  the  Platform,  linked  to  363  initiatives.  Several  events  were 
organised,  including  the  launch  of  monthly  Digital  Skills  Talks,  encouraging  real-time 
interaction on digital skills and fostering community building. 

In the field of VET, the Commission continued to support Member States in implementing the 
2020  Council  Recommendation  on  VET,  including  by  facilitating  cooperation  and  mutual 
learning through networks such as the European Alliance for Apprenticeships, and boosting 
awareness and attractiveness of VET through communication and events. For instance, VET 
constituted a policy  focus of two out  of six  of the Year’s flagship  events  (Vocational Skills 
Week and Meet the Champions of Excellence) and featured prominently during other flagship 
events,  such  as  the  Year’s  closing  event (92).  The  Year  created  an  opportunity  to  steer 
discussions towards upskilling and reskilling, and continuing VET (as a complement to initial 
VET),  for  example  in  the  Working  Group  VET  and  the  Green  Transition.  In  the  area  of 
apprenticeships,  the  Year  contributed  to  the  visibility  of  the  European  Alliance  for 
Apprenticeships (EAfA) via high-level  events  (i.e. EAfA 10-year anniversary event  in  June 
2023), info sessions, and seminars.  

Work  on  the  Upskilling  Pathways  advanced  during  the  Year,  with  the  adoption  of  the 
‘Evaluation  Package.’  It  indicated  that  the  initiative  has  renewed  focus  on  basic  skills  and 
upskilling for adults, but uneven implementation and ineffective coordination across Member 

(91) ILAs provide working-age people with a budget for training to improve their skills. 
(92) Tables devoted specifically to VET were part of multiple discussion groups during the event (i.e. ‘Better skills intelligence 
and  smarter  use  of  it’,  ‘Investment  in  skills:  agile  funding  approaches  for  public-private  partnerships’,  Addressing  skills 
shortages: which innovative solutions?’). 

43 

 
 
 
States  highlight  the  need  for  stronger  and  more  consistent  efforts.  The  Year  brought  extra 
visibility to the evaluation results through communication and dissemination efforts. 

Additionally,  the Year  was  a  platform  to  promote  transparency  tools  such  as  the  European 
Qualifications Framework (EQF), Europass Supplements, the European Learning Model, 
the  European  Digital  Credentials  for  Learning,  and  the  databases  of  qualifications  and 
learning  opportunities.  Several  events  on  these  initiatives  were  organised  under  the Year’s 
banner. Publishing events and information on the Year’s website enabled the target audience to 
be broadened and more people to be reached.  

Also, during the Year, the March 2024 evaluation of the EQF Recommendation and Europass 
Decision93  concluded  that  these  two  initiatives  foster  transparency  and  a  common 
understanding  of  qualifications  and  skills  across  Europe  in  the  education  and  employment 
sectors. In addition, a project group of National Europass Centres and Erasmus+ National 
Agencies started during the Year on the revision and digitalisation of the Europass Mobility 
template.  

Beyond the European Skills Agenda, efforts were underway to implement policies aimed at 
developing skills in other domains, ranging from EU industrial policy, critical technologies, 
support to SMEs, and attracting talent. These were consistent with existing policy initiatives, 
such as the European Pillar of Social Rights, the updated 2020 New Industrial Strategy 
for  Europe,  the  2020  Communication  on  the  New  Pact  on  Migration  and Asylum,  the 
Action  Plan  on  Integration  and  Inclusion  2021-2027  and  the  Digital  Decade  Policy 
Programme 2030 (94).  

The  Digital  Skills  and  Jobs  Platform  grew  its  community  of  pledgers,  with  organisations 
making commitments to close the digital skills gaps in  Europe. At the end of the Year, 149 
pledges  were  published  on  the  Platform,  linked  to  363  initiatives.  Several  events  were 
organised,  including  the  launch  of  monthly  Digital  Skills  Talks,  encouraging  real-time 
interaction on digital skills and fostering community building. 

The policy work was complemented by the unprecedented EU financial resources available 
for skills development in the 2021-2027 programming period (95): 

Programme 

Estimated investment in 
skills (in EUR billion) 

European Social Fund Plus (ESF+) 
Reform and Resilience Facility (RRF) 
Erasmus+ 

42  
67.7  
26.1  

93 Decision (EU) 2018/646 of the European Parliament and of the Council of 18 April 2018 on a common framework for the 
provision of better services for skills and qualifications (Europass). 
(94) The programme guides Europe’s digital transformation and lays out important targets to ensure basic digital skills among 
the population and increase the number of ICT specialists in Europe. 
95 Sources: ESF+: DG EMPL. RRF: European Commission: expenditure estimated as per the pillar tagging methodology for 
the Recovery and Resilience Scoreboard and corresponds to measures in policy areas “Adult Learning, Including Continuous 
Vocational  Education  And  Training;  Recognition  And  Validation  Of  Skills”,  “General,  vocational  and  higher  education: 
accessibility, affordability, quality and inclusiveness, including digitalisation and infrastructure Policy areas: ‘Green skills and 
jobs’, ‘Human capital in digitalisation and ”Green skills and jobs”,  as primary or secondary policy area. The data retrieved on 
13  February  2025.  Erasmus+:  DG  EAC.  ERDF  and  JTF:  DG  REGIO.  InvestEU:  Interim  evaluation  of  the  InvestEU 
Programme - European Commission. AMIF: DG HOME estimate. EU4Health Programme: DG SANTE. 

44 

 
 
 
 
European Regional Development Fund (ERDF) including 
Interreg 
Just Transition Fund (JTF)  
InvestEU 
European Globalisation Adjustment Fund (EGF) 
Asylum, Migration and Integration Fund (AMIF) 
European Solidary Corps 
Digital Europe Programme 
Technical Support Instrument (TSI) 
EU4Health Programme                               

8.7  

3.1  
2.8 
1.1 
0.8  
0.8 
0.5 
0.024 
0.016  

An  in-depth  study  of  the  EU  cohesion  funds’  investments  in  skills  was  conducted  in  the 
context of the Year (Annex 5). It sought to capture Member States’ investments in skills by the 
European  Social  Fund  Plus,  the  European  Regional  Development  Fund  and  the  Just 
Transition  Fund.  The  study  found  that  as  many  as  38  million  people  are  expected  to 
participate in these EU-funded skills activities. Generally, the activities target the working-age 
population, but NEETs (aged over 15 years old) are also regularly targeted.  The most common 
activities are counselling and training activities. 

There are further EU programmes that provide funding for skills. The RRF supports Member 
States’  reforms  and  investment  in  policy  areas  directly  and  indirectly  linked  to  skills.  It  is 
estimated that RRF supports upskilling and reskilling of more than 13 million adults, including 
youth (96). 

Erasmus+,  the  EU’s  programme  to  support  education,  training,  young  people  and  sport  in 
Europe,  funds  the  Centres  of  Vocational  Excellence  (CoVEs)  (53  projects  in  place),  the 
Blueprint Alliances supporting the Pact for Skills (25 ongoing alliances), as well as calls on 
several topics, such as support networks for apprentice mobility, micro-credentials or women 
in green tech.  

The  Digital  Europe  Programme  supports  the  development  of  education  and  training 
programmes  in  advanced  digital  technologies.  It  is  currently  funding  37  projects  and  420 
organisations to advance digital skills. It also funds the EU Code Week, the Digital Skills and 
Jobs Platform, and the 25 National Coalitions for Digital Skills and Jobs.  

Horizon Europe supports skills development through investment in research, innovation, and 
education and has accelerated initiatives aimed at boosting skills and training.  

The  TSI  provides  tailored  expertise  to  EU  Member  States  for  designing  and  implementing 
reforms. Currently around 46 projects on skills are implemented in 24 Member States. These 
include  projects  on  digital  skills  (13),  green  skills  (5),  ILAs,  micro-credentials  (5),  skills 
governance (14), VET (6), skills for mental health and emotional well-being (3).  

The  EU4Health  programme  provides  training  focused  on  digital  skills,  targeting  at  least 
20.000 health professionals.   

EU funding serves as a catalyst for other investments, such as national and private funding. For 
example, investment in skills under the EU cohesion funds is complemented by national 

(96) European Commission, 2024, RECOVERY AND RESILIENCE PLANS: SUPPORTING PEOPLE ACROSS THE EU 

45 

 
 
 
co-financing,  estimated  at  EUR 27.3  billion  (bringing  the  total  investment  at  an  estimated 
EUR 67.7 billion) (97). 

The InvestEU programme brings together public organisations and private investors. The 
European Investment Fund (EIF), as key implementing partner for the programme, provides a 
Skills,  Education  and  Training  guarantee  that  boosts  financing  for  students,  learners, 
companies,  and  education  providers,  channelled  through  private  banks  and  microfinance 
institutions. During the Year, the number of intermediaries using the guarantee nearly doubled, 
with  over EUR 25.8 million allocated to  319 recipients and one  third of operations signed 
during this period, stimulating awareness of and uptake of this instrument. To date, 93 million 
has been allocated for initiatives totalling 1.01bn, a leverage effect of over 9. The EIF guarantee 
enables  recipients  to  secure  lower-cost,  longer-term  loans.  For  example,  in  PT,  Banco 
Santander  Totta  co-financed  workforce  reskilling,  curriculum  development,  and  facility 
improvements. 

The EIB invests in education, research and innovation by financing projects that increase the 
quality and capacity of education facilities, especially by upgrading infrastructure with new 
digital  or  climate-friendly  solutions  and  backing  training  schemes. Additionally,  it  supports 
student loan schemes or pan-European student mobility programmes. The 2023 operations will 
result in 1.2 million students in schools and universities.  

Public-private  partnerships  such  as  the  Pact  for  Skills,  Blueprint  Alliances,  Centres  of 
Vocational Excellence (98), and Skills Academies, promote joint investment in upskilling. They 
align workforce development with industry and local needs to boost EU competitiveness. 

3.2.2. National level  

Public-private partnerships  (PPPs) bringing together public sector  entities such as local  and 
regional authorities, state backed  agencies, education and training providers, social partners 
and private companies also play an important role in skills development at national level.  

Skillnet Ireland, the national talent development agency, partners with industry and education 
to deliver innovative upskilling programmes. During the Year, they upskilled 93 000 workers 
across 24 000 businesses, driving growth through a cost-sharing model that leverages private- 
sector investment. 

Technology Ireland ICT Skillnet network members include private and commercial semi-
state  companies.  The  aim  of  the  public-private  partnership  (PPP)  is  to  facilitate  access  to 
industry-led programmes and expand the national knowledge base when it comes to skills and 
technology. Over 6,000 companies and 14,000 professionals who have developed critical tech 
skills with Technology Ireland ICT Skillnet over the last two decades. 

Katapult  supports  developing  public  –  private  partnerships  in  vocational  education  and 
training across the Netherlands. The network has grown to some 600 PPPs and developed solid 
co-operation  between  partnerships  on  topics  that  involve  development  of  demand-driven 
education, involving the business community and maintaining relationships. The network has 
been successful in attracting funding. For example, EUR 398 million investment was attracted 
to match EUR 199 million of the Regional Investment Fund funding.   

Countries also undertook other measures to boost funding, including though the testing of new, 
innovative approaches in financing skills development. IT introduced tax credit schemes for 

(97) An in-depth overview of the EU cohesion funds’ investments in skills, DG EMPL. 
(98)Among other objectives and activities. 

46 

 
 
 
up-skilling and re-skilling in SMEs, through its through its Recovery and Resilience Plan. PL 
continued  to  finance  the  National  Training  Fund  (KFS),  which  helps  train  nearly  100 000 
workers every year (99). 

3.3. 

Stakeholder engagement  

With a view to reaching the widest possible circle of stakeholders and broader public, the Year 
was implemented in a decentralised and collaborative manner, with an additional focus on the 
national, regional, and local levels and on creating multiple engagement opportunities.  

At EU level, the Commission engaged with the following groups. 

•  EU and national social partners (100), through established interaction fora such as the 
Social  Dialogue  Committee,  sectoral  social  dialogue  committees,  consultation,  and 
dedicated  meetings.  Social  partners  were  prominently  present  at  flagship  and  other 
events and embraced the topic in their activities, including projects, joint commitments, 
and events (101). 

•  Interest  groups  and  policy  centres  active  at  EU  level,  fully  external  to  the 

Commission. 

Throughout  the Year,  the  Commission  maintained  regular  contact  with  interest  groups 
active  at  EU  level,  holding  over  610  meetings  and/or  presentations  on  the  Year  from 
October 2022 to May 2024. These groups included those with a primary focus on skills, such 
as EU umbrella organisations of providers of education and training, organisations of learners, 
and organisations that promote learning and skills, as well as those with a wider remit including 
skills.  In  addition,  the  Commission  collaborated  with  think  tanks,  research  centres, 
networks, and academics active in European (or global) affairs, either focusing on skills 
and learning or addressing them in relation to other themes.  

•  EU  bodies  and  networks  related  to  EU  policies  or  implementing  EU  actions, 

coordinated or supported by the Commission. 

The Year created the opportunity for existing groups and networks to meet and reflect on its 
objectives  and  skills  challenges  and  opportunities.  The  following  key  existing  groups  were 
closely involved throughout the year: 

•  Adult Learning Working Group 
•  Advisory Committee on Vocational Training  
•  CoVEs and their Community of Practice 
•  Directors-General for Vocational Education and Training (DGVT) 
•  Electronic Platform for Adult Learning in Europe  
•  EUROPASS Advisory Group 
•  EUROGUIDANCE Network 
•  EQF Advisory Group 
•  EQF National Contact Points 

(99) Podziękowania dla uczestników Europejskiego Roku Umiejętności (youtube.com). 
(100)  This  term  refers  to  the  recognised  European  social  partner  organisations  at  cross-industry  level  (BusinessEurope, 
SMEunited, SGI Europe and ETUC) and sectoral level. European social dialogue is conducted in the cross-industry Social 
Dialogue Committee and the 43 Sectoral Social Dialogue Committees. 
(101) Examples  of  action  include:  ‘Making  a  success  of  the  European  Year  of  skills  – SMEs  take  the  lead  on training’ by 
SMEUnited; the FORTE project; Temporary agency work social partners agreed on commitments and joint recommendations 
on  training  for  inclusive  and  resilient  labour  markets;  education  social  partners  committed  to  promoting  and  improving 
education for environmental sustainability, contributing to the work on the green skills and competences. 

47 

 
 
 
•  European Social Fund Plus (ESF+) Committee 
•  European Alliance for Apprenticeships  
•  Erasmus+ National Agencies 
•  Expert group ‘Platform of European Associations of vocational education and training 

(VET) providers’ 

•  National Coordinators for Adult Learning 
•  National Europass Centres 
•  Network of PES 
•  Pact for Skills community 
•  Working Group Vocational Education and Training and the Green Transition.  
•  Digital Skills and Jobs Coalition 

These groups cover all Member States and often include national government policy experts, 
members from social partners and other external stakeholders. They had an active role in all 
the Year’s flagship events. 

The Year was presented and discussed in these groups’ meetings. For example, the Adult 
Learning  Working  Group  met  regularly  during  the  Year,  exchanging  good  practices  on 
events, training initiatives, national skills policies, and more. They also discussed the legacy of 
the Year to ensure continuity  in skills actions for the future and provided valuable input. In 
addition, the Network of PES organised a dedicated session on the Year during its December 
Board meeting. Written opinions, position papers, and reports on the Year were also shared 
and  considered.  For  instance,  the  PES  Board’s  opinion  paper  from  June  2023,  as  well  as 
statements and opinions of social partners and education and training providers.   

The Year provided renewed impetus for these groups to focus on skills. For example, the 
National Coordinators for Adult Learning launched new projects in January 2024 that aim 
to  foster  a  mindset  of  upskilling  and  reskilling.  Supported  by  dedicated  grants,  these  are 
intended to promote the roll-out and lasting impact of the Year. Additionally, the community 
around  the  Electronic  Platform  for Adult  Learning  in  Europe  worked  on  topics  such  as 
workforce  with  the  right skills,  inclusive skills  opportunities, and skills  for democratic life. 
This resulted in rich editorial content, podcasts, and resource kits.   

The Year’s national coordinators engaged with a wide range of national, regional, and local 
stakeholders  in  the  implementation  of  the Year.  They  did  so  via  different  communication 
channels  and  by  providing  a  platform  for  exchange  of  perspectives.  National  coordinators 
reported  that  the  Year  fostered  dialogue  among  stakeholders  at  all  relevant  levels.  In 
cooperation with the national coordinators, Commission Representations and Delegations 
also contributed to outreach at national level. They organised over 270 events, meetings with 
relevant stakeholders, and communication activities under the Year’s banner. 

Finally, the Commission cooperated with international organisations or bodies, such as the 
ILO, OECD and UNESCO (more in 2.2.2.2). 

3.4. 

Communication 

DG EMPL developed a communication strategy to foster collaboration between institutions 
and communication partners, while ensuring a local approach close to citizens.   

It  aimed  to  raise  awareness  about  the  importance  of  skills  development,  encourage 
participation  and  investment  in  upskilling  and  reskilling  opportunities,  and  foster 

48 

 
 
 
cooperation to effectively address skills challenges. Using a range of communication tools, 
it targeted employers (primarily SMEs), professionals, job seekers, young people, especially 
NEETs,  policymakers,  stakeholders,  and  training  providers.  Endorsed  by 
the 
Commission’s Corporate Communication Steering Committee, the strategy was promoted and 
shared through interservice and interinstitutional exchange platforms. 

To coordinate communication efforts and increase consistency and impact, the Commission 
developed a  recognisable  visual identity and promoted the hashtag #EuropeanYearOfSkills, 
which was widely used. A communication toolkit was also made available, offering ready-to-
use promotional materials, presentations in all official languages, and social media assets.   

Fig. 4 Logo of the European Year of Skills  

85% of respondents of post-EYS survey used the Year’s visual identity and communication 
materials. The logo of the Year was highly visible, with 70% of respondents reporting that 
they attended events with the Year’s logo. 

The  interinstitutional  website  served  as  a  central  hub  for  all  Year-related  information, 
featuring facts and figures, flagship events, EU and national activities, and skills initiatives. 
Updated  regularly  to  foster  engagement  and  support  skills  development,  the  website  was 
enriched by content from the Commission, with additional input from the European Parliament, 
the Council, the CoR, the EESC, and the European Investment Bank. 

For example, In My Country highlighted national activities, while On the Ground showcased 
EU, national, and international skills projects and initiatives implemented across 45 countries. 
The News section provided regular updates and timely information on skills. In addition, the 
website  provided  a  range  of  resources  for  users,  including  publications,  presentations, 
infographics,  factsheets,  and  toolkits.  These  materials  were  designed  to  support  year-round 
initiatives and help users organise their own events.  

The website received 728 359 views and 274 219 visitors, with 11% returning. It was highly 
visible  among  stakeholders,  with  84%  of  post-EYS  survey  respondents  reporting  to  have 
visited it. More than a quarter of respondents added content to the website, demonstrating its 
usefulness  as  a  platform  for  connecting,  sharing  successes,  and  highlighting  best  practices. 
Contributions ranged from articles and research on important skill areas to announcements of 
events held under the Year’s banner. Finally, 98% of post-EYS survey respondents found the 
website’s content to be useful or very useful. 

Social media was instrumental in engaging stakeholders and citizens alike. The Year made 
use of DG EMPL’s existing social media channels, including X (former Twitter), LinkedIn, 
Facebook,  YouTube  and  Twitch.  More  than  half  of  post-EYS  survey  respondents  (61%) 
reported that they saw social media posts on the Year. At EU level, it was a collaborative effort 

49 

 
 
  
with EU institutions and within the Commission, with 3 713 posts using the Year’s hashtag on 
various platforms. 

In  addition,  EU  agencies  Cedefop  and  the  European  Training  Foundation  (ETF)  were 
actively  involved  in  promoting  the  European  Year  of  Skills  on  social  media  and  through 
various  communication  initiatives.  Cedefop  used  podcasts,  nine  virtual  get-togethers 
(webinars), and its newsletter to highlight various themes throughout the Year. Similarly, the 
ETF contributed by featuring the initiative on their ‘Skills Factory’ podcast and in the Learning 
Connects newsletter. 

3.4.1. Stakeholders’ communication   

Stakeholders played a key role in promoting the Year ‘beyond Brussels.’  

The most visible stakeholders on social media were the Lifelong Learning Platform, European 
Association  of  Regional  and  Local  Authorities  for  Lifelong  Learning,  Nordic  Network  for 
Adult  Learning,  Association  of  the  European  Rail  Supply  Industry,  DIGITALEUROPE, 
Community  of  European  Railway  and  Infrastructure  Companies  and  National  Agency 
Education for Europe at the German Federal Institute for Vocational Education and Training, 
which together published 450 posts.  

Most  used  platforms  by  stakeholders  were  X  (51%  of  all  posts)  and  Instagram  (48%). 
Facebook had just 1% of posts.  The most common languages used to promote the Year were 
English (38%), Spanish (16%), Italian (13%), Greek (9%), and French (7%). 

Fig. 5 Real People Real Skills webpage  

To give recognition  to  the millions  of people across Europe  who train  and learn new skills 
every day and transform their lives, the Real People, Real Skills project was born. Citizens 
and stakeholders from all over Europe sent in personal stories about upskilling and reskilling 
journeys. 200 inspiring stories from 30 countries and different sectors were selected to be 
displayed on the website and at the closing event of the Year. As another part of the project, 
more highlights are available in the video, which presented seven personal stories about the 
power  of  skills.  Participants  from  across  Europe  and  different  walks  of  life  shared  their 
experience of personal growth through skill development. Andrea from Czechia, who received 

50 

 
 
  
 
ALMA (102) support to develop her skills, reflected on her journey: ’From feeling unsure to 
feeling  empowered,  my  journey  shows  that  we  can  overcome  any  challenge.  Take  on  new 
opportunities, push boundaries and watch your life change.’ 

Fig. 6 Real People Real Skills video  

3.4.2. Citizens’ communication 

To  engage  non-expert  audiences  across  all  Member  States,  DG  EMPL  launched  the 
multiannual  ’Make  It  Work’  campaign.  The  campaign  aimed  to  raise  awareness  of  EU 
initiatives on skills, encourage citizens to participate in upskilling and reskilling activities, and 
strengthen trust in the EU as a social actor. Its target audiences included professionals, working 
parents, job seekers, small and-medium enterprise (SME) employers, and NEETs. 

In  the  research  preceding  the  campaign,  NEETs  were  identified  as  the  most  challenging 
target  group  to  reach,  neither  aware  nor  convinced  of  the  relevance  and  impact  of  skills 
policies (103).  For  this  reason,  in  October-November  2023,  the  Commission  ran  NEETs-
targeted ads in nine Member States identified as having the highest rates of NEETs (104). 
Advertisements were disseminated through the gaming platform Twitch, where NEETs can be 
more easily reached, to raise awareness about the importance of upskilling and reskilling and 
to encourage them to invest in training. 21.4 million users were reached by these ads. 

(102)  The  ALMA  social  inclusion  initiative  aims  to  empower  vulnerable  NEETs  by  providing  them  with  a  transformative 
experience that helps develop new skills and build self-confidence. Through tailored training programmes and work-related 
learning opportunities abroad, participants receive mentorship and ongoing support, enhancing their hard skills and fostering 
personal growth. 
(103) To measure the impact of communication actions during the Year, DG EMPL carried out a baseline survey in February-
March 2023. Out of all target audiences, NEETs scored the lowest when it comes to their awareness of potential EU support 
on skills and trust in the EU as a social actor. 
(104) BG, CY, EL, ES, HR, IT, PL, RO and SK. 

51 

 
 
 
 
Fig. 7 Make It Work campaign video 

3.4.3. Reaching citizens 

The Make It Work campaign waves launched during the Year reached citizens through multiple 
channels,  including  TV  ads  in  five  countries,  social  media  platforms,  and  national  media 
partnerships. Additional  outreach  included  videos  on YouTube, Twitch  ads  for  NEETs,  and 
outdoor ads in Brussels. 

Viewers reached with TV advertisement in five countries (105)    41 million   

Combined paid advertisement reach on social media, including 
Facebook (58 million), Instagram (10.2 million) and LinkedIn 
(860 000)   

69 million   

Page views on the campaign website     

3.6 million   

Campaign video views on YouTube   

69 million   

NEETs advertisement views on gaming platform Twitch   

21.4 million   

(105) BG, EL, IT, RO, and ES. These five Member States were identified as having the highest communication needs on EMPL 
topics and policies, resulting in additional communication efforts. 

52 

 
 
 
 
 
 
  
   
   
   
   
   
 
Readers reached through 64 national media partnerships   

10.1 million   

People reached by 32 paid social media influencers   

3.01 million   

People exposed to outdoor ads in Brussels incl. airport   

4 million   

Additionally, paid advertisement was complemented by localised outreach and live interaction 
with citizens at events. In collaboration with the Commission Representations, the campaign 
was present in 54 major events in 23 Member States such as summer festivals or job fairs 
that attracted 1.5 million visitors. These face-to-face interactions contributed substantially to 
the knowledge about DG EMPL’s policies and the increase in people’s trust in the EU as a 
relevant  actor  in  skills  policies. For  example,  over  65 000  people  participated  in  interactive 
activities  at  Slovenia’s  International  Trade  Fair  MOS  Celje.  At  Euroskills  Gdańsk  2023  in 
Poland, quizzes on EU skills initiatives attracted strong interest. At Carrer Hive in Bulgaria, 
over 1500 attendees connected with the campaign. 

National level 

Fig. 8 Photos from the events 

Evidence suggests that the Year had a positive impact on the number and scope of activities 
on skills at national level (106).  For example, BE, BG, CY, EL, ES, FI, HR, IE, MT, NL, 
PL, SI, SK, and UA developed dedicated communication campaigns for the Year.  

•  BE  (NL)  promoted  specific  up  and  reskillingre  initiatives  such  as  Digibanken, 
Individual Learning Accounts (ILAs), and adult training, along with a citizen platform 
providing information on training leave or credits.  

(106) National coordinators’ survey. 

53 

 
 
   
   
   
   
 
 
 
 
 
•  BE, FI and MT launched outreach activities to find people in need of upskillingup and 

reskilling. 

•  BG launched the ‘Update Yourself’ campaign to connect with NEETs. Additionally, in 
partnership with DG EMPL and the Commission Representation, the ‘“People of Sofia’ 
campaign showcased inspiring upskillingup and reskilling stories. 

•  EL included TV and radio campaigns, ads on public transport and at transit stops, and 
public info spaces at career and open days by the Greek Public Employment Service. 
•  HR  ran  a media campaign  to  highlight skills  gained through Erasmus+ professional 

practice.  

•  MT promoted the ‘It’s'It’s Never Too Late to Learn’ campaign.  
•  NL launched the Learning Culture Program to stimulate learning and development in 

companies, focusing on SMEs. 

•  SI  implemented  the  ‘Lifelong  Learning  Week  2023’ (107)  under  the  umbrella  of  the 

Year. 

National coordinators were invited to use the Year’s website to share their own skills initiatives. 
AL, AT, BG, BE, HR, HU, CY, CZ, FI, FR, DE, EL, IT, LV, MT, PL, RO, RS, SK, SL, 
ES,  SE  and  UA  linked  their  national  pages  here.  In  the  case  of  ES,  the  Spanish  Public 
Employment  Service  launched  a  specific  landing  page  to  disseminate  local  and  territorial 
initiatives,  which  received  close  to  45 000  visits.  CY  launched  a  specific  website  being 
available in both Greek and Turkish. 

Several countries, including DE, EE, ES, LT, RO used social media campaigns that included 
influencers, podcasts, and educational content. In EL, the Heads of the PES produced a podcast 
in  February  2024.  Additionally,  targeted  ads  ran  on  social  media  and  digital  platforms, 
alongside  media  articles  in  EL.  IT  created  seven  newsletters  linked  to  the  Year,  covering 
interviews and showcasing projects, events and reports. In NL, the Ministry of Social Affairs 
and Employment and the Social and Economic Council (SER) jointly organised a webinar on 
Enhancing informal learning and learning culture, and published an online magazine. 

In addition to skills events (more in 2.2), high-level meetings, radio discussions, and televised 
interviews were also among the communication efforts surrounding the Year in CZ, EE and 
LT. 

3.5. 

Events  

Throughout the Year, events served as significant catalysts for exchanging good practices, 
networking, and boosting skills across Europe. They took place at the European, national, 
regional, and local levels, reaching people ‘beyond Brussels.’  

Six  flagship events  were organised in  the context of the Year. These events  were primarily 
organised by the Commission, with some co-organised in collaboration with other institutions. 
To diversify the impact  of the Year,  each  event  was unique in  format and targeted different 
stakeholders. During the Year, thousands of people attended one or more of the six flagship 
events.   

1.  The European Year of Skills Festival was live streamed on the first day of the Year 
(Europe  Day  9 May  2023).  Connecting  to  stakeholders  and  partners  in  13  Member 
States  (BE,  CZ,  DE,  EL,  ES,  HU,  LU,  LV,  NL,  PT,  RO,  SE,  SI)  and  Ukraine  to 
showcase projects and good practices in upskilling and reskilling across Europe, the 

(107) A major media campaign focused on adult learning and education. 

54 

 
 
 
event set the tone for what was to come. Over 7 300 people watched the event (available 
here).  The  event  was  well  received,  with  88%  of  viewers  reporting  that  they  were 
inspired by the work of the Commission on skills (108). 

2.  The ‘Making Skills Count’ conference took place on 8-9 June 2023. A total of 1 300 
people  attended  both  in  Brussels  and  online.  Representatives  from  EU  institutions, 
Member States, social partners and relevant stakeholders met in person for the first time 
in the context of the Year. They came together to discuss how to ‘make skills count’ and 
matter  to  individuals,  organisations,  and  at  systemic  level.  In  addition  to  panels  and 
workshops,  the  conference  hosted  a  marketplace  with  20  stakeholders’  stands, 
showcasing inspiring skills projects and initiatives.  

3.  The 2023 edition of the Vocational Skills Week (VET Week) was organised under the 
banner  of  the  Year.  VET  weeks,  organised  by  the  Commission  since  2016,  aim  to 
promote VET as an attractive career and learning pathway by bringing all stakeholders 
together to showcase VET opportunities and inspiring best practices. In 2023, its main 
events took place during the week of 23-27 October. Stakeholders organised meetings, 
events, info sessions and campaigns on VET at local and regional level. A conference 
organised by the Spanish Presidency took place on 23-24 October. Around 500 events 
were organised at national level as part of the campaign, out of which 70 took place 
during the VET Week.  

4.  The  2023  edition  of  the  European  Employment  and  Social  Rights  Forum  was 
organised  under  the  umbrella  of  the Year.  It  took  place  on 16-17 November  2023  in 
Brussels  and  online.  For  two  days,  the  event  brought  together  more  than  2 200 
participants and 74 speakers to  assess the challenges and opportunities that artificial 
intelligence brings for the world of work and to explore ways in which to ensure that 
no one is left behind in the wake of these developments. Skills were a central part of 
the discussion. 

5.  The ‘Meet the Champions of Excellence’ event took place on 23 February 2024. It 
was co- organised by the Commission and the EESC. The event brought together over 
800 participants in Brussels and online, most of whom young people, to highlight the 
value of vocational education and training (VET) as an effective learning and/or career 
path.  35  EU  Champions  from  international  skills  competitions  like  WorldSkills, 
EuroSkills, and Abilympics showcased and shared their experiences and achievements 
with participants. In addition, 20 stands and skills demonstrations, were organised  at 
the event, showcasing projects in mechanical engineering, robot system integration, car 
painting, and floristry, in cooperation with WorldSkills. 

6.  Finally, on 30 April 2024, ‘The European Year of Skills – What Comes Next?’ was 
the closing event of the Year. It celebrated the Year, its achievements, people, and future 
projections  with  over  1 400  participants  in  Brussels  and  online.  The  event  featured 
panel discussions, speeches, discussion groups, as well as spotlights and performances 
by slam artists. 95% of participants who responded to the post-event survey assessed 
the  organisation  of  the  event  as  ‘very  good’  or  ‘excellent’  and  89%  appreciated  its 
content.  Executive  Vice-President  Margrethe  Vestager  emphasised  the  need  for 
continuous upskilling and reskilling, stating:  

(108) Post-event survey. 

55 

 
 
 
 
 
 
 
 
Within the Commission, the organisation of events was mobilised across all policy fields and 
individual  Directorates-General,  who  mainstreamed  skills  as  a  central  part  of  several  key 
annual EU Events, such as the 2023 and 2024 editions of the ‘EU Green Week’, organised by 
DG ENV; the ‘European Sustainable Energy Week’, organised by DG ENER; the ‘EU Code 
Week’,  organised  by  DG  CNECT;  the  ‘European  Migration  Forum’,  organised  by  DG 
HOME; ‘European Week for Regions and Cities’, ‘Macro-regional Strategies Week’, ‘Interreg 
annual event’, organised by DG REGIO; the ‘European Youth Event’ and ‘European Youth 
Week’, organised by DG EAC, and many others. These events highlighted the importance of 
skills  across  all  economic  sectors.  In  addition,  DG  REFORM  organised  a  conference  on 
supporting skills development through reforms on 25 May 2023 and DG EMPL organised the 
High-level Biennial Pact for Skills Forum on 21-22 March 2024 and the European Alliance 
for Apprenticeships’ high-level event on 26-27 June 2023 to celebrate its achievements over 
the past decade. 

In addition to Commission services, EU institutions and agencies organised many successful 
events on skills. For example, the European Parliament and the five EU agencies (109) under 
DG  EMPL’s  remit  co-organised  the  event  ‘Skills,  skills,  skills!  Skills  for  people,  skills  for 
competitiveness, skills for sustainability’ on 20 September 2023. Cedefop and the European 
Training Foundation (ETF) were particularly active. Cedefop participated in more than 270 
skills-related  events  and  organised  14  events  (96%  satisfaction  rate,  flagship  event  100% 
satisfaction), including its flagship event ‘Mind the gaps – skills and learning in a changing 
world of work’. The ETF organised 144 events under the umbrella of the Year. Promotional 
items were created to further promote the Year. They were available at 120 events organised 
across Europe. 

EU bodies and networks were also active. For instance, Centres of Vocational Excellence 
(CoVEs) and their Community of Practice organised the Forum on Vocational Excellence in 
the  Netherlands  on  25-26 September  2023,  the  annual  Community  Conference  of  the 
Electronic Platform for Adult Learning in Europe took place from 10-12 October 2023, and 
the 2023 annual conference of the PES Network focused on skills (see synthesis paper). 

Furthermore, a series of five expert meetings was organised to hold strategic discussions on 
key issues and to try to reflect on skills in a ‘future-proof’ way. Organised in partnership with 
EU  institutions,  think  tanks,  and  international  organisations,  they  featured  experts  from  a 
variety  of  backgrounds  (EU  institutions  and  agencies,  national  administration,  international 
organisations,  social  partners,  academia,  and  practitioners).  To  contribute  to  future 
policymaking, expert meetings focused on topics gaining special interest (skills intelligence, 
skills-first  approaches,  investing  in  skills  in  regions,  skills  for  the  just  transition)  or  used 
innovative methodologies (i.e. foresight exercises). 

1.  6 December 2023: Innovation in Skills Financing for a Just Transition (co-organised 

with the International Labour Organisation at the COP28). 

(109) Cedefop, Eurofound, European Agency for Safety and Health at Work (EU-OSHA), European Labour Authority, the 
ETF. 

56 

 
 
 
 
 
2.  15 February 2024: Skills Intelligence for Research and Policy (co-organised with the 

Centre for European Policy Studies). 

3.  26 February 2024: Skills-first approaches (online). 
4.  26 March  2024:  The  future  of  skilled  Europe:  foresight  exercise  (supported  by  the 

JRC). 

5.  25 April 2024: Investing in Skills in Europe’s regions and cities (co-organised with the 

CoR). 

Stakeholders and citizens also organised Year-branded events. In total, over 2100 events 
were organised all over Europe to promote skills and the benefits of upskilling and reskilling. 
Stakeholders and partners registered their events on a map on the Year’s website. The events 
covered main focus areas of the Year, including digital skills (over 770 events), skills for green 
transition (over 400 events), adult learning (over 430 events), vocational education and training 
(VET) (over 550 events). They spanned 42 countries, including all EU Member States, with 
the majority taking place in Belgium (over 300 events) (110), Italy (over 250 events), and France 
(over 170 events). Details on the events and activities can be found here.  

The map  employed  a bottom-up approach, encouraging  stakeholders, partners, and  national 
coordinators to upload events. Although over 2 100 events have been recorded so far, there is 
strong  evidence  suggesting  the  actual  number  is  even  higher.  For  instance,  AT’s  National 
Coordinator reported 80 events at national level (compared to 42 on the map), PL reported that, 
with  the  involvement  of  PES,  more  than  100  local  and  regional  activities  were  organised 
(compared to 76), SI reported that more than 1 200 events aligned with the Year took place, 
and UA organised 51 large-scale events (compared to 44), engaging 35 000 participants.  

Fig. 9 Bar chart of events by country 

National  coordinators  confirmed  that  the Year  boosted  the  organisation  of  events  and 
communication  activities (111).  Many  events  were  organised  to  raise  awareness  on  skills 
nationally. For example,  SI organised the  ‘Lifelong Learning Weeks’ nationwide campaign, 
which  counted  with  40  coordinators  who  collectively  organised  over  9 000  events  on  the 
importance of learning (112). Several countries organised flagship events, such as AT’s High-

(110) Likely linked to headquarters of EU level organisations being in Belgium. 
(111) National coordinators’ survey. 
(112) Events - Lifelong Learning Weeks (acs.si). 

57 

 
 
 
Level Conference on Green and Digital Skills: Opportunities and Challenges for the Future, 
and  the  Year’s  Closing  Conference  on  Promoting  Skills  through  Mobility,  BG’s  National 
Conference  on  Digital  Skills  for  Digital  Decade,  CY’s  European  Year  of  Skills:  The 
continuation of the effort, DE’s National Skills Conference, EL’s conference on empowering 
Greece with skills for a sustainable future, ES’s High-Level Conference: The Active Labour 
Market Policies: Pillar of the European Year of Skills, HR’s high-level conference on skills for 
the future powered by European Social Fund Plus (ESF+), IE’s Skillnet Ireland European Year 
of Skills Conference, LV’s ‘Skills Quarter’ event, MT’s national conference ‘SkillScape Malta: 
Towards Tomorrow’s Skills’, PL’s ‘What skills will we need in a changing world?’ conference, 
SI’s  EYS  opening  event  ‘27th Adult  Education  Colloquium’  in  June  2023  and  the  Year’s 
closing event ‘Skills for All’ in April 2024, SK’s Skills Festival, GE’s Skills conference, and 
UA’s IV International Forum Human Capital: Skills for the Future. 

4. Conclusion 
These key issues emerged from the Year’s discussions, which will feed into future actions on 
skills: 

The year-long debate revealed consensus that continued action and cooperation at all levels 
is needed to address labour and skills shortages. It also confirmed that many of the existing 
European  Skills Agenda  actions  are  still  valid,  with  a  crucial  need  to  continue  work  on 
implementation at the national level.  

As presented in the above chapters, the Year steered policy debate and inspired action on skills 
at  all  levels. At  national  level,  it  has  also  helped  to  chart  the  way  for  further  efforts  going 
beyond its end. At the end of the Year, national coordinators stressed that work on the topic of 
skills  should  clearly  remain  a  priority  for  the  future (113)  and  the  national  coordinators’ 
closing statement on the European Year of Skills ‘Beyond the European Year of Skills: Keeping 
the Momentum’, initiated by Belgium, invited policy makers at all levels to keep skills at the 
top of the policy agenda. 

(113) National coordinators’ survey. 

58 

 
 
 
 
Stakeholders agree that the topic of skills should remain a priority for the future, with 
over 99% of post-EYS survey respondents who could provide an assessment agreeing to this 
statement and several speakers calling for a ‘decade of skills’ at the Year’s Closing Event (114). 

At the Year’s Closing Event, participants were asked ‘How will your organisation carry on the 
legacy of the European Year of Skills?’ Their answers show that collaboration, social dialogue, 
lifelong learning, and a skills-first approach are key priorities for carrying on the legacy of the 
Year, with an emphasis on upskilling, transversal skills, VET, and partnerships such as the Pact 
for Skills. 

Fig. 10 Slido results from Closing Event 

On  18 July  2024,  Commission  President  Ursula  von  der  Leyen  presented  to  the  European 
Parliament her Political Guidelines for the next Commission 2024-2029. She stressed that:  

To do so,  on 5 March 2025  the Commission  adopted the Union of Skills – an overarching 
strategy, focusing on investment, adult and lifelong learning, vocational education and training, 
skills retention and recognition, talent attraction and enhancing skills intelligence which will 
galvanise  action  at  both  EU  and  national  level  to  bring  about  real  change.  This  will  be  a 
collective  and  inclusive  project,  with  all  stakeholders  across  government,  education  and 
business,  to  enhance  education  and  training  systems,  while  addressing  skills  shortages  in 
current and future labour markets, ensuring that everyone can thrive in a fast-changing society. 

While  the  Year  may  have  ended,  work  to  further  promote  skills  development,  strengthen 
Europe’s  labour  market  resilience  and  help  people  lead  prosperous  and  fulfilling  lives  will 
continue. 

(114) European Year of Skills - what comes next? event report - European Union (europa.eu). 

59 

 
 
 
 
 
 
List of countries 
Acronym 
Country 
AL 
Albania 
AR 
Argentina 
AM 
Armenia 
AU 
Australia 
AT 
Austria 
BE 
Belgium 
BE (Brussels) 
  Brussels Region 
BE(NL) 
  Flanders 
BE(FR) 
  Wallonia 
Bulgaria 
BG 
Bosnia and Herzegovina  BA 
CA 
Canada 
HR 
Croatia 
CY 
Cyprus 
CZ 
Czechia 
DE 
Germany 
DK 
Denmark 
EG 
Egypt 
EE 
Estonia 
FI 
Finland 
FR 
France 
GE 
Georgia 
EL 
Greece 
GT 
Guatemala 
HU 
Hungary 
IS 
Iceland 
IE 
Ireland 
IT 
Italy 
CI 
Ivory Coast 
LV 
Latvia 
LI 
Liechtenstein 
LT 
Lithuania 
LU 
Luxembourg 
MT 
Malta 
MD 
Moldova 
ME 
Montenegro 
MK 
North Macedonia 
NO 
Norway 
PL 
Poland 
PT 
Portugal 
RO 
Romania 
RS 
Serbia 
SK 
Slovakia 
SI 
Slovenia 
ES 
Spain 
SE 
Sweden 
CH 
Switzerland 

60 

 
 
Türkiye 
Ukraine 
Kosovo 

TR 
UA 
XK 

Glossary 
Acronym or term 
ALMA 
CEDEFOP 
DG CLIMA 
DG CNECT 

DG EAC 
DG EMPL 
DG ENER 
DG ENV 
DG HOME 
DG JUST 
DG NEAR 

DG REGIO 
DG REFORM 
EU 
EYS  
SME/s 
VET 

Definition 
Aim, Learn, Master, Achieve 
European Centre for the Development of Vocational Training 
Directorate-General for Climate Action 
Directorate-General for Communications Networks, Content and 
Technology 
Directorate-General for Education, Youth, Sport and Culture 
Directorate-General for Employment, Social Affairs and Inclusion 
Directorate-General for Energy 
Directorate-General for Environment 
Directorate-General for Migration and Home Affairs 
Directorate-General for Justice and Consumers 
Directorate-General for European Neighbourhood and 
Enlargement Negotiations 
Directorate-General for Regional and Urban Policy 
Directorate-General for Structural Reform Support 
European Union 
European Year of Skills 
Small and medium enterprise(s) 
Vocational education and training 

61 

 
 
 
 
 
Annex 1 – Post-EYS survey 
Summary - Stakeholder survey on the European Year of Skills  

•  Background and overview of survey respondents  

The online survey targeted stakeholders who are exposed to the topic of skills at EU, national, 
regional and local level, irrespective of their level of involvement in the European Year of Skills 
(the Year). The survey1 collected information on stakeholder involvement and contributions to 
the implementation of the Year and stakeholder views on the Year’s main achievements and 
results. Active for five weeks (8 May-12 June), it was widely shared through various channels 
(social media, Year’s website, direct and mass mailing) and available in English.  

747  respondents  took  part  in  the  survey  with  education  and  training  providers  (25.3%), 
national  authorities  (21.42%),  and  EU  citizens  (11.65%)  being  the  largest  groups.  Social 
partners (5.76%) and PES (5.22%) are also well represented. Respondents come from all 27 
Member States, 9 (potential) candidate countries (all except Kosovo), and 2 EFTA countries 
(Switzerland and Iceland).  

•  Key findings   

Results  

95.41%  of  respondents  believe  that  the Year  was  a  success. At  the  same  time,  180  survey 
respondents could not provide an answer to this question, indicating that tangible results might 
not be fully visible yet.   

84% strongly agree or agree that the Year has achieved its general objective to promote a 
mindset  of  upskilling  and  reskilling.  Survey  results  show  strong  agreement  that  the Year 
contributed 
in 
upskilling/reskilling  and  75%  for  strengthening  skills  relevance.  However,  perceived 
support  drops  to  50%  for  matching  people  with  jobs  and  33%  for  attracting  skilled  third-
country nationals.  

specific  objectives:  73% 

for  promoting 

investment 

two 

to 

48% of respondents answered the question on what the main result of the Year for them is. 
Most highlighted increased awareness of skills and ongoing policy initiatives, with many 
also noting the Year’s role in fostering networking and collaboration. Around 5% criticised 
the Year for lack of visible results, focusing too much on awareness, or being too labour-market 
oriented.  

91% of all respondents strongly agree or agree that the Year increased awareness about 
the importance of skills. 76% of all respondents strongly agree or agree that the Year fostered 
cooperation between actors and 75% that the Year fostered implementation of existing skills 
actions. While 69% strongly agree or agree that the Year also opened space for new action 
(69%), helped define future topics (63%), and placed a focus on vulnerable groups (57%) or 
on SMEs (52%), the share of survey respondents who ‘Neither agree nor disagree’ is higher.   

Activities / events [for stakeholder engagement]  

A  large  share  of  stakeholders  (out  of  747  respondents)  indicates  to  have  been  actively 
engaged and contributing to the Year, confirming the efforts to mobilise joint action, going 
beyond  passive  participation  (40.16%  have  organised  events  and  48.73%  actively  spread 
information).  

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The  Year  appears  to  have  a  positive  impact  on  the  number  and  scope  of  activities 
organised by majority of stakeholders. From the 300 survey respondents who have indicated 
to  have  organised  activities  linked  to  the Year,  48.67%  expanded  already  planned  activities 
because  of  the Year  and  28.67%  did  so  because  of  the Year. The  vast  majority  of  survey 
respondents  see  a  positive  impact  of  the Year  on  their  activities. This  includes  improved 
promotion (63.33%) and engagement with new stakeholders (58.33%), as well as fostering new 
ideas (45.67%) and thinking about skills in specific policy areas (47.00%).  

Communication   

85.21% indicate to have used the visual identity and communication material of the Year.   

83.94% of all respondents indicate to have visited the website. More than one in four survey 
respondents indicates to have contributed with some content to the website.    

61.45% indicate to have seen social media posts about the Year or to have attended online 
or in-person events with the logo of the Year (69.61%).   

Future outlook   

•  Work on the topic of skills should clearly remain a priority for the future, with 

99.16% of respondents agreeing to this statement.  

•  91.72% of respondents who could provide an assessment (542 out of 591) agreed that 

the Year contributed to broader policies.  

Selection of answers ‘What is the main results of the European Year of Skills for you?’  

Awareness:   

‘The main result of the European Year of Skills was the significant advancement in promoting 
the importance of acquiring and updating skills to adapt to the evolving labour market and 
societal needs. Through various initiatives, campaigns, and events organised throughout the 
year, the importance of investing in skills development was underscored, leading to a shift in 
mindset towards prioritising education and training at all stages of life.’  

‘Reskilling  and  upskilling  are  on  the  national  agenda  once  again.  They  are  given  the 
importance deserved. Apart from that, consultation is transparent and continues.’    

Long-term importance of the topic:   

‘Considering the wider relevance of the importance of skills, but also the marginalisation of 
this area so far - I have the impression that the idea of a European Year of Skills should grow 
into a European Decade of Skills. That could be her main result.’ 

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More action:  

‘Creates  new  opportunities  of  jobs  through  the  upskilling  and  reskilling  of  workers.  Brings 
companies  of  different  countries  in  contact  resulting  in  widening  their  knowledge  on  the 
production field they activate.’  

‘New companies engaging in upskilling opportunities with our company.’  

Exchange and collaboration:   

‘The main result is that all contributions are building a strong ’cross-border network’ working 
for the same goal by creating opportunity for skills acquisition for all, being an inclusive one 
and spreading the EU values everywhere.’ 

‘I have been thinking about the learning ecosystem in our region from a whole new perspective. 
The  network  of  the  educational  ecosystem  has  also  been  excellently  strengthened,  linking 
higher education, secondary education and universities.’  

Impact on individuals:  

‘It  encouraged  me  to  follow  my  dreams  through  vocational  training  which  has  been  quite 
effective to peruse my dream.’  

‘For me, the initiative emphasised the importance of my continuous education and training, 
encouraging me to keep updating my skills throughout my career.’  

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Annex 2 – NC survey 
Summary - national coordinators survey on the European Year of Skills  

•  Background and overview of survey respondents  

The online survey1 targeted national coordinators2 (NC) of the European Year of Skills (the 
Year), gathering information on their involvement, contributions, views on key results, future 
outlook, and additional comments. Active for six weeks (23 May-5 July), it was disseminated 
via direct email and available in English.  

33 national coordinators from 28 countries3 completed the survey, including 25 Member States 
(except Estonia and Italy) and 3 candidate countries (Ukraine, Georgia, and Türkiye).  

•  Key findings   

Results  

Most  national  coordinators  agreed  that  the  Year  successfully  promoted  upskilling  and 
reskilling. Regarding specific objectives, 21 respondents agreed the Year improved investment 
in skills, 22 saw increased relevance of skills provision, but fewer found it effective in matching 
individuals to jobs (15) or attracting third-country nationals (5).  

Almost  all  NC  agreed  the  Year  raised  awareness  on  skills,  fostered  cooperation,  and 
boosted  existing  actions.  Most  NC  agreed  that  the  Year  created  new  opportunities, 
addressed the needs of vulnerable groups, helped define topics for future action.  

The Year is considered a success in their countries by the national coordinators, with 28 
out  of  33  survey  respondents  who  provided  an  assessment  believing  that  the  Year  was 
successful.  

Implementation  

According  to  the  national  coordinators,  the  Year  has  successfully  achieved  its  general 
objective to promote a mindset of upskilling and reskilling. The success of the Year varied 
across different levels of implementation (national, regional, local). The Year seems to have 
positively influenced both the number and scope of activities organised by most national 
coordinators.  

Future outlook  

All  33  respondents  agreed  that  skills  should  remain  a  future  priority.  They  suggested 
focusing on:  

•  Implementing actions in 12 countries, such as national skills strategies, vocational and 
adult education initiatives, and promoting skills development in various sectors;  

•  Creating  new  initiatives  in  nine  countries,  including  national  skills  strategies, 
individual  learning  accounts,  micro-credentials,  and  legislative  changes  to  support 
skills development;  

•  Fostering  dialogue  with  stakeholders  and  intergovernmental  cooperation  in  six 

countries;  

•  Keeping skills on the political agenda in six countries;   

•  Raising awareness through communication and events in five countries.  

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Annex 3 – Citizens’ survey 
Context 

To complement policy initiatives and stakeholder engagement as part of the European Year of 
Skills, DG EMPL launched in May 2023 a communication campaign to inform EU citizens 
about EU action on reskilling and upskilling and to encourage working-age adults to take part 
in these opportunities. By the end of 2023 the campaign reached 68 million Europeans on 
social media, 40 million Europeans on TV, almost 1.5 million citizens at 54 events across the 
EU generating 2.3 million website views and more than 70 million video views. 

The results of the survey among 3 500 respondents in 12 Member States (115) provide evidence 
that  these  communication  efforts  have  increased  awareness  and  understanding  on  EU  skills 
policies  and  that  citizens  are  more  inclined  to  participate  in  training  after  having  seen  the 
campaign.  

Main findings  

Based  on  the  survey  results,  20%  of  Europeans  have  seen  our  campaign in  the  first  seven 
months since its launch (116). Out of those citizens 33% knew about the European Year of 
Skills vs only 7% of those who had not seen the campaign.  

This clearly shows that people who have seen the campaign materials:  

Are more aware of EU skills policies. 

•  Awareness  that  the  EU  is  taking  action  to  develop  skills  needed  for  the  job  market 
increased  from  26%  to  53%  compared  to  the  baseline  survey (117).   Awareness 
levels have increased the most among the hardest to reach audience NEETs (from 15% 
to 73%).  

(115) The survey ran from 19 December 2023 to 19 January 2024 targeting (EYS) key audiences in Belgium, Croatia, Czechia, 
Denmark,  Germany,  Hungary,  Latvia,  Poland,  Portugal,  Romania,  Slovakia  and  Spain:    Professionals  (18-40  years), 
Jobseekers (18-50 years), Employers in small or medium-sized businesses, (25-60 years) and NEETs (18-35 years). 
(116) The results cover the period from May 2023 to January 2024. 
(117) A baseline survey covering 10 000 people was carried out in 27 Member States between 24 February and 31 March 2023 
to create a benchmark for assessing the campaign progress. 

66 

 
 
 
 
•  Understanding of EU action on skills increased (from 53% to 87%) as well as the 
willingness  to  learn  more  about  opportunities  to  improve  one’s  skills  (from  68%  to 
83%) - both compared to the baseline survey. 

Are more eager to participate in training courses. 

•  64% of people who saw the campaign say they have the intention to participate in EU 
initiatives for training or skills improvement in the next six months compared to only 
19% who did not see the campaign messaging. This exceeds the 2030 action plan target 
of 60% of adults participating in training.  

•  NEETs who saw the campaign showed the biggest increase in their willingness to get 
trained and are more interested in training opportunities (45%) than NEETs who were 
not exposed to our communication (10%). 

Fig. 11: Participation or intention to participate in EU initiatives for training or skills improvement in 
the next six months 

Have increased trust in the EU as an actor for social change. 

•  General  trust  in  the  EU  as  an  actor  that  improves  jobs,  skills,  and  training 
opportunities  is  more  substantial  among  those  people  who  have  seen  the 
campaign (86%) vs those who didn’t (67%). This is particularly high for NEETs 
whose trust improved from 68% to 90%. 

•  People who have seen the campaign are more likely to have a positive view on 
the European Year of Skills (81% vs 62%) and were more likely to state that 
the European Year of Skills has an impact on their daily lives (72% vs 35%).  

The citizens’ survey showed that citizens heard about the Year through various communication 
channels, including channels which DG EMPL did not cover in the campaign. This shows that 
the communication of the Year was a concerted effort by all EU institutions, services, and 
stakeholders, and proves the efficiency of the Year’s coordination strategy.   

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Fig. 12 Citizens’ survey results  

These collective efforts contributed to the success of the Year in reaching citizens across the 
EU. Social listening38 showed that third parties posted almost 7 000 posts on the Year, reaching 
61  million,  demonstrating  that  the  communication  strategy  succeeded  in  sparking  public 
debate.  

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Annex 4 – National coordinators’ meetings 

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Annex 5 – Overview of the EU cohesion funds’ 
investments in skills  

70