Working Groups on Youth Policy and Lifelong Guidance & Ageing Societies

The EARLALL Working Groups on Youth Policy and Lifelong Guidance & Ageing Societies concluded the first round of meetings for 2026. These sessions, held quarterly, brought together policy representatives, public authorities, and technical staff from EARLALL member regions and associate members to discuss upcoming activities, webinars, and to consolidate plans for the upcoming EARLALL 25th Anniversary.

On 12 March 2026, the Working Group on Lifelong Guidance & Ageing Societies, hosted by Baden-Württemberg in cooperation with Camilla Winter AB, highlighted upcoming activities explore potential synergies with other organizations. The session also showcased the next transnational peer learning event of the SALAM (Sustainable Accessibility to the Labour Market) project, taking place in June 2026, Sweden.

The group further reviewed activities within the Lifelong Guidance 5.0 project. In particular, the conference Lifelong Changes: Transformations in Career Guidance and Counselling, to be held on 22-23 March 2026 in Vienna. This conference will address challenges arising from technological innovations, evolving labour markets, and societal developments, with a special focus on vulnerable groups. Framing challenges as opportunities, the conference will examine how technology can support workforce development and investigate competence validation as a potential solution. The programme will conclude with two additional days dedicated to modular training open for participation.

Guest speaker Lenita Oderfält from the Nordic Academy of Textiles presented insights in skills development and validation within HVET (Higher Vocational Education and Training), opening opportunities for international collaboration. Discussions also explored how to integrate micro-credentials effectively, laying the groundwork for the upcoming EARLALL Academy on Micro-credentials and Individual Learning Accounts, scheduled for April.

On 17 March 2026, the Working Group on Youth Policy met, chaired by Miriana Bucalossi from the Tuscany Region. The meeting opened with updates on ongoing projects;

• QUEEN project (Quality Apprenticeships for Evolving Labour Needs) next partner meeting will take place in South West Finland on 20–21 May 2026, where a capacity-building module on apprenticeships will be presented within the framework of EFQEA.
• SKYLA project (Smart Specialisation Skills Ecosystems for the Twin Transition) next partner meeting is scheduled for 5–6 May 2026 in Athens, Greece.

The meeting also addressed the European Commission’s a plan against cyberbullying, which was launched on 10 February on the Safer Internet Day and the  strategy on intergenerational fairness (March 2026), which aims to ensure that today’s choices contribute positively to future opportunities. This cross-cutting approach evaluates public decisions based on their impact on present and future generations through three pillars: fair policymaking, fair opportunities, and fair places. A key example of this strategy is European Youth Week 2026, focusing on solidarity and fairness.

Both working groups exchanged ideas for capacity-building webinars and identified potential topics for sessions during the 25th Anniversary.. Through these Working Groups, EARLALL continues to strengthen collaboration between regions, supporting the development of activities that promote inclusive and lifelong learning.

On 18 March 2026, EARLALL took part in the coordination meeting of the WISE (Supporting Ukrainian Refugee Women’s Socio-Economic Integration and Wellbeing) ESF+ project. The meeting brought together project partners to review progress, align on upcoming activities, and ensure effective implementation across all work strands.

Discussions focused on project implementation updates, communication and dissemination efforts, story collection planning, webinar design, stakeholder engagement, and preparations for the interim report.

Project implementation overview

Partners shared progress on the implementation of key project activities supporting refugee women from Ukraine in Italy and Bulgaria.

The Women Rise Programme continues to be implemented across several locations, with activities running until 20 April 2026. It provides psychosocial support in small group settings, helping participants build resilience and strengthen social connections.

Partners also reported changing needs in employment support in cities such as Rome and Milan. Recent activities included visits to employment centres and an online session on labour contracts and payslips, delivered in Ukrainian with Italian interpretation. A joint online event with a Turin-based organisation was particularly successful, attracting new participants.

Mental health support, delivered with Centro PENC, remains a core component of the project. Weekly group sessions have been running since October, with regular participation and continued demand likely extending beyond the programme timeline. Individual counselling is ongoing, supported by baseline assessments for reporting purposes. To improve monitoring, partners agreed to include a “hours per session” indicator.

Additional updates from Laboratorio Gruppo Analisi (LdG) highlighted an increased frequency of Women Rise sessions in Rome and ongoing adjustments to the programme model. A pilot combining Women Rise with Italian language classes did not improve attendance and is being reassessed. At the same time, mental health services continue steadily.

Updates from Animus Association in Bulgaria show steady progress in the implementation of the Women Rise Programme, with four out of eight sessions completed and a stable group of 11 regular participants. Sessions are led in Russian by a psychologist, ensuring accessibility for women,

Mental health support combines group psychoeducation with individual counselling, with increased flexibility allowing participants to access one-on-one sessions when needed. At the same time, partners observed a higher demand for case management than for employment support, as many participants are already relatively independent in their job search or have clear career paths.

Engagement remains strong in labour rights workshops. The need for more targeted employment activities was confirmed, reflecting similar trends observed in Italy.

Communication and dissemination

As WISE communication manager, EARLALL presented the latest results of communication and dissemination activities under WISE. So far, the project has generated strong visibility, including 70 social media posts, 12 articles, as well as a press release, newsletter and project factsheet.

Significant progress has also been made in stakeholder engagement, with over 500 stakeholders – particularly from lifelong learning and gender equality networks – invited to join the WISE stakeholder database.

In terms of outreach, WISE has been promoted during six events to date: three in Brussels, one online, one in Romania (in synergy with the SALAM project), and one in Poland.

Looking ahead, partners agreed on several upcoming actions, including the collection of individual stories from Ukrainian women to highlight the project’s impact, the publication of the next newsletter and factsheet, the organisation of four online webinars, and preparations for the final conference in Brussels.

Evaluation, reporting and next steps

Looking ahead, an independent midterm evaluation will assess the Holistic Support Centre model, with a particular focus on how services are integrated, the effectiveness of the approach, and areas for further refinement. Partners also aligned on the preparation of the interim report, clarifying outstanding questions and reporting requirements.

In the coming months, the consortium will continue its close cooperation through an online Steering Committee meeting planned for April 2026, followed by an in-person exchange visit in Sofia, Bulgaria in June 2026.

EARLALL is proud to contribute to WISE’s mission to improve the socio-economic inclusion and wellbeing of Ukrainian refugee women in Italy and Bulgaria by piloting and scaling up Holistic Support Centres, built on a trauma-informed and gender-sensitive approach that complements the Women and Girls Safe Spaces methodology with employment and social support services.

Around 300 stakeholders from Switzerland and across Europe gathered in Lugano for the national conference organised by Movetia, a member of the EARLALL network, to discuss the future of Switzerland’s participation in Erasmus+. The event focused on the country’s ambition to associate with the programme by 2027, highlighting the role of European cooperation in strengthening education systems, mobility, and innovation.

The conference took place at a pivotal moment, shortly after the Switzerland–EU package — including Erasmus+ association and its financing — was referred to Parliament, officially launching the parliamentary phase of the process.

Discussions brought together policymakers, education providers, and experts, who emphasised that participation in Erasmus+ represents not only an educational opportunity but a strategic investment in future skills, inclusion, and competitiveness. Speakers highlighted the programme’s added value in fostering mobility, enhancing cooperation, and supporting learners across all sectors, including disadvantaged groups.

Sessions also explored practical perspectives across education levels, demonstrating strong engagement from stakeholders and a shared commitment to strengthening Switzerland’s role in European education cooperation.

If approved by Parliament, Movetia will take on the role of national Erasmus+ agency, further reinforcing its contribution to promoting mobility, exchange, and collaboration in education both within Europe and beyond.

Read more: https://movetia.ch/de/magazin/treffen-zu-erasmus

The webinar “SmartAgeCare in Action: Building Europe’s Smart Ageing Ecosystem” took place on 16 March 2026, online. The event was organised by All Digital in the framework of All Digital Weeks 2026, which runs from 9 to 25 March, and the campaign is co-funded by the European Commission.

As Europe advances through the digital transition, ensuring that older citizens are empowered, included, and supported remains a key priority. The SmartAgeCare project is contributing to this goal by laying the foundations for a new approach to healthy and active ageing—one that places digital innovation at the service of wellbeing, quality of life, and democratic participation.

EARLALL, represented by Camilla Winter, Co-Chair of the Working Group on Lifelong Guidance and Ageing Societies, participated in the webinar. As a member of the project’s Advisory Board on behalf of EARLALL, she will share the outcomes of the webinar with members and associated members of the EARLALL Working Group.

The webinar brought together over 40 participants from across Europe, demonstrating strong interest in the topic. Following a welcome by Katsiaryna Palishchuk, Project Manager at All Digital, Bruno Giesteira from the University of Porto presented an overview of the project. He highlighted its four core pillars: digital transition, citizenship, health and care, and lifelong learning, while underlining the key role of national ambassadors in shaping practical, user-centred outcomes.

Participants were then introduced to the Smart Ageing Educational Toolkit by Guilherme Vila Maior, from the University of Porto. This key project output is designed to support stakeholders working with older adults. Built around the IKIGAI framework, the toolkit combines digital skills, e-health and wellbeing, and active citizenship, and includes both an educational handbook and a digital platform.

The session concluded with “Ambassadors in Action”, showcasing inspiring practices from across Europe. A particularly compelling example from Poland was presented by Grazyna Busse from Hippocamp. The interactive discussion that followed brought together Advisory Board members and stakeholders to reflect on lessons learned, usability, and the future impact of the SmartAgeCare ecosystem.

With a consortium of partners spanning eight European countries, SmartAgeCare is positioning the European Union as a global reference in digital inclusion and active ageing. 

EARLALL’s involvement—both as Advisory Board member and as a strategic partner of All Digital Weeks 2026—underscores its continued commitment to lifelong learning and inclusive policies that ensure no one is left behind in Europe’s digital future.

On 9–11 March, EARLALL took part in the LeadEx (Learning about the Educational Approach to Develop Excellence) Interreg Europe project study visit in Tallinn, Estonia, hosted by the Estonian Quality Agency for Education (HAKA). The event brought together stakeholders, regional representatives, project partners and experts to explore the Estonian education system. Discussions also focused on continuous professional development for teachers.

As an advisory partner in the project, EARLALL presented the key takeaways from the Joint Regional Education Diagnosis Report and facilitated a workshop launching the first phase of interregional learning.

The first day of the study visit was opened by Heli Mattisen, Director of HAKA, who highlighted the strong role of education in today’s society. She underlined that education is one of the key tools for addressing societal prejudices and combating social exclusion.

Helen Arus, Head of General Education at HAKA, continued the discussion by presenting insights into the Estonian education system. She emphasised that Estonia had a unique opportunity to rebuild its education system after the dissolution of the Soviet Union, developing an innovative and highly digitalised approach to education.

EARLALL presented the Joint Regional Educational Diagnosis Report, which provides a comparative analysis of educational policy instruments across partners and serves as an important basis for improving the policy instruments. The analysis identifies policy needs, key challenges and strengths across four sub-themes that structure the LeadEx project:

• Inclusion, diversity and excellence, ensuring that education systems meet the needs of all learners regardless of their abilities, cultural background or personal circumstances;
• Educational innovation, including the adoption of new technologies and innovative pedagogical approaches;
• Integral development, highlighting that excellence goes beyond academic performance and also includes personal growth, soft skills, and emotional and ethical development;
• Continuous Professional Development (CPD) for teachers, recognising that ongoing teacher training is essential to keep pace with evolving pedagogical practices.

Teachers’ CPD was the main focus of the study visit. In this context, EARLALL facilitated an interactive workshop that allowed participants to explore and discuss best practices related to teachers’ professional development, compiled in a concise report presented by the Central Denmark Region.

The day concluded with a Steering Committee meeting, during which key organisational matters were discussed and EARLALL presented the LeadEx good practices submission process.

The second day of the study visit continued at Tallinn University. Taavi Kreitsmann from the Ministry of Education and Research provided an overview of current teacher professional development policies in Estonia. He also presented the nationwide framework for teacher development as an example of a contemporary approach to teaching and learning, highlighting the importance of strategic planning in creating more effective and flexible career pathways for teachers.

Sigrid Aruväli, Head of the Centre for Innovation in Education at Tallinn University, then presented the collaboration between Estonian universities, schools and teachers. She noted that approximately one in four novice teachers leave the profession within the first years. To address this challenge, Estonia has been strengthening cooperation between higher education institutions and schools, enabling novice teachers to work closely with experienced mentor teachers during their early careers.

Following the presentations by Kreitsmann and Aruväli, representatives from the Central Denmark Region, the Region of Murcia (Spain), the Podkarpackie Region (Poland), and a stakeholder from the Slovenian Centre for School and Outdoor Education (CŠOD) presented best practices on teachers’ Continuous Professional Development (CPD).

EARLALL member Varaždin County organised a hands-on workshop for project partners and stakeholders focusing on creativity in learning. Meanwhile, the Ministry of Education, Science and Innovation of Montenegro together with the Centre for Vocational Education of Montenegro facilitated a workshop on empathy in the classroom, highlighting the importance of professional empathic communication in teaching.

On the third day of the LeadEx study visit, project partners split into two groups to explore different aspects of the Estonian education ecosystem, including general education, vocational education and training (VET), education governance and digital innovation.

The first group, composed of Varaždin County, the Central Denmark Region, the Centre for Vocational Education from Montenegro and the Podkarpackie Region, visited Saku Gymnasium. Participants learned about the functioning of Estonian general education schools and toured the facilities with Development and Project Manager Maris Pajula. The group then continued to the HAKA, where Development Manager for General Education Kaisa Musting and Director Heli Mattisen presented the agency’s role in supporting quality assurance and continuous improvement in education.

The second group, including EARLALL together with the Ministry of Education of Slovenia and the Region of Murcia, visited the Ministry of Education and Research of Estonia. Adviser Maie Kitsing presented the strategic framework guiding Estonian education policy. The group then continued to the Tallinn School of Service (TEKO), where Headmaster Kristi Tarik introduced the institution’s work in vocational education and training.

In the afternoon, both groups reconvened for a joint session hosted by the Education and Youth Board of Estonia (HARNO). Project Manager Kai Koort presented several national digital education initiatives that support technological skills and innovation across the education system.

From Kai Koort, Education and Youth Board of Estonia, participants learned about Estonia’s digital education ecosystem, including programmes such as ProgeTiger, AI Leap and Hands-on Tech, as well as initiatives promoting youth engagement in technology such as Rakett 69 and Unicorn Squad. Digital learning tools, including the Opiq platform, were also presented as examples of personalised learning solutions used in Estonian schools.

Partners now look forward to the next LeadEx study visit, planned for autumn in Montenegro. During the visit, EARLALL together with project partners will continue the interregional learning process aimed at improving educational policy instruments. The meeting will further explore strategies for inclusion, diversity and excellence in education while strengthening cooperation and the exchange of best practices across participating regions.

Brussels, March 2026 – EARLALL has joined 12 European networks in endorsing a joint open letter addressed to the European Commission, the European Parliament and the European Council on the future EU Multiannual Financial Framework (2028–2034).

The letter calls for safeguarding the role of Smart Specialisation Strategies (S3) and strengthening multi-level governance in the design and implementation of future EU investment programmes. It highlights the importance of ensuring that Europe’s competitiveness and innovation agenda continues to be rooted in its territories and regional ecosystems.

The signatories stress that Smart Specialisation has become a cornerstone of Europe’s place-based innovation policy, enabling regions to prioritise investments, mobilise stakeholders through entrepreneurial discovery processes and contribute to European value chains. However, the current architecture proposed for the future EU budget raises concerns about the potential marginalisation of territorial actors and regional strategies.

EARLALL perspective: Smart Specialisation as a skills and human capital framework

EARLALL supports the call to maintain “Smart Specialisation as a central element of the future EU policy framework”. At the same time, the network highlights the need to recognise “Smart Specialisation not only as an innovation policy instrument, but also as a framework for skills and human capital development“.

From EARLALL’s perspective, the effectiveness of regional innovation ecosystems depends fundamentally on education, training and lifelong learning systems that equip people with the skills needed for regional transformation.

EARLALL’s strategic priorities connect several key dimensions that are essential for Europe’s competitiveness and resilience:

• Skills development and lifelong learning as foundations for regional transformation
• Strong regional innovation ecosystems linking education, research, business and society
• Support for the green and digital transitions, ensuring that people and territories can adapt and benefit from these changes

For EARLALL, Europe’s competitiveness must also remain closely linked to “inclusive access to learning opportunities, strong regional education ecosystems and social cohesion“. Ensuring that skills and human capital development are embedded within Smart Specialisation strategies will be essential to enable regions to fully contribute to Europe’s innovation and industrial transformation.

A joint call for a balanced and place-based EU budget

Through this initiative, the signatory networks call on EU institutions to ensure that the next EU budget maintains a balanced approach between competitiveness and cohesion, while safeguarding the role of regional actors in shaping and implementing European priorities.

In particular, the letter urges EU co-legislators to:

• Safeguard and reinforce Smart Specialisation Strategies as a key strategic framework
• Maintain clear pathways for interregional innovation cooperation and investment
• Protect multi-level governance and meaningful regional participation in EU investment planning

EARLALL is proud to join this joint initiative alongside other European networks, such as EURADA and ERRIN, reinforcing the message that Europe’s innovation capacity and competitiveness depend on mobilising the strengths, talents and skills of all its regions.

Read the Open Letter on the Future of the EU Budget

On 12 March 2026, experts and policymakers gathered for the event “Talent Booster Mechanism (TBM) Working Group Experts Share Insights: Boosting Talent Through Innovation, Skills and Quality of Life”, organised in the framework of the Talent Booster Mechanism (TBM) under the European Commission Directorate-General for Regional and Urban Policy (DG REGIO).

The event marked the conclusion of two and a half years of collaborative work, bringing together 88 experts from 22 European countries across regional authorities, research institutions, industry and policy organisations, including EARLALL. The TBM initiative explored ways to address demographic challenges and talent shortages, particularly in regions facing population decline or difficulties in attracting and retaining skilled people.

Innovation and digitalisation for regional talent

The first session focused on innovation and digitalisation as key drivers of regional transformation. A self-assessment tool, developed by the Digital and Research & Innovation Working Groups, was presented to help regions evaluate their readiness to attract, retain, and develop talent. The tool identifies strengths and gaps across innovation ecosystems, governance, skills systems, and essential services, allowing regions to reflect and compare themselves with peers.

Speakers highlighted ongoing challenges, including infrastructure and connectivity gaps, especially in rural areas, and a mismatch between digital skills supply and labour market demand. Strengthening collaboration among training providers, public authorities, and employers was emphasised as critical for building effective regional digital skills ecosystems.

Another key output was a practical guide for SMEs, providing strategies and examples to help small and medium-sized enterprises adopt digital solutions, enhance innovation, and strengthen regional economic resilience.

Knowledge valorisation and place-based skills strategies

The event also showcased the Toolkit on Knowledge Valorisation at the Regional Level, developed by the Research & Innovation Working Group with contributions from EARLALL. Presented by ART-ER Attractiveness Research Territory (Emilia-Romagna), the toolkit offers guidance on transforming research into economic and societal value, highlighting governance models, collaboration mechanisms, and skills needed for innovation ecosystems.

Complementing this work, TBM experts presented policy recommendations on assessing skills needs and developing skills within place-based innovation strategies. Recommendations emphasised inclusive, participatory skills ecosystems, focusing on STEAM approaches, talent retention, recognition of non-formal learning, and governance structures to address territorial disparities.

Initiatives such as LCAMP – Learner Centric Advanced Manufacturing Platform and its jobs and skills observatory were highlighted as examples of how regions can combine lifelong learning, strategic partnerships, and knowledge sharing to anticipate labour market needs and strengthen local talent development.

Quality of life and inclusive regions

Beyond innovation and skills, the discussions stressed that talent development depends on the quality of life and access to essential services. Inclusive societies, healthcare, education, and social infrastructure were presented as critical factors enabling regions to attract and retain talent, supporting the concept of the “right to stay”.

Continuing the conversation

Although the working group activities have officially concluded, the dialogue initiated through the TBM will continue. As noted by François Gallaga, Team Leader at DG REGIO, the conversation among regions, policymakers, and experts remains essential to addressing Europe’s demographic and talent challenges. This exchange will culminate in a final in-person event on 28 May in Brussels, reflecting on outcomes and next steps for regional talent development initiatives.

On 11 March 2026, the European Association of Regional and Local Authorities for Lifelong Learning (EARLALL), together with the Tuscany Region, hosted a seminar during the didacta fair Italia 2026 in Florence.

The event brought together regional and European actors to explore a central question for the future of EU policymaking: Do regions still matter in the new EU policy cycle? The seminar took place in the context of EARLALL’s 25th anniversary, combining celebration with reflection on how regions contribute to the governance of European cohesion policy. The main anniversary event will be held on 11 June in Brussels.

Reflecting on the Future of Cohesion Governance

The seminar opened with a political framing by Miriana Bucalossi (Tuscany Region, Vice President of EARLALL). Miriana highlighted current debates on cohesion governance for 2028–2034, noting risks of increased centralisation and stressing the importance of recognising regions as strategic governance actors, rather than mere administrative layers. From a European perspective, Miriam Castillo (Ministry of Education and Vocational Training of Catalonia, Vice President of EARLALL) outlined the role of EARLALL as a network connecting regional and local authorities in lifelong learning and skills development. She emphasised how regional cooperation networks foster policy learning, exchange of good practices, and capacity-building, particularly as European governance structures evolve. Jens Vermeersch (GO! Education of the Flemish Community) contributed insights from the Flemish regional perspective, highlighting where regions still make a structural difference in EU policies. He addressed what could be lost under a more centralised cohesion model and explained how regional autonomy strengthens VET governance.

Regional Cooperation in Practice

The seminar showcased concrete examples of regional cooperation. Marleen Mast (GO! Education of the Flemish Community and CVO Crescendo) presented a case study demonstrating how collaboration between regions and institutions can strengthen education and training systems. She highlighted the Regional Skills Partnership facilitated by EARLALL, which has enabled peer-knowledge exchanges across multiple territories and reinforced long-term capacity-building. Italian regions also presented practical experiences illustrating multi-level governance, including the implementation of the Garanzia di Occupabilità dei Lavoratori (GOL) Programme. These examples demonstrated the pivotal role of regional actors in translating European objectives into local policies for employment, lifelong learning, and social inclusion.

Future Governance Perspectives

Paolo Federighi (Hon. Prof at University of Florence) discussed emerging governance geometries, including the role of cities in lifelong learning, and identified both risks and opportunities for territorial cohesion in the coming EU policy cycle.

The seminar concluded with a synthesis reinforcing that cohesion governance is not institutionally neutral: regions are key actors in implementation, and cooperation across territories builds public capacity and drives policy innovation.

On 11 March 2026, the European Commission hosted the fourth and final consultation webinar contributing to the development of the future European Strategy for Vocational Education and Training (VET) 2026–2030. Entitled “Attractiveness of VET”, the online session brought together policymakers, VET providers, social partners, regional authorities and experts from across Europe to reflect on how vocational education and training can become a more appealing pathway for learners, educators and employers.

Building on the previous consultations on the international dimension, quality and labour market relevance, and excellence and innovation, this final webinar focused on one of the most persistent challenges facing VET systems across Europe: strengthening their attractiveness and public perception.

The meeting was opened by Andrea Laruste, Deputy Head of Unit at the European Commission’s DG Employment, Social Affairs and Inclusion, who emphasised that the attractiveness of VET is a multifaceted issue that goes far beyond communication campaigns or image-building initiatives. She highlighted that making VET attractive requires attention to several interconnected dimensions, including the quality of programmes, meaningful career opportunities, clear progression pathways, effective guidance systems, and access to learning mobility. Ensuring that VET offers strong prospects for personal development and professional success is therefore central to increasing its appeal among learners and society at large.

A keynote intervention from Denmark further framed the discussion by exploring the concept of the “wicked problem” of making VET attractive. The presentation highlighted how VET policy often faces competing objectives and complex trade-offs, where initiatives designed to address one challenge may unintentionally create new ones. The Danish experience illustrates how reforms aimed at strengthening excellence, inclusion or labour market responsiveness can sometimes generate tensions between policy priorities. This perspective provided a valuable starting point for the broader discussion on how European and national strategies can navigate such complexities.

Creating attractive career and learning pathways

The first strand of discussions explored how VET pathways can provide more attractive prospects for learning, careers and personal development. Participants reflected on the importance of ensuring that vocational routes offer clear progression opportunities, including pathways to higher education and advanced professional roles.

Guidance and information were identified as critical elements in this regard. Effective career guidance, starting early in education systems, can help learners and their families better understand the opportunities offered by VET. Participants also emphasised the role of role models, success stories and skills competitions in showcasing the achievements of VET graduates and strengthening the prestige of vocational professions.

At the same time, several contributions highlighted that communication efforts alone are not sufficient. The credibility of VET depends fundamentally on the quality of programmes, strong links with labour markets, and tangible career outcomes.

Strengthening work-based learning and apprenticeships

A second major focus of the webinar was the role of work-based learning (WBL) and apprenticeships in increasing the attractiveness of VET. Participants agreed that well-designed WBL systems strengthen the connection between education and the world of work, allowing learners to gain practical skills while building professional networks.

However, discussions also pointed to a number of persistent challenges. In many contexts, SMEs require additional support to engage in apprenticeship training, whether through financial incentives, shared training facilities or administrative simplification. Participants also stressed the importance of ensuring fair conditions for apprentices, including appropriate remuneration and quality mentoring in companies.

Across contributions, there was broad agreement that strong employer engagement and structured partnerships between VET providers and companies remain essential to ensuring that work-based learning opportunities are both accessible and of high quality.

Expanding learning mobility in VET

The third discussion theme focused on learning mobility for VET learners and staff, which was widely recognised as an important factor in enhancing the attractiveness of vocational pathways. Mobility experiences can strengthen technical skills, foster intercultural competences and increase learners’ confidence and employability.

Despite progress through European programmes such as Erasmus+, participants noted that mobility opportunities remain less accessible for VET learners compared to students in general education or higher education. Administrative barriers, funding constraints and organisational challenges continue to limit participation in some countries and sectors.

Participants therefore highlighted the need to further expand and simplify mobility opportunities, while ensuring that VET learners and teachers can fully benefit from international learning experiences.

Feeding into the future EU VET Strategy

The webinar concluded with a plenary discussion synthesising insights from the working groups and reflecting on their implications for the future European VET Strategy. Several key messages emerged from the exchanges:

• Attractiveness must be addressed through a systemic approach, combining quality, progression pathways, labour market relevance and strong guidance systems.
• Work-based learning and apprenticeships remain central pillars of attractive VET systems and require sustained support for both learners and companies.
• Learning mobility should become a more accessible and integrated component of vocational education and training.
• Communication and promotion efforts should be complemented by structural reforms that strengthen the real opportunities offered by VET pathways.

As the final webinar in the consultation series, the discussion marked an important milestone in gathering stakeholder perspectives from across Europe. The insights collected during the event will feed into a synthesis report and contribute to shaping the forthcoming European Strategy for Vocational Education and Training 2026–2030, ensuring that VET systems across Europe become more attractive, inclusive and responsive to the needs of learners, societies and economies.

Previous webinars insights

• Third webinar: Excellence, Innovation and Entrepreneurship in VET: Third Consultation Webinar Advances the Future EU Strategy
• Second webinar: Future-Proofing VET: Stakeholders Discuss Quality and Labour Market Relevance in Second Consultation Webinar
• First webinar: Shaping the International Dimension of VET: Stakeholder Insights Feeding the Future EU Strategy
  
  

On 2 and 5 March 2026, EARLALL took part in several sessions organised in the framework of EU Civil Society Week 2026, hosted by the European Economic and Social Committee.

The event brought together policymakers, civil society organisations, education stakeholders and European institutions to discuss how education, civic participation and social engagement can contribute to strengthening democratic resilience across Europe.

Education and lifelong learning for democratic resilience

During the session on citizenship education and democratic resilience, speakers highlighted the key role of education systems in fostering active citizenship and strengthening democratic values.

Pavel Trantina, EESC Member, underlined the importance of lifelong learning and youth engagement in building resilient and non-polarised societies. He emphasised the need to recognise non-formal education, invest in adult learning, and promote digital balance and mental health literacy.

Elisa Gambardella, President of the Lifelong Learning Platform, stressed that citizenship education should be placed at the centre of education policies. She highlighted that democratic participation is strengthened through learning experiences throughout life and that citizenship education should be considered a foundational element of education systems.

Bridging policy and practice in citizenship education

The high-level panel discussed how democratic values can be embedded more effectively in education systems and how cooperation between policymakers, educators and learners can support democratic participation. The discussion was moderated by Arja Krauchenberg, EPA Project Coordinator, and featured contributions from Brigitte van den Berg (Renew Europe Group, CULT Committee), Claudio Dondi (Education Inspiring Peace Lab), Lauren Bond from OBESSU, Suzana Carp (ECIT), as well as György Miklós (Szülői Hang) and Eszter Nagy from Union of European Federalists.

Cooperation between civil society, education institutions and local authorities

EARLALL contributed to discussions during the parallel session on synergies between training institutions, civil society organisations and local authorities led by EVBB and LLLP.

Participants explored how cooperation between these actors can strengthen citizenship education and civic engagement at the local level. Several examples demonstrated the value of local partnerships and community-based initiatives.

An example from Latvia showed how European Social Fund Plus (ESF+) funding can enable civil society organisations to organise citizenship education activities in schools when invited by educational institutions.

Funding civic space and strengthening civil society

On 5 March, EARLALL participated in the session “Funding Civic Space: the Role of the EU and Other Donors”, which explored the future of support for civil society across Europe.

The discussion was facilitated by Natacha Kazatchkine, Secretary General of the European Civic Forum, and brought together representatives from EU institutions, civil society organisations and philanthropic donors.

Speakers highlighted the increasing pressures faced by civil society organisations, including shrinking civic space and evolving funding landscapes. At the same time, participants emphasised the crucial role played by civil society in responding to major societal challenges, from the COVID-19 pandemic to humanitarian responses linked to the war in Ukraine.

Recognising invisible work in society

The final session focused on essential yet often undervalued forms of work, including care work, domestic services and other activities that support everyday life.

Speakers emphasised that this work is frequently carried out by women, particularly women from migrant backgrounds, and often remains under-recognised and insufficiently valued.

In this context, EARLALL highlighted the relevance of the WISE Project, which aims to improve the socio-economic inclusion and wellbeing of refugee women from Ukraine in Italy and Bulgaria. By piloting holistic support centres and providing gender-sensitive employment and social support services, the project contributes to strengthening women’s wellbeing and inclusion.

EARLALL is pleased to contribute to initiatives that promote women’s wellbeing, social inclusion and equal opportunities, reinforcing the role of education, lifelong learning and civil society cooperation in building more inclusive and resilient societies.

Our participation in the sessions of the EU Civil Society Week 2026 reflects EARLALL’s commitment to strengthening the role of education and lifelong learning in addressing societal challenges. These exchanges are closely linked to EARLALL’s Strategic Priority 3: Supporting the resilience of lifelong learning structures in the face of demographic and societal changes, highlighting the importance of cooperation between public authorities, education providers and civil society organisations in building resilient learning ecosystems across Europe.

EARLALL took part in the launch event of the All Digital Weeks 2026, organised by All Digital, marking the beginning of this year’s European campaign dedicated to digital inclusion and digital well-being.

As a strategic partner of the campaign, EARLALL joined policymakers, practitioners, researchers and digital inclusion experts to reflect on how Europe can support healthier, safer and more inclusive digital participation in an increasingly digitalised society.

Digital wellbeing for a competitive Europe

The event opened with remarks from Petra Bevek from the Ministry of Digital Transformation of Slovenia and Theresa Elhage, Communication and Advocacy Manager at All Digital.

In his keynote address, Tiago Silva highlighted the campaign’s central message: digital well-being is essential for a competitive Europe by bringing examples from the ALL DIGITAL network to Brussels. As digital tools increasingly shape how people work, learn and interact, fostering healthy digital habits and empowering citizens to navigate digital environments confidently has become a key societal priority.

Participants engaged in interactive discussions exploring how educators, learning providers, policymakers and civil society organisations can work together to promote inclusive and responsible digital participation.

Digital wellbeing and inclusion in EU strategies

A policy panel brought together experts from European institutions, the private sector and civil society to discuss how digital wellbeing and inclusion are being addressed in EU strategies.

Francesca Maltauro, Deputy Head of Unit for Digital Education at the European Commission, emphasised the importance of strengthening digital skills and AI literacy across education systems, while ensuring that policies address the broader social and well-being impacts of digital technologies. She highlighted concerns around the mental health of young people in digital environments and the need to ensure that European digital policies promote safe and trustworthy online spaces.

From the industry perspective, Julie Guichard, EU Digital Safety Government Affairs at Microsoft, stressed that trust must be embedded across the entire digital ecosystem. This includes designing services responsibly, providing clear rules and safeguards, ensuring transparency, and supporting users through education and digital skills development.

Addressing regional and social inequalities, Laia Orozco Joan, Head of the Digital Equity Lab at the Bofill Foundation, highlighted that the digital divide is no longer only about access to technology. Differences in skills, knowledge and support systems can shape how people interact with digital tools, potentially widening inequalities if not addressed through inclusive education policies.

Finally, Diogo Heinen, Digital Well-Being and Inclusive Technology expert at MAKS, stressed the importance of linking digital inclusion and digital well-being. Vulnerable groups, including people with lower digital literacy, may be more exposed to digital risks and distractions. Strengthening digital life skills and community-based learning opportunities can therefore help citizens navigate digital environments with greater confidence.

The role of education, lifelong learning and regions

The discussions highlighted the critical role of education and lifelong learning systems in supporting digital wellbeing. Participants emphasised the importance of developing digital literacy, critical thinking and AI awareness across all age groups.

For regional and local authorities, these discussions resonate strongly with EARLALL’s work on lifelong learning and inclusive skills development. Regions play a key role in ensuring equitable access to digital learning opportunities, particularly for rural areas, vulnerable groups and adult learners, and in supporting educators and training providers in addressing new digital challenges.

Through initiatives such as All Digital Weeks, European networks, policymakers and practitioners can work together to strengthen inclusive digital ecosystems that promote participation, trust and wellbeing in digital societies.

EARLALL looks forward to continuing its collaboration with All DIGITAL and partners across Europe to promote digital inclusion, lifelong learning and responsible digital transformation.

During the week of the European Employment and Social Rights Forum (EU Social Forum) 3-4 March 2026, in Brussels, EARLALL held several exchanges with regional and higher education stakeholders, highlighting shared challenges and innovative approaches to skills development and lifelong learning across Europe.

These meetings provided valuable opportunities to discuss regional perspectives on skills shortages, workforce transformation, and inclusive access to education—issues central to the EU Social Forum discussions.

Addressing skills challenges with partners from Northern Sweden

EARLALL welcomed a delegation from Northern Sweden composed of representatives from regional authorities and academia, including Region Västerbotten and Luleå University of Technology, as well as colleagues based in Brussels.

The exchange focused on the work of EARLALL in monitoring EU initiatives related to education, inclusion, mobility and skills development, as well as the role of regional cooperation and peer learning in supporting members to respond to common challenges.

Representatives from Northern Sweden highlighted the rapid economic transformation taking place in their region, particularly linked to the establishment of major battery production activities. 

The discussion also addressed recent developments following the bankruptcy of battery manufacturer Northvolt, and the implications for workforce planning and regional resilience. Participants reflected on the importance of strengthening cooperation between vocational education and training (VET) providers and universities, as well as the potential role of EU instruments such as the Just Transition Fund in supporting regions facing structural change.

Expanding access to higher education: exchange with the Open University in Wales

In a separate meeting, EARLALL colleagues met with representatives from the Open University in Wales and Universities Wales to discuss innovative approaches to widening access to higher education and supporting lifelong learning pathways.

The Open University in Wales currently serves around 17,000 students through a flexible online and distance-learning model designed to support diverse learner profiles. Participants presented the institution’s broad range of learning opportunities. The Open University also highlighted its flexible “Open Degree”, which allows learners to design their own qualifications by selecting modules across different subject areas—an approach that supports personalised learning journeys and lifelong upskilling.

The discussion also explored the Open University’s partnerships with the Welsh Government, schools, hospitals and health boards to deliver professional training programmes, including teacher training, nursing, social work and digital degree apprenticeships. These initiatives allow learners to study alongside work while directly addressing labour market needs in key sectors. At the same time, maintaining up-to-date curriculum content in rapidly evolving fields remains a significant challenge for higher education institutions.

Participants also discussed emerging opportunities in digital innovation in education, including the use of AI-driven predictive analytics to support student success by identifying learners who may need additional support.

The meeting concluded with an exchange on opportunities for European cooperation. UK universities, including the Open University, are increasingly encouraged to develop credit transfer systems to support skills portability and lifelong learning—priorities that resonate strongly with ongoing European policy discussions.

Representatives from the Open University in Wales also highlighted the importance of engaging with European networks such as EARLALL to better identify and prioritise potential EU project opportunities, particularly in a context where institutional resources for international cooperation are limited.

Continuing dialogue across regions

Both exchanges demonstrated the shared challenges faced by regions and education providers across Europe—from managing economic transitions and skills shortages to expanding access to flexible and inclusive learning opportunities.

They also reinforced the importance of dialogue between regional authorities, higher education institutions and European networks in developing effective responses to these challenges and strengthening lifelong learning ecosystems.