Baden-Württemberg Delegation Explores Innovative Approaches to Labour Market Integration During Study Visit to Gothenburg

From 8 to 9 June 2026, a group of 19 participants from Baden-Württemberg, one of EARLALL’s member regions, recently visited Gothenburg, Sweden, as part of an Erasmus+ KA1 mobility programme for learners and staff in vocational education and training (VET). Co-funded by the Erasmus+ programme, the study visit brought together language mentors, managers, employees, employers, researchers, and refugees to exchange experiences and explore innovative approaches to labour market integration and workplace language learning.

The participants were warmly welcomed by Mr Bilal Almobarak, Executive Director of the Support Group Network (SGN), whose premises hosted the study visit throughout the programme.

Mr Claudio McConnell, Organisational Development Officer at the Support Group Network (SGN), presented AGRI for Integration, an AMIF-funded project promoting the inclusion of third-country nationals in the agri-food sector through skills development, career mentoring, and sustainable agriculture training. Ms Vladyslava Vasendina complemented the presentation by sharing valuable insights from a participant’s perspective, illustrating the project’s impact on individual integration pathways.

Ms Pia Kittilä Andersson, Business Development Officer at the Labour Market Unit of the Municipality of Mark, presented several initiatives supporting labour market integration, including the SALAM Interreg Europe project. She highlighted the municipality’s implementation of the Matching from Day One (MD1) method, an innovative approach that focuses on identifying individuals’ competencies and strengths to create effective matches with employers. The method has successfully supported labour market integration through close cooperation between public authorities, adult education providers, employers, and other local stakeholders.

The BEST project, focusing on the workplace as a language learning environment, was presented by Ms Andrea Bernert-Bürkle, Head of Unit EU Projects at the VHS Association Baden-Württemberg and Project Leader of BEST, together with Dr Stefani Hermann and Ms Roswitha Klepser, language mentor and member of the BEST team. The presenters outlined the project’s dual approach, combining workplace-based language learning, internships, coaching, and language workshops to support the sustainable labour market integration of migrants and refugees. The presentation also highlighted innovative elements such as AI-based skills assessment, personalised language coaching, and workplace language mentors, demonstrating how the model enables faster access to employment while strengthening participants’ language skills and supporting long-term integration.

Ms Sabine Stagl-Schlagenhauff, representing Hotel Krone Tübingen and the Vocational Education and Training Division of the German Hotel and Restaurant Association in the Tübingen district, shared her experiences as a partner in the BEST project. She emphasised the potential of the workplace as an effective language learning environment, particularly within the hospitality sector.

Ms Lena Thornéus, Planning Manager at the Department of External Relations, Development Unit, City of Gothenburg’s Labour Market and Adult Education Administration, presented Developing Language-Supportive Workplaces, a systemic approach to workplace language development. She introduced an innovative pilot initiative in Gothenburg that combines workplace language analysis, language assessment, training programmes, Language Ambassador networks, AI-supported language practice, and competence development for managers and workplace mentors. The presentation demonstrated how a structured, organisation-wide approach can strengthen language competence, improve workplace communication, and contribute to sustainable labour market integration.

Ms Elke Fahrner, Head of Market and Integration at the Job Center District of Tübingen, joined the study visit online to present BEST – Learning the Language and Working: A Dual Integration Concept. She demonstrated how the Tübingen model combines language learning with workplace training to accelerate labour market integration. By integrating language workshops, workplace language mentors, and close cooperation with employers, the model has significantly reduced the time required for refugees to enter employment while supporting their long-term integration into working life and society.

The afternoon programme was dedicated to an interactive exchange session and Zukunftswerkstatt (Future Workshop) through peer learning, facilitated by Ms Roswitha Klepser. The workshop provided participants with the opportunity to reflect on the presented approaches and discuss possibilities for transferring and adapting good practices across regions.

On the second day of the study visit, Mr Nima Faghih, Development Officer and Project Manager at the Social Services and Labour Market Department of the Municipality of Mölndal, presented the municipality’s work on labour market integration. He highlighted several local initiatives, including the collaboration with Quality Hotel The Weaver in Mölndal, which creates opportunities for skills development, workplace learning, and pathways into employment for individuals entering the labour market.

Ms Lena Thornéus, together with Ms Huda Simmo, teacher at Talenti, presented Språklyftet (The Language Lift), a workplace language training programme for employees in municipal care and support services. Based on workplace language analysis, the programme develops participants’ profession-specific language skills through authentic workplace scenarios, reflection, feedback, and AI-supported practice. Ms Fatou Jobe, a support worker and participant in the programme, demonstrated how interactive AI tools are used to practise authentic workplace communication. Her presentation illustrated how clearly defined workplace language scenarios help employees build confidence, strengthen professional communication, and develop action readiness in everyday work situations.

The study visit provided an important platform for peer learning and knowledge exchange, highlighting innovative approaches to workplace language learning and labour market integration. The experiences shared during the visit reinforced the value of cross-sectoral collaboration and European cooperation in creating more inclusive and sustainable pathways to employment.

On 2 July 2026, the European Training Foundation (ETF), in cooperation with DVV International, organised the GLAD webinar “Financing of Adult Learning – Which are the Missing Links?“. The event brought together policymakers, experts and practitioners to discuss how sustainable financing can support stronger and more inclusive adult learning systems.

The webinar is part of the Governance Learning, Action and Dialogues (GLAD) network, launched by the ETF in 2022 to support system-level reforms in vocational education and training (VET), lifelong learning and employment policies in the EU’s partner countries. Through policy dialogue and peer learning, GLAD brings together governments, social partners, civil society, business organisations and education practitioners to strengthen the governance of human capital development.

The session opened with Nicolas Jonas (ETF), who introduced the topic and explained why financing adult learning has become an increasingly urgent policy priority. Levan Kvatchadze (DVV International) presented an overview of the main financing approaches for adult learning, highlighting the importance of developing coherent funding models that respond to the diverse needs of adult learners.

A practical perspective was provided by Dr. Mario Vučić, Deputy Director for the Development of Adult Learning and Education at Croatia’s Agency for Vocational Education and Training and Adult Education, who shared the Croatian experience in financing adult education. Participants also explored the findings of the ETF’s recent study on adult learning systems in EU candidate and potential candidate countries, presented by Lisa Rustico (ETF), which identifies common governance and financing challenges across the region.

The webinar concluded with an interactive discussion moderated by Siria Taurelli (ETF), allowing participants to exchange experiences and reflect on how financing, governance, strategic planning and partnerships can work together to strengthen adult learning systems.
In her closing remarks, Siria Taurelli announced the next GLAD webinar, which will focus on Governance Models for Adult Learning Systems. The upcoming session will continue the series by exploring how effective governance frameworks can support resilient, high-quality and accessible adult learning systems.

On 1 July 2026, EARLALL participated in the online session “Quality Apprenticeships in the EU”, organised as part of the European Skills and VET Week 2026 by CEDEFOP and the European Alliance for Apprenticeships (EAfA). The event brought together more than 300 participants from across Europe to explore the latest developments in apprenticeship policy, governance and quality assurance.

The session was opened by Antonio Ranieri, Head of Department at CEDEFOP, who welcomed participants and highlighted the importance of cooperation in strengthening apprenticeship systems across Europe. Andrea Leruste from the European Commission’s Directorate-General for Employment, Social Affairs and Inclusion (DG EMPL) underlined the strategic role of apprenticeships in connecting learners with employers and supporting the objectives of the Union of Skills. She recalled that the European Framework for Quality and Effective Apprenticeships is built on two complementary pillars: quality learning and working conditions at workplace level, and supportive legal and institutional frameworks at national and regional level.

Representing CEDEFOP, Vlasis Korovilos and Anđela Gogić presented key findings from the organisation’s latest cross-country analysis of apprenticeship schemes covering all EU Member States, as well as Norway, Iceland and England. The analysis highlighted significant progress in implementing quality apprenticeships, with most schemes offering written agreements, nationally recognised qualifications and financial compensation for apprentices. At the same time, the speakers identified areas requiring further attention, including pedagogical training for workplace mentors, quality monitoring, company accreditation and stronger support for employers.

The event also featured a panel discussion showcasing different national approaches to supporting apprenticeship quality. Speakers from Finland, Slovenia, Austria, Belgium (Flanders) and Ireland shared how their organisations contribute to developing effective apprenticeship systems.

Among them, Johanna Herrala presented Finland’s learner-centred approach, where apprenticeship pathways are tailored to the needs of both learners and workplaces and supported through the national Association of Apprenticeship Experts. Barbara Krajnc, representing the Chamber of Commerce and Industry of Slovenia, outlined Slovenia’s apprenticeship model and the role of chambers in supporting companies and mentor training. Thomas Moldaschl shared Austria’s long-standing tradition of social partnership through the Federal Council of Vocational Training, while Deborah De Leener explained how EduPlus in Flanders promotes apprenticeship quality through collaboration between employers and employees. Finally, Mairead Boland from Quality and Qualifications Ireland (QQI) presented Ireland’s quality assurance system, highlighting ongoing efforts to streamline apprenticeship approval processes while maintaining high standards.

The learner perspective was brought forward by Amira Bakr from the ODESSU/European Apprentices Network (EAN), who emphasised that quality apprenticeships should extend beyond employability to include mental health, well-being, inclusion and meaningful learner representation. She also presented EAN’s contribution to the Herning Declaration, calling for apprentices to be recognised as formal social partners in vocational education and training policy.

The concluding panel discussion highlighted that, despite the diversity of apprenticeship systems across Europe, several common success factors emerged. Speakers agreed that high-quality apprenticeships rely on strong governance frameworks, close cooperation between education providers, employers and public authorities, qualified workplace mentors, transparent quality assurance mechanisms and meaningful social partner involvement. The discussion also underlined the importance of trust-based collaboration, learner-centred approaches and effective coordination between national institutions to ensure apprenticeship systems remain responsive to evolving labour market needs.

As a member of the European Alliance for Apprenticeships (EAfA) and co-leader of the EAfA Community of Practice on the Role of Regions and Cities in Apprenticeships, EARLALL remains committed to promoting high-quality, inclusive apprenticeship systems across Europe. The discussions also closely align with EARLALL’s role as the communication leader and advisory partner in the QUEEN (Quality apprenticeships for evolving labour needs) project, which aims to empower young people and adults through quality apprenticeships that respond to changing labour market needs and support inclusive and sustainable career pathways.

The event reaffirmed the importance of cross-country learning, strong partnerships and evidence-based policymaking in improving apprenticeship systems. As Europe continues to implement the Union of Skills, exchanges such as these provide valuable insights for regional authorities and education stakeholders working to make apprenticeships more inclusive, resilient and future-oriented.

The EARLALL Secretariat attended the high-level event “Funding Mobility, Driving Competitiveness”, organised by EUROCHAMBRES and hosted by Vice-President of the European Parliament Victor Negrescu, which brought together European policymakers, practitioners, apprentices, entrepreneurs and business representatives to discuss the future of mobility programmes in the context of the upcoming negotiations on the European Union’s Multiannual Financial Framework (MFF).

The event delivered a clear and compelling message: investing in mobility means investing in people, and investing in people is investing in Europe’s competitiveness.

Opening the discussion, Ben Butters, Eurochambres CEO, highlighted the significant challenges Europe currently faces, including demographic change and persistent skills shortages, particularly among SMEs. According to Eurochambres’ membership surveys, finding workers with the right skills remains one of the greatest challenges for European businesses. In this context, learning mobility is not only an educational policy instrument but also a strategic tool for competitiveness that equips individuals with technical, entrepreneurial, personal, and intercultural skills that are increasingly essential in today’s labour market.

Representatives of the European Commission provided an overview of current and future priorities related to mobility and skills. Mariella Masselink, Head of Unit at DG GROW, presented the achievements of the Erasmus for Young Entrepreneurs programme, which has successfully facilitated more than 15,000 cross-border exchanges. She emphasised that entrepreneurial mobility generates value for both new and host entrepreneurs by fostering international networks, business creation, innovation and intercultural understanding. Notably, around 80% of participants report gaining a stronger understanding of entrepreneurship, while over one-third go on to establish successful businesses.

Looking ahead to the next EU budgetary cycle, Masselink stressed that support for SMEs, women and young entrepreneurs must remain a priority. She also underlined the European Commission’s commitment to simplifying funding instruments, allowing entrepreneurs to focus on building their businesses rather than navigating administrative complexity.

The importance of learning mobility within vocational education and training (VET) was highlighted by Jan Varchola from DG Employment, Social Affairs and Inclusion. He recalled the European target that, by 2030, at least 12% of VET learners should benefit from mobility experiences abroad. However, current participation rates remain at around 5%, primarily due to funding limitations and structural barriers.

While demand for mobility opportunities continues to grow, available funding remains insufficient. In 2024, only 56% of Erasmus+ mobility applications in the VET sector could be approved, leaving a significant share of demand unmet. Additional obstacles include administrative burdens for SMEs, challenges in recognising learning outcomes acquired abroad, and difficulties in establishing reliable mobility partnerships.

The discussion also offered important insights into the forthcoming European VET Strategy, expected to be adopted by the European Commission in October 2026. The strategy aims to address emerging skills needs, strengthen the attractiveness of VET pathways and ensure that vocational education remains fit for a rapidly changing labour market. In parallel, ongoing work on skills portability seeks to remove barriers to labour mobility by improving the recognition and validation of qualifications and competences across Europe and beyond.

One of the most inspiring moments of the event was the dialogue with former participants of mobility programmes. Entrepreneurs and apprentices shared personal experiences that demonstrated the transformative impact of mobility opportunities. They highlighted not only the acquisition of practical and professional skills but also increased self-confidence, adaptability, intercultural awareness and entrepreneurial mindsets.

Their testimonies reinforced a powerful message: mobility experiences change lives. They encourage individuals to step outside their comfort zones, develop resilience and acquire skills that directly contribute to Europe’s economic and social development.

In his concluding remarks, Ben Butters summarised four key priorities for the future of European mobility policies:

• Europe must continue investing in mobility as a strategic investment in both individuals and businesses.
• Vocational education and training learners and apprentices must remain at the centre of mobility programmes and continue to benefit from strong support through Erasmus+.
• Mobility opportunities must become more accessible, particularly for SMEs, through simplification and reduced administrative burdens.
• Skills recognition and portability must be strengthened to facilitate labour mobility and help businesses access the talent they need.

For EARLALL, these discussions strongly resonate with our commitment to promoting quality vocational education and training, lifelong learning and regional cooperation across Europe. As discussions on the next Multiannual Financial Framework intensify, the event served as an important reminder that mobility programmes are not a cost, but a strategic investment in Europe’s future competitiveness, resilience and social cohesion.

On 29 June 2026, the LeadEx (Learning about the Educational Approach to Develop Excellence) project consortium met online for its ninth coordination meeting to review progress across the partnership and prepare for the next phase of activities. Representatives from Spain, Belgium, Denmark, Slovenia, Montenegro and Croatia discussed stakeholder engagement, the upcoming Study Visit to Montenegro, communication activities and key administrative matters.

One of the main topics of the meeting was the implementation of stakeholder meetings across partner regions. While Denmark, Slovenia and the Region of Murcia have already completed their meetings, the remaining stakeholder consultations are scheduled to take place in July 2026.

The consortium also launched preparations for the next exchange of Good Practices. Each partner will identify and validate one practice focusing on inclusion, diversity and excellence, drawing on feedback gathered from regional stakeholders. These Good Practices will be presented during the upcoming Study Visit to Montenegro.

A significant part of the meeting was dedicated to planning the LeadEx Study Visit to Montenegro, which will take place from 5 to 9 October 2026 in Budva and Kotor. The programme will provide participants with an overview of Montenegro’s education system and ongoing reforms, while showcasing innovative and inclusive educational practices through visits to vocational schools, higher education institutions and local authorities. The visit will also include thematic workshops on inclusive leadership, digital education and innovation, creating further opportunities for partners to exchange experiences and strengthen interregional cooperation.

As the partner responsible for communication activities, EARLALL continues to play a key role in increasing the visibility of the LeadEx project and supporting the exchange of knowledge across the partnership. During the meeting, EARLALL presented the communication plan for the third semester, outlining upcoming news articles, social media campaigns, the second multilingual newsletter, regional press releases and the promotion of Good Practices through the Interreg Europe Policy Learning Platform. EARLALL will also lead the communication activities for the upcoming Study Visit to Montenegro, including media outreach, interviews and multimedia content to showcase the project’s impact.

The Lifelong Learning Platform (LLLP) opened its 2026 General Assembly with a high-level policy debate on Artificial Intelligence (AI) in education and training, bringing together European policymakers, researchers, education providers, technology representatives and civil society to discuss how AI can strengthen lifelong learning while keeping learners at the centre. The event, which preceded the General Assembly, gathered stakeholders from across the education ecosystem to contribute to LLLP’s ongoing work on AI and lifelong learning.

Opening the event, LLLP President Elisa Gambardella recalled a powerful message from Executive Vice-President Roxana Mînzatu that set the tone for the morning’s discussions: “The more tech we have, the more humanity we need.” This guiding principle framed a timely debate as the European Union prepares several major education initiatives, including the forthcoming Teachers and Trainers Agenda, the Action Plan on Basic Skills and the STEM Education Action Plan. Participants agreed that these policy developments provide a unique opportunity to ensure AI strengthens education systems while preserving their human-centred mission.

The keynote address by Professor Rose Luckin (University College London), titled “Taming the Brave New World: Key Competences for AI, What’s at Stake for Lifelong Learning?”, challenged participants to rethink the relationship between education and artificial intelligence. Rather than fearing machines replacing humans, she argued that the greater risk lies in people becoming overly comfortable and allowing AI to replace essential human thinking and learning processes.

Professor Luckin stressed that performance should not be confused with learning. While AI may generate impressive outputs, education must remain focused on the learning journey itself rather than simply the final product. She highlighted an increasing separation between the product delivered and the evidence of genuine learning, calling for education systems to redesign assessment methods so they continue to value critical thinking, reflection and competence development rather than outputs alone.

These ideas resonated strongly throughout the subsequent panel discussion, “Connecting the Nodes: Bringing All Stakeholders to Work Together”, which gathered representatives from the European Commission, academia, industry and civil society. The discussion reflected a broad consensus that AI should complement—not replace—the uniquely human dimensions of education. Participants explored how AI can be responsibly integrated into teaching and learning, while improving assessment practices, safeguarding learners’ rights and ensuring robust protection of personal data. The debate repeatedly returned to the importance of preserving human agency, creativity and critical thinking as education systems increasingly adopt AI technologies.

Following the panel discussion, Vice-President of the European Parliament Victor Negrescu delivered the closing remarks for the high-level policy event. He emphasised that responding to AI in education cannot be the responsibility of individual Member States alone, stressing that artificial intelligence is a European—and indeed global—challenge requiring coordinated action.

Negrescu underlined that policymakers and public administrations cannot fully anticipate the impact of AI by themselves. Instead, future policies should be developed through open, participatory and co-creative processes involving educators, learners, researchers, technology developers and civil society. He also called on AI designers to develop tools specifically tailored to educational contexts, recognising the unique needs of learners and teachers. Finally, he urged both national governments and the European Union to establish dedicated funding for AI in education, ensuring that innovation benefits everyone and that no learner is left behind.

Participants then moved to the Lifelong Learning Platform premises, where the discussions continued over a working lunch. Divided into thematic groups covering early childhood and school education, vocational education and training, higher education, adult learning, and non-formal and informal learning, participants exchanged practical experiences and recommendations that will contribute to the development of LLLP’s forthcoming AI Working Paper.

The afternoon marked the official opening of the 2026 General Assembly. Over the following two days, members reviewed the Platform’s activities, discussed strategic priorities, approved governance and financial matters, and prepared the organisation’s future work programme. The General Assembly also provided an opportunity to strengthen cooperation across LLLP’s diverse membership and reaffirm the Platform’s shared commitment to inclusive, high-quality lifelong learning across Europe.

The combination of the high-level policy debate and the General Assembly reflected LLLP’s conviction that Europe’s digital transformation must go hand in hand with democratic participation, social inclusion and lifelong learning. As artificial intelligence continues to reshape education, the Platform’s message was clear: technology should enhance human potential, not replace it, and the future of AI in education must be built collaboratively—with learners, educators and society at its heart.

General Assembley – EARLALL Participation

The second day of the 2026 General Assembly focused on the Platform’s governance, strategic priorities and future activities. Members reviewed the implementation of the 2026 work plan and discussed key initiatives for 2027, including strengthening membership engagement, policy development and advocacy efforts at the European level. The EARLALL Secretariat participated as an associate member, contributing to discussions on European cooperation and lifelong learning policies.

Particular attention was given to the Platform’s inclusion and diversity strategy, ongoing work on funding and governance, and preparations for this year’s Lifelong Learning Awards, dedicated to the theme of validation.

The day also provided valuable opportunities for networking, project development and peer learning through collaborative sessions and a world café on LLLP’s new Training and Learning Plan.

The General Assembly concluded with the election of new Steering Committee members and the formal welcome of three new member organisations, further reinforcing LLLP’s commitment to cooperation, inclusion and lifelong learning across Europe.

The QUEEN-Quality apprenticeships for evolving labour needs (Interreg Europe project) is pleased to announce the official launch of its Interregional Capacity Building Programme, marking an important milestone in its work to strengthen quality apprenticeship systems across Europe. The first module has now been developed and published, laying the foundation for shared learning and cooperation among project partners and participating organisations.

A shared learning journey across regions

The interregional capacity-building activities are designed to foster a common understanding among all QUEEN partners, supporting knowledge exchange and policy learning throughout the project. The programme is structured into three modules delivered at key stages of the project, each addressing different dimensions of apprenticeship policy and practice.

The first module focuses on introducing the European Framework for Quality and Effective Apprenticeships (EFQEA) and presenting early insights from the QUEEN project. It brings together video materials, interviews, and curated documentation into a single, accessible master presentation to support interactive and self-paced learning.

Structure of the first module

The module is organised into five learning blocks, each serving a distinct purpose within the learning journey:

• Learning Block 0 – Introduction to QUEEN: This block provides an overview of the project’s objectives, its policy improvement approach, and the key challenges it addresses in relation to quality apprenticeships. It ensures that all participants, regardless of prior familiarity, begin with a shared baseline understanding.
• Learning Block 1 – Key concepts and stakeholders: This section clarifies essential terminology such as the distinction between apprenticeships and quality apprenticeships, supported by additional reference materials and external sources. It also introduces key organisations in the field, including the International Labour Organization, the European Alliance for Apprenticeships, and Cedefop, while briefly outlining the EFQEA framework.
• Learning Blocks 2 and 3 – EFQEA criteria in practice: These blocks explore the 14 criteria of the European Framework for Quality and Effective Apprenticeships in greater depth. Each criterion is presented with explanations, alongside insights into interregional progress gathered through partner surveys. The content highlights good practices and provides a comparative overview of developments across participating regions.

To support reflection and dialogue, these blocks also include guiding questions and visual summaries of regional progress, encouraging participants to consider differences in implementation and identify shared challenges.

• Learning Block 4 – QUEEN project activities and outputs: The final block presents key activities carried out within the QUEEN project to date, including apprenticeship models, high-level events in Brussels, and regional stakeholder meetings. It also provides links to interviews and the Interreg Europe platform, enabling participants to further explore project outputs and developments.

Encouraging reflection and dialogue

Throughout the module, emphasis is placed not only on knowledge transfer but also on reflection and peer learning. Participants are invited to engage with the material critically, particularly in relation to the implementation of the 14 EFQEA criteria and the varying levels of progress observed across regions. This reflective approach supports deeper understanding of why certain criteria are more challenging to achieve and how policy learning can contribute to improvement.

Looking ahead

The first module represents the starting point of a broader learning journey within the QUEEN project. The second module will focus on identifying and analysing good practices in quality apprenticeships across regions. The programme will be completed with a third module dedicated to designing, monitoring, and achieving policy change.

Through this structured capacity-building approach, QUEEN continues to support collaboration, mutual learning, and policy innovation aimed at strengthening quality apprenticeship systems across Europe.

From 24 to 26 June, partners of the WISE (Supporting Ukrainian Refugee Women’s Socio Economic Integration and Wellbeing) ESF+ project,  gathered in Sofia, Bulgaria, for a three-day exchange visit dedicated to strengthening the Holistic Support Centre (HSC) model and sharing practices that support the social and economic inclusion of Ukrainian refugee women.

Hosted by Animus Association Foundation (Animus), the visit brought together project partners from Bulgaria and Italy to exchange experiences from the Holistic Support Centres operating in Sofia, Rome, Turin and Milan. Through peer learning, site visits and collaborative workshops, participants reviewed project achievements, discussed implementation challenges and refined the HSC Toolkit to support its future replication across Europe.

Learning from Practice

The programme opened with a presentation by Maria Tchomariova, mental health expert from Animus Association Foundation, who introduced the organisation’s history, organisational structure and multidisciplinary approach to supporting vulnerable individuals. She highlighted how Animus combines psychological support, social services, training and advocacy through a network of specialised centres and multidisciplinary teams.

The discussion focused on trauma-informed psychological support for Ukrainian refugee women and highlighted approaches such as art therapy, mindfulness activities and group psychosocial support. Partners also exchanged experiences on the role of cultural mediators in therapy and case management, emphasising the importance of clear cooperation frameworks between therapists and mediators to ensure effective communication and trust.

Participants further discussed practical barriers affecting refugee women’s integration, including difficulties in converting residence documents, opening bank accounts and accessing stable employment.

Visiting Good Practices in Sofia

A key highlight of the exchange visit was the opportunity to see first-hand how integrated support services are delivered in Sofia through two study visits.

The first visit took place at the Animus Association Foundation headquarters, where partners learned more about the organisation’s multidisciplinary approach and the range of services it provides. Participants visited the Child Advocacy Centre, which offers comprehensive psychological, legal and social support to children affected by violence and their families in a child-friendly environment. They also toured the counselling facilities used for individual consultations and group support activities for women, gaining a better understanding of how trauma-informed and holistic services are organised in practice.

The second visit was to the Sofia Municipality Complex of Social Services, comprising the Community Support Centre for Children and Families and the “Mother and Baby” Unit. Although funded by the Bulgarian state through Sofia Municipality, the services have been managed by Animus since 2011, illustrating a strong partnership between public authorities and civil society in delivering integrated support to vulnerable children and families. During the visit, WISE partners participated in group activities with Ukrainian refugee women, engaging directly with beneficiaries and observing how community-building and empowerment activities are delivered within the Holistic Support Centre model.

Evaluation Confirms the Value of Holistic Support

An important milestone of the exchange visit was the presentation of the project’s independent evaluation by external evaluator Adrienne Kiss and Monitoring Manager Mila Saskovic.

The evaluation assessed the effectiveness of the Holistic Support Centre model using the OECD-DAC evaluation criteria and combined interviews, focus groups, surveys and the Most Significant Change methodology.

The findings confirmed that psychological support is the most valued component of the HSC model and has significantly contributed to participants’ self-confidence, independence and sense of community. While employment outcomes continue to be influenced by structural labour market barriers, stronger engagement with employers was identified as an opportunity for future improvement.

The evaluation also highlighted the importance of sustainable local partnerships and referral mechanisms, while recommending greater investment in language learning, childcare, practical integration skills and accessibility for women with disabilities.

Refining the Holistic Support Centre Toolkit

Building on the evaluation findings, partners worked together to revise the draft of the upcoming Holistic Support Centre Toolkit, ensuring it reflects both evidence from implementation and lessons learned across partner countries.

Discussions focused on identifying the core components that should remain central to every Holistic Support Centre while allowing sufficient flexibility for adaptation to different national and local contexts.

Partners agreed that the HSC model should continue to combine:

• holistic case management;
• mental health and psychosocial support;
• employment and job-readiness services;
• group activities and community building;
• strong stakeholder engagement and referral networks;
• dedicated physical spaces with childcare provision whenever possible.

The consortium also reinforced the importance of trauma-informed and gender-sensitive approaches, safeguarding, digital safety, inclusion and meaningful participation of beneficiaries.

As leader of the project’s communication and scale-up activities, EARLALL participated in the exchange visit, presenting preparations for the project’s Final Conference, which will take place in Brussels on 16 September 2026. The event will bring together policymakers, regional authorities, practitioners and project partners to showcase the project’s results, present the Holistic Support Centre model and discuss opportunities for scaling up integrated support services for refugee women across Europe.

Looking Ahead

The Sofia exchange visit highlighted the value of peer learning and international cooperation in strengthening integrated support for displaced women. As the project enters its final phase, the revised Holistic Support Centre Toolkit and the lessons learned will support the model’s sustainability and replication across Europe.

As the communication and scale-up partner, EARLALL is proud to promote the WISE approach and its results. By supporting the transfer of the Holistic Support Centre model, EARLALL contributes to the development of more inclusive regional policies and services that improve migrants’ skills, employment opportunities and psychosocial wellbeing.

As of 1 July 2026, Ireland assumes the Presidency of the Council of the European Union, marking the start of a six-month programme built around three core priorities: competitiveness, values, and security.

In a context of rapid economic, technological and geopolitical change, the Irish Presidency places strong emphasis on strengthening the European Union’s capacity to respond to transformation while remaining anchored in its fundamental principles. From EARLALL’s perspective, these priorities are closely aligned with the role of education, training and lifelong learning in supporting inclusive and sustainable regional development.

Competitiveness: skills at the heart of Europe’s economic future

Competitiveness is the central pillar of the Irish Presidency programme. The focus is on strengthening Europe’s productivity, completing the Single Market, and supporting innovation, investment and sustainable growth.

A key dimension of this agenda is the emphasis on reducing administrative barriers, enabling business growth across borders, and advancing Europe’s digital and green transitions. The programme highlights the importance of artificial intelligence, digital infrastructure, clean energy systems, and strategic technologies as drivers of future competitiveness.

For EARLALL, this priority strongly reinforces the importance of regional skills ecosystems. Lifelong learning systems, vocational education and training (VET), and adult upskilling are essential to ensuring that individuals and regions can adapt to labour market transformation. The Presidency’s focus on mobility, innovation, and Erasmus+ further highlights the need to expand inclusive learning opportunities across Europe.

Values: inclusion, equality and democratic resilience

The Irish Presidency also places strong emphasis on the Union’s shared values, including respect for human dignity, freedom, democracy, equality, the rule of law and human rights.

These values underpin not only Europe’s identity, but also its social and economic model. The Presidency highlights the importance of strengthening equality policies, supporting youth engagement, and ensuring the protection of vulnerable groups, including persons with disabilities.

For EARLALL, this dimension is closely linked to the role of lifelong learning in promoting social cohesion and equal opportunities. Regional education and training systems play a key role in ensuring inclusive access to skills development, supporting second-chance learning pathways, and fostering active citizenship.

Security: resilience through skills and cooperation

The security priority reflects the broader geopolitical context facing the European Union, including ongoing conflicts and emerging threats. The Irish Presidency underlines the need to strengthen European resilience in all its dimensions, including economic, social, digital and energy security.

While primarily focused on defence and external action, this pillar also has important implications for skills and education policy. Strengthening resilience requires a workforce equipped to respond to technological change, cybersecurity challenges, and structural economic shifts.

For EARLALL, this reinforces the importance of lifelong learning systems that support adaptability, integration and inclusion, particularly in regions facing demographic change, skills shortages or migration-related challenges.

Erasmus+, mobility and European cooperation

Across all three pillars, the Irish Presidency highlights the importance of European cooperation instruments, including Erasmus+ and policies supporting educational mobility.

Ensuring that mobility opportunities are inclusive and accessible remains a key priority for strengthening European cohesion and enabling equal opportunities for learners, trainees and workers across all regions.

We invite you to explore the full programme for further details.

The emphasis on democratic resilience and social inclusion further reinforces the need for education systems that support critical thinking, participation, and equal access to opportunity across all regions.

EARLALL is pleased to welcome two new Associate Members from Norway: the Trøndelag European Office (TEO) and the Hamar Region. Their membership further strengthens EARLALL’s network of regions committed to advancing lifelong learning, skills development, and regional cooperation across Europe.

Trøndelag European Office: Strengthening European Cooperation on Skills and Lifelong Learning

The Trøndelag European Office (TEO) represents the Trøndelag region in Brussels, supporting regional stakeholders in engaging with European policies, programmes, and partnerships. Through its work, TEO contributes to strengthening regional development by connecting its members with European knowledge, funding opportunities, and collaborative networks.

Trøndelag is recognised as one of Norway’s leading knowledge regions, characterised by strong cooperation between public authorities, education providers, research institutions, and industry. Competence development and lifelong learning are firmly embedded in the region’s strategies for sustainable growth, innovation, and social inclusion.

The region works systematically to align education and training with labour market needs, with a particular focus on vocational education and training (VET), higher education, and continuous upskilling and reskilling. International cooperation is also a central priority, with extensive participation in European programmes such as Erasmus+.

At the same time, Trøndelag is addressing important challenges linked to skills shortages and mismatches resulting from technological developments and the green transition. Ensuring equal access to education and lifelong learning opportunities across a geographically dispersed region remains a key priority, particularly for adults, SMEs, and rural communities.

Through TEO, several key regional actors engaged in competence development and lifelong learning are represented within EARLALL, including:

• Trøndelag County Authority, responsible for upper secondary education, vocational training, and regional skills strategies;
• Trondheim Municipality, working actively on skills development and innovation in public services;
• The County Governor of Trøndelag, contributing to coordination, governance, and implementation of national policies related to education, inclusion, and regional development;
• Nord University, providing higher education and flexible learning pathways;
• Namdal Regional Council, supporting regional competence needs, particularly in rural areas.

By joining EARLALL, Trøndelag aims to strengthen its engagement in European cooperation on lifelong learning and skills development, collaborating with regions facing similar challenges related to skills mismatches, inclusion, and the green and digital transitions.

“Lifelong learning and competence development are key priorities for our region. Similar to other European regions, Trøndelag is facing challenges related to skills shortages and mismatches driven by the green and digital transition. A membership in EARLALL is one of the tools we believe can help meet these challenges, as the network provides a platform for collaboration with other regions facing similar challenges.”

Håvard Tangvik
Director, Trøndelag European Office

Hamar Region: Advancing Regional Development Through Cooperation and Lifelong Learning

EARLALL is equally pleased to welcome the Hamar Region as a new Associate Member. The Hamar Region considers European interregional cooperation a strategic priority and sees participation in EARLALL as an important opportunity to engage in fruitful co-creation with other European regions sharing similar challenges and ambitions.

The Hamar Region is an established inter-municipal cooperation comprising the municipalities of Hamar, Løten, Ringsaker, and Stange in Innlandet County. Working closely with Innlandet County Municipality through a partnership agreement, the Hamar Region focuses on promoting regional societal development and strengthening local capacities.

Its regional strategy prioritises four key areas where cooperation offers significant potential for progress:

• Education;
• Competence development;
• Business development;
• Population and employment growth.

By joining EARLALL, the Hamar Region seeks to benefit from the network’s extensive experience in lifelong learning and regional development. Membership will provide valuable opportunities for exchanging expertise, experiences, and knowledge, directly supporting the region’s development goals.

As highlighted by the Hamar Region:

“European interregional cooperation is important to the Hamar Region, in line with our priority areas. By being associate partners in EARLALL, we are well-positioned to be part of a fruitful co-creation with other European regions facing the same challenges and goals. EARLALL’s many years of experience within lifelong learning, and their understanding of the challenges and opportunities facing regions, provides our region with an arena rich in valuable exchange of expertise, experience and knowledge that directly and positively impacts our regional development goals.”

Strengthening the EARLALL Community

The arrival of the Trøndelag European Office and the Hamar Region further reinforces EARLALL’s mission of supporting regions in addressing shared challenges related to lifelong learning, skills development, inclusion, and the green and digital transitions. We look forward to collaborating closely with both new Associate Members and to benefiting from their valuable expertise and perspectives.

Around 30 participants from across Europe joined an online event on 25 June 2026 to discover the new Shift Skills competence programme and discuss how regions can better bridge the gap between labour supply and demand.

The event was organised within the Shift Skills – Together for Greener Futures project and featured contributions from project partners, including EARLALL member Vestland County Council, as well as representatives from municipalities, education, research and European networks.

The event also marked the appointment of Mr Audun Lysbakken as the new Director of the West Norway House in Brussels, where he officially took over as Director of the West Norway Office, providing an opportunity to reflect on shared European challenges and how regional cooperation can contribute to solving them.

Addressing Europe’s future competence challenges

Opening the event, Tove Hagenes from Alver Municipality, Project Coordinator of Shift Skills, presented the common challenges facing regions across Europe.

The green and digital transitions are creating an urgent need for new skills in areas such as green competencies, digital expertise, technical vocational skills, health and care, and teaching professions. At the same time, demographic change, fewer labour immigrants and changing labour markets are putting additional pressure on regions.

As many current professions continue to transform, while many future professions have not yet been created, education and training systems must become more adaptable. The challenge is not only to educate young people for future jobs but also to support adults and workers in continuously renewing their skills.

The project focuses especially on creating opportunities for young people to access relevant education and employment in their own regions while ensuring that businesses can find the expertise they need.

A practical toolkit for skills development

The central outcome of the Shift Skills project is the Competence Programme, a free online resource designed to support cooperation between businesses, education providers, local governments and students.

The programme provides:

• Free access to digital learning resources
• Practical, ready-to-use tools
• Real-world learning experiences
• Opportunities for knowledge exchange and networking

Presented by Dr Arne Ortland from Trendi Entrepreneurship Service and the University of Vechta, the competence programme includes 24 learning modules and tools developed for different target groups.

The resources are tailored to:

• Industry, supporting businesses in attracting and developing employees with the skills needed for future challenges.
• Education, helping schools and educators prepare learners for changing competence demands.
• Local governments, providing approaches for facilitating cooperation and regional transformation.

The programme combines learning materials with practical transition tools, encouraging users to move from knowledge to action. It supports cross-sector collaboration and helps stakeholders co-create solutions for future skills needs.

Around 750 learners have already engaged with the programme, and the resources will remain available beyond the project period.

The changing role of local governments

During the event, Dick Oudman from Westerkwartier Municipality shared a perspective from the Netherlands on how local authorities can contribute to green transition.

Using housing renovation as an example, he highlighted how ambitious climate objectives depend on having enough skilled workers. Challenges such as limited workforce availability, insufficient training opportunities and the need for new business models demonstrate that the green transition is also a skills transition.

Local governments therefore have an increasingly important role. Rather than only facilitating change, they can act as active drivers of transformation by bringing together businesses, education providers and communities.

From programme to practice: lessons from regions

A panel discussion, moderated by Audun Lysbakken, Director of the West Norway Brussels Office, explored how the competence programme can support real-life transition processes.

The panel included Katrin Jakobsen from Vestland County Council, Tove Hagenes (Alver Municipality) and Iris Rickoff-Fisched (Alexander von Humboldt Foundation).

The discussion focused on the barriers that regions face when developing transition skills.

Tove Hagenes highlighted the need for a stronger sense of urgency. Many organisations continue to work within separate sectors, while today’s challenges require faster action, more cooperation and fewer silos. She emphasised that regions must rethink their role, particularly in areas such as artificial intelligence, security and green transition.

Iris Rickoff-Fisched pointed to the lack of time and space for dialogue between stakeholders. Building mutual understanding and adapting leadership approaches are essential for organisations navigating rapid change.

For Katrin Jakobsen, one of the main challenges is the lack of shared knowledge about future skills needs. Skills development cannot be addressed separately from broader economic and societal changes. Instead, stakeholders must combine their knowledge and work together to create effective solutions.

Making regions attractive for young people

The discussion also highlighted the importance of territorial attractiveness in retaining young people and strengthening regional development.

Tove Hagenes explained that regions need to offer more than education opportunities. Young people also need access to quality jobs, housing, communities and opportunities to build a future locally.

EARLALL highlighted that creating attractive regions also requires close engagement with businesses. Sustainable employment opportunities and good working conditions are essential parts of ensuring that young people choose to stay and contribute to their regions.

A resource for European cooperation

The “Shift Skills competence programme” demonstrates how cooperation between public authorities, education providers and industry can help regions respond to future challenges.

By providing practical tools and supporting structured collaboration, the programme offers municipalities, regions and organisations across Europe a way to strengthen their skills ecosystems and prepare for the green and digital transitions.

The experience of partners such as Vestland County Council shows that successful transition requires shared responsibility, long-term thinking and cooperation across sectors.

On 23 June 2026, the European Commission’s Directorate-General for Regional and Urban Policy convened the S3 Community of Practice Annual Conference, “Regions Driving European Innovation and Competitiveness,” bringing together regional authorities, national ministries, and EU institutions to discuss the future of Smart Specialisation Strategies (S3). EARLALL’s Director, Noelia Cantero, attended on behalf of the Association.

The day opened with remarks from Nicola de Michelis (DG REGIO) and a keynote video message from Raffaele Fitto, Executive Vice-President for Cohesion and Reforms, who framed Smart Specialisation as a cornerstone of Europe’s competitiveness, sovereignty, and cohesion agenda. A keynote from Verkor’s Donia Marzougui illustrated this in practice, tracing how Hauts-de-France became a European battery manufacturing hub through targeted industrial transition strategies.

Two morning panels reinforced the conference’s central message: S3 are indispensable tools for regions navigating an increasingly complex policy landscape. The first panel, featuring voices from the European Commission, the Committee of the Regions, and regional development agencies, examined how Smart Specialisation supports strategic sovereignty alongside competitiveness. The second turned to delivery, exploring how regions operationalise S3 across governance structures, policy mixes, and interregional cooperation, with contributions from Galicia, Sweden’s Jönköping County, and Poland’s Małopolska Region.

The afternoon’s regional pitches showcased Smart Specialisation in action across diverse territories, from La Réunion to North Denmark and the Northern Netherlands, before participants split into breakout sessions covering multi-level governance, performance-based delivery, and interregional value chains. Notably, Amaia Esquisabel of the Basque Government’s Ministry of Science, Universities and Innovation contributed to the breakout session on delivery and performance – a useful touchpoint given EARLALL’s own ties to the Basque Country.

Throughout the day, speakers repeatedly highlighted a shared message: as the EU prepares for the 2028–34 programming period, Smart Specialisation Strategies remain a key instrument for aligning regional innovation priorities with Europe’s wider goals on cohesion, competitiveness, and sovereignty. While S3 is not part of EARLALL’s core mandate, it continues to offer useful inspiration for how regions identify and organise their skills and training needs. EARLALL was therefore pleased to see Smart Specialisation strongly reaffirmed by EU institutions at this conference, especially following its limited visibility in the European Commission’s initial Multiannual Financial Framework (MFF) proposal. In this context, EARLALL also participates in the SKYLA project (Smart Specialisation Skills Ecosystems for the Twin Transition), which brings together eight regions—Tuscany, Podlaskie, Skåne, Sofia, Fingal, Provence-Alpes-Côte d’Azur, and Lithuania—to help address skills gaps linked to the green and digital transitions by strengthening the role of vocational education and training in regional innovation ecosystems, improving links between SMEs and VET providers, and enhancing regional capacity to anticipate and respond to evolving skills needs.

EARLALL will continue to follow these developments closely in the months ahead.