European Lifelong Guidance Policy Network Database, ELGPN Database

Subject of the Policy document

National Strategy For Entrepreneurial Learning

Reference data

Adopted/Released by Government of the Republic of Croatia

Year of adoption 2010

Reference number 60th session of the Croatian Government

Available at http:// www.e4e.com.hr/pdf/60_sjednica_vlade_rh_1.1_strategija.pdf

Available in English at http://

1. Additional narrative description of the reference to Lifelong Guidance

• Objective 1: Develop a more positive attitude of wider public towards entrepreneurship, as well as encourage a positive attitude towards life-long learning for entrepreneurship

The goal of the strategy for entrepreneurial learning sets the following, concrete tasks:
a) recognise the importance of building entrepreneurial attitudes, knowledge and skills of all citizens of Croatia,
b) better understanding of entrepreneurship in the wider sense,
c) better understanding of youth about the role and importance of developing entrepreneurial attitudes, knowledge and skills for future personal and professional development,
d) increase the interest of members of different target groups for training to develop entrepreneurial attitude, knowledge and skills;

• Objective 2: Introduce learning and training for entrepreneurship as key competencies into all forms, types and levels of formal and informal education and learning

One of the 22 activities listed for the purpose of achieving Objective 2 is: "Implement entrepreneurial competence in professional informing and guidance, and career planning and development."

• Chapter 6. REASONS FOR ENTREPRENEURIAL LEARNING includes the following:

"Every man is also a homo economicus, who is competitive on the labour market with his business abilities, and it is precisely these abilities, if entrepreneurial competences are also implemented in it, that can achieve higher value. This enables higher and permanent employability and competitiveness of the individual, and easier professional orientation when choosing the first occupation and later, in career development."
…
Later sections of the same chapter (6), include the following:
"The Council of Ministers has passed the Resolution on Lifelong guidance in May 2004, which emphasises the following:

1. Career guidance refers to a range of activities that enable individuals of any age and at any point in their lives to identify their capacities, competences and interests, to make educational, training and occupational decisions and to manage their own professional career.
2. Priority 1 is important for entrepreneurship development, as it says that it is necessary to encourage lifelong development of career management skills. Career management skills are the decisive factor in empowering people for active participation and assuming responsibility in crating their own learning, education and career development.
3. Such skills, which should be nurtured throughout life, are based on key competences (especially 'to learn how to learn'), social and civil competences, including intercultural competences, and on initiative and entrepreneurship."

• Within the Action Plan, in measure 10: INCREASE THE NUMBER OF SUCCESSFUL SMALL ENTERPRISES ESTABLISHED OUT OF A BUSINESS OPPORTUNITY, lists the following activities:

1. Implementing entrepreneurial competence in career planning and development,
2. Improving training programmes to establish and develop enterprises
3. Increased availability of training programmes for entrepreneurship.
4. Development of entrepreneurial centres and incubators.

Attached files

This information was provided/updated by:

Croatian Employment Service (CES), Employment Preparation Department

No comments by users.

policy, career management skills, career guidance, professional orientation, career development, employability, competitiveness, competences and interests, formal education, informal education, entrepreneurial competence, career planning, training programmes, enterprises development, Croatia, lifelong learning, social entrepreneurship, National level, Regional level, strategy, co-operation and co-ordination, quality assurance and evidence-base, schools, VET, higher education, adult education, employment, social inclusion

Subject of the Policy document

Draft Council Resolution on a renewed European agenda for adult learning

Reference data

Adopted/Released by Council of the European Union

Year of adoption 2011

Reference number 16743/11

Available at http:// http://ec.europa.eu/education/news/news3142_en.htm

Available in English at http:// http://register.consilium.europa.eu/pdf/en/11/st16/st16743.en11.pdf

1. Additional narrative description of the reference to Lifelong Guidance

The resolution welcomes the already achieved improvement in guidance services for adults (p. 5) and "encourage[s]the development of effective lifelong guidance systems, as well as integrated systems for the validation of non-formal and informal learning" (p. 8).
Bearing in mind the Europe 2020 Goals, member states are invited to focus on "... developing comprehensive and easily accessible information and guidance systems, complemented by effective outreach strategies aimed at raising awareness and motivation among potential learners, with specific focus on disadvantaged groups, early school leavers, young people not in education, employment or training (EETs), low qualified adults, particularly those with literacy difficulties, and followed up with second-chance opportunities leading to a recognised EQF level qualification." (p. 13).
The resolution also highlights "the learning needs of people with disabilities and people in specific situations of exclusion from learning, such as those in hospitals, care homes and prisons, and providing them with adequate guidance support." (p. 16)

Attached files

This information was provided/updated by:

Outi Ruusuvirta

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policy, access, adult education, companies, disadvantaged groups, group at risk, lifelong guidance, lifelong learning, learning outcome, learner responsibility, learner autonomy, lifelong guidance systems, validation, informal learning, non-formal learning, key competencies, European Qualifications Framework, flexibility, in-company training, re-skilling, up-skilling, second chance, second chance opportunities, open method of coordination, workplace-based learning, employer, flexible learning pathways, quality assurance, active ageing, intergenerational, ICT, data and knowledge on adult learning, disability, people with disabilities, European union, resolution, career management skills, quality assurance and evidence-base, employment, social inclusion

Name of the good/interesting practice/initiative/policy

Transfer of Innovative Methodology for Assessment of VET Teachers’ Prior Learning

Country

Lithuania

I am proposing that this example will be published also in the KSLLL database

1. Background

What makes this an example of good/interesting practice/initiative/policy?

- The motivation of the initiative (What is the history/background of the policy?)

- Linkages with LLG policy priorities (Please add references to other national/EU policies or documents)

- Participants

In three partner countries – Lithuania, Latvia and Estonia – there are modular study programmes based on the acquisition of competencies, but there is no possibility for VET teachers to assess and recognize their non-formal and informal learning achievements. Project activities and results will promote the development of VET teachers’ education system by establishing the methodology for the assessment of the prior (non-formal and informal) learning and the study module based on this methodology. The possibility to recognize non-formal and informal learning achievements would increase the access to formal education and personalize studies for VET teachers, having practice and pedagogical experience, but having no formal teaching qualification.

Aims and targets

- Objectives of the initiative (What did the policy set out to achieve?)

- Target group

- Methods applied to reach the objective (technological and /or pedagogical)

The aim of the project is to enrich the existing VET teachers’ education programmes in three partner countries – Lithuania, Latvia and Estonia by developing introductory module for Assessment of Prior Learning (APL). The possibility to recognize non-formal and informal learning achievements will increase the access to formal education and personalize studies for VET teachers, having practice and pedagogical experience, but having no formal teaching qualification. Expected project results:
• study of APL in VET teachers’ education systems in partner countries;
• methodology for assessment of VET teachers’ prior learning, basing on “donor” – partner (Jyvaskyla University of Applied Sciences) experience;
• study module for assessors of VET teachers’ prior learning developed and tested in partner countries;
• trained groups of assessors of VET teachers’ prior learning in three partner countries – Lithuania, Latvia and Estonia;
• introductory module for assessment of VET teachers’ prior learning developed and tested in partner countries.
Target groups:
•VET teacher educators.
•VET teachers.
•Researchers of education.
•Education policy makers.

2. Implementation

Strategy and actions (Please describe the approach adopted to make the reform work and any actions taken.)

- Level of implementation (national, regional etc.)

- Implementation (description)

Monitoring and evaluation

- What has been put in place for monitoring and evaluation?

- What actors are involved?

3. Outcomes

Achievements (Please describe the main outcomes/results according to the following headings. Each option can be answered - up to 50 words)

- Specific results

- Cost effectiveness

- Budget

- Innovative aspects

•A study of APL in VET teacher education systems in partner countries (EN) (LT) (LV) (EE)
•Methodology for assessment of VET teachers’ prior learning (EN) (LT) (LV) (EE)
•Study module for assessors of VET teachers’ prior learning
◦Handbook (EN) (LT) (LV) (EE)
◦Study module description (EN) (LT) (LV) (EE)
•Trained groups of assessors in three partner countries (LT, LV, EE).
•Introductory module for assessment of VET teachers’ prior learning
◦Handbook for APL candidates (EN) (LT) (LV) (EE)
•Special issue of scientific journal "Quality of Higher Education"
The material is available on-line: http://projects.ambernet.lt/timabalt/en/7415

Success factors (What key success factors have led to or prevented success?)

- Lessons learnt

- Unintended impacts (Have there been any unintended impacts? Positive or negative?)

Strengths and weaknesses

- What areas of the policy can we learn lessons from?

- Are there still challenges ahead?

4. Additional narrative description of the policy/practice/initiative

Additional information

Name of contact

Aušra Fokienė

Role (in policy initiative)

Project manager

Organization name

Vytautas Magnus University, Centre for Quality of Studies

Address

S. Daukanto st. 27-314, LT-44249 Kaunas, Lithuania

Phone

0037037327973

Fax

0037037327973

E-mail

a.fokiene@skc.vdu.lt

Website address

http://projects.ambernet.lt/timabalt/en/7415

Documents and publications

•A study of APL in VET teacher education systems in partner countries
•Methodology for assessment of VET teachers’ prior learning
•Study module for assessors of VET teachers’ prior learning
◦Handbook
◦Study module description
•Trained groups of assessors in three partner countries
•Introductory module for assessment of VET teachers’ prior learning
◦Handbook for APL candidates
A special issue of the scientific journal The Quality of Higher Education No. 6 - http://skc.vdu.lt/index.php/en/journal/archive/no6
All documents and publications are available in LV, LT, EE and EN languages online: http://projects.ambernet.lt/timabalt/en/7415

Attached files

Links

http://projects.ambernet.lt/timabalt/en/7415

This information was provided/updated by:

Euroguidance LT

No comments by users.

good practice, initiative, interesting practice, policy, competence assessment, competence recognition, competence-based qualifications, competences, continuing education, education planning, education provision, educational development, evaluation of informal learning, evaluation of non-formal learning, further vocational qualifications, lifelong learning, quality, validation of non-formal and informal learning, valuation process, vocational education and training, vocational studies teacher, vocational teacher education college, career management skills, co-operation, tertiary education, employed, qualifications, effectiveness, Lithuania

Subject of the Policy document

Council Resolution on better integrating lifelong guidance into lifelong learning strategies

Reference data

Adopted/Released by Council of the European Union

Year of adoption 2008

Reference number 2008/C 319/02

Available at http:// http://www.consilium.europa.eu/ueDocs/cms_Data/docs/pressData/en/educ/104236.pdf

Available in English at http:// http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2008:319:0004:0007:EN:PDF

1. Additional narrative description of the reference to Lifelong Guidance

This is one of the key policy documents relating to lifelong guidance. The Resolution identifies the four priority areas (encouraging the lifelong acquisition of career management skills; facilitating access by all citizens to guidance services; developing quality assurance in guidance; and encouraging coordination and cooperation among national, regional and local stakeholders in guidance), around which the ELGPN work packages are built. The document also recognises role of the ELGPN as, inter alia, a means to share information and examples of best practice among the Member States.

Attached files

This information was provided/updated by:

Outi Ruusuvirta

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policy, access, career management skills, Cedefop, cooperation, coordination, disadvantaged groups, ELGPN, employment, European Qualifications Framework, guidance practitioner, guidance system, key competencies, lifelong guidance, lifelong learning, quality assurance, social inclusion, European union, resolution, co-operation and co-ordination, quality assurance and evidence-base, schools, VET, higher education, adult education

Subject of the Policy document

National Strategy Of Equalization Of Possibilities For Persons With Disabilities From The Year 2007 Till The Year 2015

Reference data

Adopted/Released by The Croatian Parliament

Year of adoption 2007

Reference number Official Gazette 63/07

Available at http:// narodne-novine.nn.hr/clanci/sluzbeni/2007_06_63_1962.html

Available in English at http://

1. Additional narrative description of the reference to Lifelong Guidance

2.3. Upbringing and education

Measure 3. To provide lifelong learning for persons with disabilities with the aim to facilitate the transition between phases of education and education and employment.
Carrier: Ministry of Science, Education and Sports
Co-carriers: Agency for Adult Education, Agency for Education and Training, Agency for Occupational Education, Croatian Employment Service, National Examination and Assessment Centre, local and regional self-government units, associations of persons with disabilities and associations dealing with programmes providing benefit to persons with disabilities.

Activities:
1. to draft a qualification framework of appropriate employments for persons with particular forms and degrees of disabilities acknowledging the demands of the labour market.
2. to develop evaluation of non-formal and informal learning
3. to encourage research on competences of young people with disabilities after primary and secondary education and compare them with competences required on the labour market
4. to provide lifelong professional informing and counselling of persons with disabilities


2.7. Professional rehabilitation, employment and labour

4. To provide access to professional orientation for persons with disabilities regardless of age, education and working status

Carrier: Croatian Employment Service and Ministry of Science, Education and Sports
Co-carriers: Ministry of Economy, Labour and Entrepreneurship, Fund for Professional Rehabilitation and Employment of Persons with Disabilities, Agency for Vocational Education, Agency for Adult Education, Ministry of Health and Social Welfare, regional professional rehabilitation centres, Faculty of Special Education and Rehabilitation, Croatian Employers' Association, Croatian Pension Insurance Institute, Croatian Institute for Public Health, associations of persons with disabilities and associations dealing with programmes providing benefits to persons with disabilities, institutions for the rehabilitation of persons with disabilities, professional rehabilitation and employment

Activities:
1. to identify persons with disabilities having the need for professional orientation by taking into account their age, education and working status
2. to establish services for professional orientation within the educational system
3. to educate professional orientation counsellors for counselling of persons with disabilities
4. networking of professional orientation services and regional professional rehabilitation centres

Implementation indicators:
1. the number of persons with disabilities identified and forwarded to professional orientation
2. established services for professional orientation of pupils within the educational system
3. the number of experts from various systems included in education
4. the number of persons included in professional rehabilitation

Attached files

This information was provided/updated by:

Croatian Employment Service (CES), Employment Preparation Department

No comments by users.

policy, career guidance, professional orientation, career guidance services, career guidance counsellor, schools, disabilities, Croatia, employment, labour market, upbringing, lifelong learning, local and regional self-government units, non-formal learning, evaluation, informal learning, competences, networking, rehabilitation centres, National level, Regional level, strategy, career management skills, access, co-operation and co-ordination, quality assurance and evidence-base, adult education, social inclusion

Term

Transversal skills

Definition

The skills individuals have which are relevant to jobs and occupations other than the ones they currently have or have recently had. These skills may also have been acquired through non-work or leisure activities or through participation in education or training.
More generally, these are skills which have been learned in one context or to master a special situation/problem and can be transferred to another context.

Comment

The term ‘transversal skills’ has largely replaced the term ‘transferable skills’.

Source

Cedefop (2008a). European Training Thesaurus. Luxembourg: Publications Office. Available from Internet: http://www.cedefop.europa.eu/EN/Files/3049_en.pdf

Attached files

Links

http://www.cedefop.europa.eu/EN/Files/3049_en.pdf

This information was provided/updated by:

 

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ELGPN Glossary, competences, skills, employability, lifelong learning, skills development, work

Subject of the Policy document

National Curriculum Framework

Reference data

Adopted/Released by Ministry of Science, Education and Sports

Year of adoption 2011

Reference number ISBN 978-953-6569-76-2

Available at http:// public.mzos.hr/Default.aspx?sec=2685

Available in English at http://

1. Additional narrative description of the reference to Lifelong Guidance

Within Chapter V.: Structure of National Framework Curriculum for Preschool Education, General Compulsory and Secondary School Education:

4. Optional and non-compulsory subjects
In order to harmonise the educational standard for all primary school pupils, the student load needs to be harmonised. The introduction of an alternative optional subject is therefore foreseen, which will enable the pupils to acquire basic ethical-moral competences and basic knowledge to pupils not taking Catholic religious instruction.
While the optional subject is a compulsory subject that is a part of the educational standard of the pupils, the non-compulsory subject is the subject the pupils choose themselves out of a number of subjects/modules in the school curriculum, and it is not a compulsory subject. As opposed to the optional subject, the non-compulsory subject does not have to have an alternative subject, but is a unique offer.

Non-compulsory subjects can be, for example, Professional orientation and future paths, ICT, Civil upbringing and education, Speech and listening, Rhetoric, Media Culture, Croatian Traditional Culture, Architecture, Environment and Cultural Heritage, Theatre, Addiction Prevention, Domestic Science, Handicraft, Classical Languages, foreign languages, and many other subjects the school can construct programmes for and offer to the pupils, having in mind their needs, general education values and goals, and fundamental competences. Schools can also create other subjects, modules, projects and activities on their own.

Within Chapter VI: Inter-subject topics

Professional orientation is listed within expected pupil achievements within individual educational cycles for the following areas of upbringing and education:
5. Humanities and social sciences (one of the goals of upbringing and educational goals is the following: "developing a valid attitude and skill of learning from all available sources, readiness for lifelong learning and assuming responsibility for one's own learning and professional development."
Within the mentioned upbringing and education area, expected pupil achievements are listed, according to individual cycles.
IN THE FIRST CYCLE, within topic 5: PEOPLE, SOCIETY AND ECONOMY, career guidance is mentioned in the following:
"3. Professional orientation
Pupils will:
• differentiate among the various occupations in school, their family and the community
• differentiate among occupations included in entrepreneurial endeavour or operation of an enterprise
• make decisions on planning their free time and the choice of non-curriculum activities."

IN THE SECOND CYCLE, within topic 5: PEOPLE, SOCIETY AND ECONOMY, career guidance is mentioned in the following:
"3. Professional orientation
Pupils will:
• differentiate among occupations included in entrepreneurial endeavour or operation of an enterprise and recognise the role and importance of each individual to the success of the whole
• become aware of their self-confidence based on their abilities that can satisfy their needs and contribute to the development of the pupil's surroundings
• make grounded decisions on planning their free time and the choice of non-curriculum activities and activities not provided by the school."

IN THE THIRD CYCLE, within topic 5: PEOPLE, SOCIETY AND ECONOMY, career guidance is mentioned in the following:

"3. Professional orientation
Pupils will:
• make justified decisions on their own education, professional and personal development
• be responsible about their own success in education
• recognise their talents and abilities for certain areas of work and creating based on their success in school and participation in school activities, and cooperation with different institutions and organisations in their community
• list fundamental factors necessary to establish and maintain a business."

IN THE FOURTH CYCLE (VOCATIONAL SCHOOLS), within topic 5: PEOPLE, SOCIETY AND ECONOMY, career guidance is mentioned in the following:

"3. Professional orientation
Pupils will:
• investigate and justify the possibilities to continue their education and further development
• recognise their talents and abilities for certain areas of work and creating based on their success in school and participation in school activities, and cooperation with different institutions and organisations in their community, Croatia and Europe
• use their knowledge, competences and skills in their professional progress responsibly."

IN THE FOURTH CYCLE (GYMNASIUMS), within topic 5: PEOPLE, SOCIETY AND ECONOMY, career guidance is mentioned in the following:

"3. Professional orientation
Pupils will:
• investigate and justify the possibilities to continue their education and further development
• recognise their talents and abilities for certain areas of work and creating based on their success in school and participation in school activities, and cooperation with different institutions and organisations in their community, Croatia and Europe

GENERAL SUBJECT STRUCTURE OF AREAS: Science and Social Studies, History, Geography, Civil upbringing and education, Psychology, Sociology, Philosophy, Logics, Religious instruction; Ethics (alternative subjects), and modules: Civil upbringing and education (integrated in subjects), Production and consumption (integrated in subjects), Career guidance and lifelong learning (integrated in subjects), Citizen and entrepreneurship (integrated in subjects), Applied Psychology (integrated in subjects).


Within Chapter V.: Structure of National Framework Curriculum for Preschool Education, General Compulsory and Secondary School Education:

4. Optional and non-compulsory subjects
In order to harmonise the educational standard for all primary school pupils, the student load needs to be harmonised. The introduction of an alternative optional subject is therefore foreseen, which will enable the pupils to acquire basic ethical-moral competences and basic knowledge to pupils not taking Catholic religious instruction.
While the optional subject is a compulsory subject that is a part of the educational standard of the pupils, the non-compulsory subject is the subject the pupils choose themselves out of a number of subjects/modules in the school curriculum, and it is not a compulsory subject. As opposed to the optional subject, the non-compulsory subject does not have to have an alternative subject, but is a unique offer.

Non-compulsory subjects can be, for example, Professional orientation and future paths, ICT, Civil upbringing and education, Speech and listening, Rhetoric, Media Culture, Croatian Traditional Culture, Architecture, Environment and Cultural Heritage, Theatre, Addiction Prevention, Domestic Science, Handicraft, Classical Languages, foreign languages, and many other subjects the school can construct programmes for and offer to the pupils, having in mind their needs, general education values and goals, and fundamental competences. Schools can also create other subjects, modules, projects and activities on their own.

Within Chapter VI: Inter-subject topics

Professional orientation is listed within expected pupil achievements within individual educational cycles for the following areas of upbringing and education:
5. Humanities and social sciences (one of the goals of upbringing and educational goals is the following: "developing a valid attitude and skill of learning from all available sources, readiness for lifelong learning and assuming responsibility for one's own learning and professional development."
Within the mentioned upbringing and education area, expected pupil achievements are listed, according to individual cycles.
IN THE FIRST CYCLE, within topic 5: PEOPLE, SOCIETY AND ECONOMY, career guidance is mentioned in the following:
"3. Professional orientation
Pupils will:
• differentiate among the various occupations in school, their family and the community
• differentiate among occupations included in entrepreneurial endeavour or operation of an enterprise
• make decisions on planning their free time and the choice of non-curriculum activities."

IN THE SECOND CYCLE, within topic 5: PEOPLE, SOCIETY AND ECONOMY, career guidance is mentioned in the following:
"3. Professional orientation
Pupils will:
• differentiate among occupations included in entrepreneurial endeavour or operation of an enterprise and recognise the role and importance of each individual to the success of the whole
• become aware of their self-confidence based on their abilities that can satisfy their needs and contribute to the development of the pupil's surroundings
• make grounded decisions on planning their free time and the choice of non-curriculum activities and activities not provided by the school."

IN THE THIRD CYCLE, within topic 5: PEOPLE, SOCIETY AND ECONOMY, career guidance is mentioned in the following:

"3. Professional orientation
Pupils will:
• make justified decisions on their own education, professional and personal development
• be responsible about their own success in education
• recognise their talents and abilities for certain areas of work and creating based on their success in school and participation in school activities, and cooperation with different institutions and organisations in their community
• list fundamental factors necessary to establish and maintain a business."

IN THE FOURTH CYCLE (VOCATIONAL SCHOOLS), within topic 5: PEOPLE, SOCIETY AND ECONOMY, career guidance is mentioned in the following:

"3. Professional orientation
Pupils will:
• investigate and justify the possibilities to continue their education and further development
• recognise their talents and abilities for certain areas of work and creating based on their success in school and participation in school activities, and cooperation with different institutions and organisations in their community, Croatia and Europe
• use their knowledge, competences and skills in their professional progress responsibly."

IN THE FOURTH CYCLE (GYMNASIUMS), within topic 5: PEOPLE, SOCIETY AND ECONOMY, career guidance is mentioned in the following:

"3. Professional orientation
Pupils will:
• investigate and justify the possibilities to continue their education and further development
• recognise their talents and abilities for certain areas of work and creating based on their success in school and participation in school activities, and cooperation with different institutions and organisations in their community, Croatia and Europe

GENERAL SUBJECT STRUCTURE OF AREAS: Science and Social Studies, History, Geography, Civil upbringing and education, Psychology, Sociology, Philosophy, Logics, Religious instruction; Ethics (alternative subjects), and modules: Civil upbringing and education (integrated in subjects), Production and consumption (integrated in subjects), Career guidance and lifelong learning (integrated in subjects), Citizen and entrepreneurship (integrated in subjects), Applied Psychology (integrated in subjects).

Attached files

This information was provided/updated by:

Croatian Employment Service (CES), Employment Preparation Department

No comments by users.

policy, preschool education, general compulsory education, secondary school education, primary school pupils, educational standard, basic ethical-moral competences, compulsory subject, non-compulsory subject, career guidance, professional orientation, professional development, Croatia, civil upbringing and education, inter-subject topics, humanities and social sciences, learning skills development, expected pupil achievements, self-confidence, entrepreneurial endeavour, non-curriculum activities, educational development, personal development, talent recognition, co-operation, lifelong learning, National level, Regional level, national curriculum framework, career management skills, access, co-operation and co-ordination, quality assurance and evidence-base, schools, VET

Subject of the Policy document

Council conclusions of 12 May 2009 on a strategic framework for European cooperation in education and training (‘ET 2020’)

Reference data

Adopted/Released by Council of the European Union

Year of adoption 2009

Reference number 2009/C 119/02

Available at http:// http://europa.eu/legislation_summaries/education_training_youth/general_framework/ef0016_en.htm

Available in English at http:// http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2009:119:0002:0010:EN:PDF

1. Additional narrative description of the reference to Lifelong Guidance

With regard to making lifelong learning a reality, the Conclusions call for an increase in the quality of guidance systems (p. 3). Work on lifelong learning strategies is one of the priorities for the first cycle of the ET2020 (2009-2011), and thus guidance is also emphasised (p. 9).

The acquisition of key competencies by all citizens is also emphasised heavily. Strategic objectives Two (Improving the quality and efficiency of education), Three (Promoting equity, social cohesion and active citizenship) and Four (Enhancing creativity and innovation, including entrepreneurship, at all levels of education and training) all highlight the role the acquisition of key competencies plays in responding to the challenges that remain in creating a knowledge-based Europe and making lifelong learning a reality for all.

Attached files

This information was provided/updated by:

Outi Ruusuvirta

No comments by users.

policy, active citizenship, benchmark, education, education and training systems, entrepreneurship, European Qualifications Framework, key competencies, lifelong learning, mobility, open method of coordination, qualification framework, social cohesion, training, European union, Conclusion, career management skills, co-operation and co-ordination, quality assurance and evidence-base, schools, VET, higher education, adult education