On 13 November, EARLALL met with representatives of Vestland Higher Vocational College, an institution owned by Vestland County Council (Norway), at the premises of the Vestland region in Brussels. The meeting provided an opportunity to introduce EARLALL’s activities, highlight its longstanding cooperation with Vestland County, an active member of the network, and explore opportunities for further collaboration in vocational education and training (VET), skills development and lifelong learning.

Connecting European Regions Through Lifelong Learning

During the meeting, the EARLALL Secretariat presented the association’s mission, strategic priorities and activities, reflecting on 25 years of European regional cooperation in lifelong learning.

Established in 2001, EARLALL brings together regional and local authorities committed to strengthening lifelong learning policies and practices. Through its four thematic Working Groups, capacity-building activities, policy engagement and European projects, the network supports knowledge exchange and practical cooperation between regions.

The presentation highlighted EARLALL’s role in connecting regional priorities with European policy developments, particularly in the context of the Union of Skills and the Pact for Skills. It also showcased opportunities for members and their educational institutions to participate in peer-learning activities, study visits and transnational partnerships.

Building on Cooperation with Vestland County

As an active EARLALL member, Vestland County has contributed to several network activities, sharing its regional experience in education, skills development and innovation.

The meeting highlighted examples of this cooperation, including Vestland’s contributions to discussions on the blue economy and clean energy skills, as well as exchanges on regional approaches to vocational education and training.

Looking ahead, Vestland will also contribute to EARLALL’s upcoming General Assembly, taking place on 2–4 December 2026 in Gothenburg and Borås, Sweden, under the theme “From Basic Skills to STEM”. The programme will feature regional initiatives addressing STEM education and future skills needs, including an example from Vestland.

Exploring Opportunities for Further Engagement

The exchange also introduced opportunities for Vestland Higher Vocational College to engage with EARLALL’s European network through thematic webinars, capacity-building sessions, mobility initiatives and collaborative projects.

Particular attention was given to the importance of connecting education providers with regional skills ecosystems and facilitating exchanges of practices across European regions.

The meeting reaffirmed the value of cooperation between regional authorities and education institutions in addressing shared challenges, including skills shortages, technological transformation and the need for continuous upskilling and reskilling.

EARLALL looks forward to strengthening its cooperation with Vestland County and fostering further connections with its vocational education and training institutions across Europe.

Begoña Pedrosa, Minister of Education of the Basque Country and Vice President of EARLALL, took part in the European Policy Dialogue “Countdown to 2030”, held at BOZAR in Brussels. The event was organised by the UNESCO Liaison Office to the EU and the European Commission’s Directorate-General for International Partnerships (DG INTPA), to mark the European presentation of the 2026 Global Education Monitoring (GEM) Report.

The dialogue brought together policymakers and international organisations to look at the post-2030 education agenda and at what 25 years of progress on access and equity can tell us about the road ahead. Lodovico Folin Calabi, Director of the UNESCO Liaison Office in Brussels and UNESCO Representative to the European Union, acted as master of ceremonies. Manos Antoninis, Director of the GEM Report, presented the report and moderated both discussions.

Part 1: Education beyond 2030, a global perspective

The first session, moderated by Manos Antoninis, looked at how evidence from the GEM Report can inform cooperation with partner countries. It featured Martin Seychell, Deputy Director-General of DG INTPA at the European Commission; H.E. Prof. Torerayi Moyo, Minister of Primary and Secondary Education of Zimbabwe; André Deloh, Director of Programme Monitoring and Oversight at the Ministry of National Education of Côte d’Ivoire; David Edwards, General Secretary of Education International; and Moira V. Faul, Executive Director of NORRAG.

Several messages stood out:

  • Funding: Aid to education has fallen, with a sharp drop in aid to basic education. Foundational learning in Africa remains a central concern.
  • Education as a journey: The aim is not only to get children into school but to equip them with competencies that connect with the labour market. This means focusing on VET and on disadvantaged groups, with teachers playing a central role.
  • Dropouts and equity: School dropout is often tackled too late, as a last resort, so early warning systems matter. Equity is harder to achieve in contexts of poverty, and measurement tools need to be adjusted to capture it better.
  • Zimbabwe: Minister Moyo presented five priority pillars and described education as the only way to achieve the country’s vision. He presented it as a powerful tool for critical thinking and problem-solving skills, and highlighted innovation and industrial hubs and a white paper on foundational literacy and numeracy.
  • Education International: The discussion centred on funding and on the central role of teachers.

Part 2: Access and equity in Europe

The second session, also moderated by Manos Antoninis, turned to Europe. National and international education policymakers reflected on what the past 25 years can teach us about advancing equitable access. Speakers were Antoaneta Angelova-Krasteva, Director for Policy Strategy, Country Intelligence and Youth at the European Commission’s DG EAC; Jonas Erin, Senior Policy Advisor at the Council of Europe’s Education Department; Begoña Pedrosa, Minister of Education of the Basque Country; Patrizia Jankovic, Head of EU Educational Cooperation, Multilateral Affairs and EU Legal Affairs at the Austrian Federal Ministry of Education; Maurice De Greef, UNESCO Chair on Adult Education at Vrije Universiteit Brussel; and Panagiotis Chatzimichail, Head of External Affairs at OBESSU.

The Basque Country: inclusion, early support and the role of VET

Minister Pedrosa presented the Basque experience in inclusive education and equal opportunities, in a context of growing diversity among students and of educational and social needs. She stressed personalised attention, educational guidance and early detection of learning difficulties, together with responses adapted to each student’s circumstances throughout their educational path.

She placed particular emphasis on the role of Vocational Education and Training in keeping people learning and easing the transition to employment, especially for those who find it hardest to complete their education. She explained that the Basque VET system offers several pathways. Initial VET includes adapted, integrated and flexible modalities, with personalised guidance and socio-educational support. Dual VET, built on close collaboration with companies, combines learning in schools with training in the workplace. A modular offer also supports lifelong learning, allowing professional competences to be acquired and accredited progressively.

She also noted that effective schools are those where strong leadership and communities that learn together go hand in hand. In her words, education must offer opportunities to everyone regardless of their personal or social situation, and VET has a particularly important role for those who need the most support.

Other contributions

  • European Commission: Early childhood education and care is crucial, but disparities persist, especially in rural areas and across socio-economic backgrounds. PISA results show a decline in basic skills, and teacher shortages add to the problem. Investment must go hand in hand with reforms, with VET and lifelong learning (upskilling and reskilling), cooperation with companies and country-specific recommendations as part of the future.
  • Council of Europe: The focus was on citizenship and democratic education, diversity as an asset and support for refugees. It also covered digital transformation and AI literacy, with Compass as a practical tool. Technology should serve learners, not replace teachers, and teachers’ professional development should be a priority.
  • Austria: The emphasis was on early childhood education, smooth transitions into primary school, professionalisation of childhood educators and support for teaching staff, so that every child has a chance to succeed.
  • UNESCO Chair on Adult Education (VUB): Professor De Greef made the case for measuring the impact of adult learning and education (ALE), which is linked to improved knowledge, health and labour-market outcomes. Scaling it up requires more than a top-down approach. It needs professional teachers, tutors and educators rather than volunteers, and a system of referral.
  • OBESSU: Meaningful inclusion is not about presence but about power, and it requires accountability. Outreach must go to those who have left school, since they will not come to Brussels. Representativeness and legitimacy are also key.

The session closed with reflections on international and regional priorities from H.E. Mr. El-Hadji Serigne Mbaye Thiam, High Level Envoy and Advisor to the Global Partnership for Education, followed by closing remarks from Lodovico Folin Calabi and a networking reception.

Key messages

  • Progress towards 2030 depends on sustained funding, strong teachers and early intervention against dropout.
  • VET, adult learning and the inclusion of disadvantaged groups must be part of the post-2030 agenda.
  • Equity is about outcomes, so measurement tools need to be better adapted.

EARLALL is proud that its Vice President brought the voice of regional authorities, and the Basque experience in inclusive education and VET, to this European and global discussion.

Further information on the Basque Government’s account of the event is available on Irekia (in Spanish).

On 9 and 10 November, Cedefop held its 6th Policy Learning Forum (PLF) at the premises of the European Economic and Social Committee in Brussels, during European Skills & VET Week 2026. The topic: inequalities in adult skills development and how to shape forward-looking approaches. EARLALL took part, represented by Camilla Winter and Noelia Cantero.

The message: learning reaches those who need it least

Cedefop Executive Director Jürgen Siebel highlighted two groups of “invisible” adults: those who are economically inactive, and employees in jobs with little learning content. The data show the scale of the challenge. In 2022, only 39.5% of adults took part in formal or non-formal learning, against a 60% target for 2030, and participation among low-qualified adults (18.5%) remains well below the 30% target.

Guidance makes the difference

Fewer than one in five adults receive guidance, with rates from around 60% in Finland to about 5% in Czechia. Yet guidance has the strongest link to taking part in learning, and that link is strongest among the groups who learn least.

What works

Mixed stakeholder roundtables pointed to the same answers:

  • Go where people are, through trusted community channels, and build long-term pathways into learning and work.
  • Integrated governance across national, regional and local levels, and sustained investment instead of short-term projects.
  • Bring training closer to the workplace, supporting SMEs and microenterprises through strong local and regional ecosystems.

EARLALL’s contribution

EARLALL took part in the workshops behind Cedefop’s research paper Preparing for 2040: Four AI-powered scenarios for the future of continuing skills development, presented on the second day. For our member regions, the Forum’s call for regional and local ecosystems, multi-level governance and local support to SMEs is familiar ground. The Forum also flagged a risk: ESF+ may have fewer resources in 2028–2034, just as demand for sustained investment grows.

Read the report of the event here.

The proposed National and Regional Partnership Plans (NRPPs) could shape nearly half of the EU budget for 2028–2034. At a European Parliament event on 10 November, MEPs and experts highlighted the importance of involving regional and local authorities in the planning, implementation and monitoring of EU funding.

The negotiations on the EU’s next long-term budget are gaining momentum. One of the key proposals under discussion is the creation of a single National and Regional Partnership Plan (NRPP) for each Member State, bringing together several major EU funding instruments, including cohesion policy, the European Social Fund, agriculture and fisheries. Together, these plans would cover nearly half of the EU budget for 2028–2034.

For regions and local authorities, the proposal raises important questions about how EU funding will be managed and how territorial needs and priorities will be reflected in future investment decisions. This is particularly relevant for those working in education, vocational training, skills development and lifelong learning, where regional cooperation and local knowledge play an important role.

On 10 November 2026, the European Parliament hosted a discussion in Brussels bringing together Members of the European Parliament, EU representatives and civil society to examine the future of the NRPPs. EARLALL followed the debate, with a particular interest in the role of regions and the future of funding for skills and lifelong learning.

Parliament calls for a stronger role for regions

Opening the event, Christian Mangold, Director-General for Communication, recalled that the European Parliament adopted its position in April and that this position remains unchanged. With more than 7,000 amendments tabled to the draft report, he underlined the importance attached to the future of EU funding by Members of the Parliament.

European Parliament President Roberta Metsola highlighted three principles guiding the negotiations: ambition, representation and commitment. On representation, she stressed that local and regional authorities must be fully involved in the design, implementation, monitoring and evaluation of programmes. Decisions, she argued, should involve those who know their territories and their needs best.

She also reiterated Parliament’s position on maintaining dedicated budgets for cohesion and agricultural policies, while encouraging participants to continue communicating the concrete benefits that EU funding brings to citizens and communities.

Learning from the Recovery and Resilience Facility

Zsolt Darvas from Bruegel brought an analytical perspective to the discussion, drawing comparisons between the proposed NRPP model and the Recovery and Resilience Facility (RRF).

He noted that the RRF involved relatively few stakeholders beyond central governments and warned against repeating this approach in the new funding architecture. While welcoming the stronger focus on results, he also questioned whether some of the proposed indicators genuinely measure outcomes. For instance, counting the number of students receiving new equipment does not necessarily demonstrate an improvement in learning outcomes.

Among his recommendations were the introduction of a common methodology for indicators, a stronger role for the European Parliament and the use of national conditions only where local authorities have the capacity to implement them.

MEPs highlight the importance of the territorial dimension

The first panel, An EU long-term budget that works for regions, brought together MEPs and representatives from different political groups. Despite their different perspectives, speakers shared concerns about the need to preserve the role of regions in the future funding framework.

  • Andrey Novakov (EPP, BG) described the proposal as unprecedented, replacing around 265 operational programmes with one plan per Member State. He characterised the proposal as potentially “a perfect storm or a masterpiece” and highlighted that his report includes provisions aimed at safeguarding the role of regions.
  • Vasco Alves Cordeiro (PES, PT), rapporteur for the European Committee of the Regions, warned that the proposed architecture risks weakening the territorial dimension of EU policies and concentrating decision-making in Brussels and national capitals. Describing cohesion policy as “a democratic asset”, he presented the Committee’s proposals to assess whether subnational authorities have been involved in each plan and to introduce a subsidiarity clause giving multilevel governance a stronger legal basis.
  • Pascal Arimont (EPP, BE), rapporteur on the ERDF and Cohesion Fund, questioned whether a single plan would necessarily make the process simpler for Member States. While it might facilitate the Commission’s work, regions could lose influence in negotiations at national level. Parliament’s position therefore seeks to guarantee regions the right to participate in negotiating and deciding on the plans. He also anticipated challenging negotiations with the Council.
  • Marit Maij (S&D, NL), co-rapporteur on the European Social Fund, reported that the Employment and Social Affairs Committee had voted that morning, by a broad majority, to restore the ESF’s objectives and earmarking within the NRPPs. This includes funding for the Youth Guarantee and the Child Guarantee. She warned that, without dedicated funding, social priorities risk being pushed aside. Referring to the Irish Presidency’s proposed 14% share for social policy, she estimated that this would amount to around €60 billion over seven years, approximately 40% less than the current ESF allocation.

Why this matters for skills and lifelong learning

For EARLALL and its members, the future of the European Social Fund is a particularly important part of the discussion.

The ESF+ is one of the main EU instruments supporting vocational education and training, upskilling and reskilling, employment and social inclusion across Europe’s regions. Its future within the NRPP framework will have a direct impact on the resources available to support people throughout their learning and working lives.

Maintaining clear objectives and dedicated funding for social priorities, while ensuring that regional authorities have a meaningful role in planning and monitoring investments, will be essential. Regions are well placed to identify skills needs, connect education and training provision with labour market developments, and bring together the different actors involved in lifelong learning.

EARLALL will continue to follow the negotiations and highlight the importance of a strong regional dimension in the next EU budget, including the role of regions in shaping and delivering policies for skills development and lifelong learning.

Bringing the EU budget closer to citizens

The afternoon session, led by the European Parliament’s Directorate-General for Communication, focused on how to make the EU budget more accessible and understandable to citizens.

The discussion presented the second phase of the Parliament’s communication campaign on the long-term budget, facts and figures from the Budget DG, and learning resources designed for young people.

Regional and local authorities have an important role to play in this effort. As the level of governance closest to citizens, they can help explain how EU funding translates into concrete opportunities and improvements in people’s everyday lives.

What happens next?

The responsible parliamentary committees are expected to vote on their negotiating mandate on the NRPPs in the coming weeks. This will pave the way for negotiations with the Council on the future structure and priorities of the EU’s 2028–2034 budget.

For regions, the coming months will be crucial in determining how their role is recognised in the new framework and whether the future budget will provide the flexibility and resources needed to respond to territorial needs.

EARLALL will continue to engage in these discussions, advocating for the involvement of regional authorities and the continued recognition of skills, education and lifelong learning as key drivers of Europe’s development.

The Erasmus+ project brings together six organisations from France, Belgium, Sweden, Italy, Spain and Slovenia. EARLALL will lead the work on dissemination, institutional uptake and sustainability.

EARLALL is taking part in Women in Technology, a new European cooperation project addressing the underrepresentation of women in technology-related vocational education and training (VET), with a particular focus on Advanced Manufacturing and Information and Communication Technologies (ICT).

Coordinated by Campus des Métiers et des Qualifications de l’Industrie du Futur (CMQ Industrie du Futur), France, the project brings together six organisations:

  • Campus des Métiers et des Qualifications de l’Industrie du Futur (CMQ Industrie du Futur) – France, coordinator
  • European Association of Regional and Local Authorities for Lifelong Learning (EARLALL) – Belgium
  • Curt Nicolin Gymnasiet – Sweden
  • MADE S.C. a R.L. Competence Center Industry 4.0 – Italy
  • CIFP Don Bosco LHII – Spain
  • Skupnost višjih strokovnih šol Republike Slovenije – Slovenia

Women in Technology is supported by the Erasmus+ Cooperation Partnerships in Vocational Education and Training (KA220-VET). With a total budget of €400,000, the project will run for 36 months, from 1 October 2026 to 30 September 2029.

The project officially kicked off on 10 November 2026. The partners will meet in person for their first project meeting in Rodez, France, on 12–13 January 2027, to discuss the next steps and coordinate the start of the project activities.

Addressing the gender gap in technology education

Despite the growing importance of digital and advanced manufacturing skills, women remain underrepresented in many technology-related study programmes and professional fields. Gender stereotypes, confidence gaps, limited visibility of female role models and institutional practices can all influence women’s participation and experience in technical learning environments.

Women in Technology aims to address these challenges through research, educational development and closer cooperation between VET institutions and industry. The partnership will work to identify the barriers and motivations influencing women’s participation, develop practical approaches to more inclusive training, and test these approaches in partner countries.

The project has three main objectives:

  • Understand the barriers and motivations: gather evidence on the factors influencing women’s participation in technology-oriented VET, including the perspectives of learners, educators and industry representatives.
  • Develop an inclusive training model: combine gender-sensitive teaching approaches with stronger cooperation between VET providers and companies.
  • Test and improve practical solutions: pilot the model in partner countries, evaluate its results and support its wider use by other VET institutions.

EARLALL’s role: connecting project results with institutions and policy

EARLALL will lead Work Package 5 – Dissemination, Institutional Uptake and Sustainability. This work will ensure that the project’s findings, tools and practices reach the relevant audiences and can be taken up beyond the partnership.

Building on its European network of regional and local authorities and its work in lifelong learning, EARLALL will coordinate the project’s communication and dissemination strategy and support engagement with VET providers, regional and national authorities, industry representatives and European policy stakeholders.

The work will include sharing project results through partner networks and relevant events, contributing to policy dialogue and preparing a policy brief with recommendations for institutional and policy stakeholders. EARLALL will also support the wider uptake of the project’s Inclusive Industry-Integrated Model by VET institutions and regional actors.

This work will be carried out in close cooperation with the other partners. Skupnost višjih strokovnih šol Republike Slovenije will contribute to the Digital Knowledge Hub and the Sustainability Framework, while CIFP Don Bosco LHII will organise the final European conference. All partners will contribute to dissemination through their own institutional and regional networks.

From research to practical implementation

The project will be organised through five work packages covering project management, research, development, piloting and dissemination.

The first stage will establish a Skills and Inclusion Observatory. Through surveys and interviews with female VET learners, educators and industry representatives, partners will examine the barriers and factors influencing women’s participation in Advanced Manufacturing and ICT. The findings will be brought together in a comparative report and a practical toolkit.

Building on this evidence, the partnership will develop an Inclusive Industry-Integrated Model. This will provide guidance and practical tools for VET institutions and companies, including gender-sensitive approaches to teaching, structured cooperation with industry, mentoring activities and opportunities for learners to engage with technology professionals and female role models.

The model will then be tested through pilot activities in partner countries. Workshops, mentoring and practical projects will give learners and educators the opportunity to apply the proposed approaches in real training contexts. The results will be evaluated and used to refine the project’s methodological resources and identify good practices that can be shared with other institutions.

Building on previous European cooperation

The partnership also builds on previous cooperation between several of its organisations through LCAMP (Learner-Centric Advanced Manufacturing Platform), a European project focused on learner-centred approaches in advanced manufacturing. This earlier collaboration enabled partners to develop relationships, exchange expertise, and work together on shared challenges in vocational education and training.

Women in Technology brings some of these organisations together again, this time to address a specific challenge: improving women’s participation in technology-related education and training.

Supporting lasting change across Europe

The expected results of Women in Technology include a Skills and Inclusion Observatory Toolkit, an Inclusive Industry-Integrated Model, a Methodological Toolkit and collection of validated good practices, a Digital Knowledge Hub, and a Sustainability Framework.

Through its role in dissemination and institutional uptake, EARLALL will help connect these results with the organisations and decision-makers who can use them in practice. The project aims to strengthen the capacity of VET institutions to create more inclusive learning environments, improve cooperation between education and industry, and encourage more women to choose and pursue careers in technology.

On 4–5 November 2026, EARLALL, advisory partner and communication lead for the Interreg Europe project QUEEN, joined the project’s fourth interregional meeting in Cork, Ireland. Hosted by Cork County Council (CCC), the meeting gave partners an opportunity to hear from apprentices, explore Cork’s approach to skills and entrepreneurship, and identify good practices that could improve apprenticeship policies in their regions.

Exploring Cork’s approach to skills and entrepreneurship

Darragh O’Suilleabhain of CCC welcomed participants, and Lorenzo Sabatini of ASEV, QUEEN’s lead partner, introduced the project to stakeholders joining for the first time. O’Suilleabhain presented the Cork County Local Economic and Community Plan 2024-2030, which draws on local evidence and public consultation to guide investment. Examples of how Cork supports enterprise and lifelong learning included microcredentials and training in leadership and digital skills through Cork Chamber Skillnet.

Marion Guiry of Local Enterprise Office South Cork introduced the Start Your Own Business programme. Veronica Murphy of Discovery Partnership, who has designed and delivered the programme since 2008, explained how mentoring, group exercises and peer networks help craftspeople start a business. Partners discussed what this could mean for careers advice. Showing prospective apprentices how they could one day run a business and employ others could make apprenticeships more attractive.

Sharing good practices from six territories

In a workshop moderated by Miriam Siciliano of Resolvo, the Bucharest-Ilfov regional intermediate body presented a pathway into electronics and automation open to rural learners and school leavers who have not passed the baccalaureate. The Regional Government of Tuscany shared an approach to addressing barriers to dual apprenticeships. Turku University of Applied Sciences presented a qualification unit from Finland’s Raisio Regional Education and Training Consortium that allows apprentices to train abroad as part of their qualification.

South Moravia showed how its Vyber praxe platform helps learners choose practical training placements. Zenica-Doboj Canton explained how grants help small and medium-sized businesses work with schools. The Basque Country presented PEAC, which gives people a way to gain formal recognition for skills acquired at work or through non-formal learning. Partners voted for the practices they most wanted to explore in their regions.

Hearing from training providers and apprentices

At Munster Technological University, Sean McSweeney, Dean of the Faculty of Engineering, welcomed partners to the craft apprenticeship school. Michael Hourihan explained how apprentices in 12 trades complete two phases of their training at the university. At Cork College of FET, campus manager Valerie Cowman described how Irish apprentices earn while they train and are assessed both at work and at a training centre. Between 2014 and 2023, the number of apprenticeship programmes in Ireland grew from 27 to 73, annual registrations rose from 2,698 to 8,712, and women’s participation increased from below 1% to 8.3%.

On the second day, CCC civil engineering apprentices Jason Forde and Abby described spending four days a week on site and one studying online. Their mentor, Peter Healy, reviews their reflective journals with them. Jason brought 23 years of experience in drinking water treatment and distribution, while Abby came to engineering from sociology. Electrician Kerrie Anne Fitzgerald spoke about the difficulty of finding her first employer and encouraged partners to make women in the trades more visible and ask apprentices what helps them stay.

EARLALL leads the discussion on the next round of good practices

Building on the previous day’s vote, Olga Nowak of EARLALL led a workshop on priorities for the next round of good practices. Partners identified topics that the practices shared so far had yet to address. Each region could then indicate which proposals met a local need, giving partners a focus for their work with regional stakeholders and helping them identify whom to meet for bilateral exchanges.

In a policy workshop led by Miriam Siciliano, partners discussed the changes they wanted to make in their regions and planned bilateral meetings with partners able to share relevant experience.

The Steering Group reviewed progress and planned the next QUEEN Good Practice Meetings. As communication lead, EARLALL also presented the results of the past semester’s communication and dissemination activities and outlined plans for the next semester.

On 5 November 2026, the European Commission presented its new Education and Skills Package, as part of the Union of Skills. The package sets out four priorities for strengthening education and training across Europe, including the modernisation of vocational education and training (VET).

The Education and Skills Package aims to help EU countries accelerate reforms and support learners, teachers and schools in achieving better results. It responds to key challenges facing European education systems, including declining basic skills, technological developments and artificial intelligence, teacher shortages, and changing labour market needs.

The Commission has identified four priorities for stronger education and training:

  • Stronger basic skills for every learner: improving reading, mathematics, science, digital and citizenship skills.
  • Better and safer use of technology for education: supporting the responsible use of digital tools and artificial intelligence in learning environments.
  • A more attractive and supported teaching profession: strengthening teachers’ working conditions, professional development and support.
  • Modernising vocational education and training: making VET more flexible, attractive and responsive to changing skills needs.

A new European VET Strategy

Under the fourth priority, the European Commission presented its new European Vocational Education and Training (VET) Strategy, setting out 10 initiatives under three main objectives:

  1. More flexible and higher-quality VET systems, keeping pace with technological developments and changing skills needs.
  2. Stronger links between VET, businesses and strategic sectors, encouraging closer cooperation between training providers and industry.
  3. Making VET more European and international, supporting learning mobility and cooperation beyond national borders.

Among the proposed initiatives are a European Sectoral Training Accelerator, which will pilot short and flexible training modules developed together with industry from 2027; new VET-business partnerships to establish training centres; and an EU mobility marketplace to facilitate training opportunities abroad for VET learners and apprentices.

The strategy aims to strengthen the capacity of vocational education and training systems to respond to skills shortages, support innovation and prepare learners for careers in sectors undergoing significant transformation.

Bringing regional perspectives into the European discussion

The implementation of these priorities will require cooperation across different levels of governance. Regions and local authorities have an important role in connecting education and training providers, employers, public authorities and other local stakeholders, ensuring that skills development responds to territorial needs and labour market realities.

EARLALL and its members participated in the consultation webinars organised by the European Commission in preparation for the new VET Strategy, contributing regional perspectives and experiences to the discussion on the future of vocational education and training in Europe.

Through its activities and cooperation with European institutions and networks, EARLALL will continue to follow the development and implementation of the Education and Skills Package, with particular attention to the opportunities and implications for its member regions.

The European Education and Skills Package will also be an important reference for EARLALL’s 2027 Action Plan, particularly in relation to lifelong learning, vocational education and training, regional skills ecosystems and cooperation between education and training organisations.

Looking ahead: On 20 November 2026, the European Commission will host the European Education and Skills Summit in Brussels, bringing together EU countries and relevant stakeholders to launch the implementation of the Package.

Further information:

On 29 October 2026, the Interreg Europe Policy Learning Platform organised the online capacity-building event “Strengthening vocational training to bridge skill gaps”, in cooperation with the Regional Development Agency of Khmelnytskyi Oblast, Ukraine. The event brought together Ukrainian local and regional authorities, education providers, experts and practitioners to discuss how vocational education and training (VET) can respond to changing labour market needs, support lifelong learning and contribute to regional economic development.

Against the backdrop of damaged infrastructure, workforce displacement and persistent skills shortages, strengthening Ukraine’s VET system is an important part of its recovery and reconstruction. Discussions focused on the country’s ongoing VET reform and the role of regional authorities in translating national policy changes into effective training opportunities.

Ukraine’s VET reform: strengthening skills governance and regional cooperation

Iryna Shumik, Director General of the Directorate of Vocational Education and Training, presented the main developments in Ukraine’s new VET framework. Key changes include greater institutional and financial autonomy for VET institutions, stronger employer involvement, more flexible learning pathways, partial qualifications and independent assessment and certification of professional competences.

In 2026, attention shifted towards implementation. New workplace training arrangements were introduced in September, while the updated national VET standard adopted in October requires at least 40% practical training and allows programmes to offer up to three professional qualifications. A new financing model is also under development, linking institutional funding with performance-related elements, regional demand and graduate employment.

The discussion also drew on OECD recommendations for strengthening VET in Ukraine’s recovery and reconstruction, highlighting the need for better labour market intelligence, stronger coordination between public authorities, employers and education providers, and quality assurance for new learning formats, including micro-credentials.

European regional experiences: connecting skills, education and economic development

The event featured several European practices addressing skills management, digital learning and the integration of vocational training into regional development strategies.

As part of the SKYLA Interreg Europe project, three contributions presented experiences from Sweden, Lithuania and Italy.

  • Andrius Bečys, Product Owner of Kursuok.lt at the European Social Fund Agency in Lithuania, presented “KURSUOK: A One-Stop Platform for Lifelong Learning”. The national digital platform brings training opportunities and funding information together, allowing learners to compare programmes, apply for funding and obtain certificates. It has registered more than 96,000 users, with over 23,000 people completing training through 320 providers and 3,000 programmes. The experience demonstrates how digital public services can improve access to lifelong learning and connect training provision with national skills priorities.
  • Miriana Bucalossi, Region of Tuscany, together with Lorenzo Sabatini, from the Agency for the Development of Empolese Valdelsa, presented “Building Regional Skills Ecosystems for the Twin Transition”. Their contribution highlighted the role of ITS Academies, apprenticeships and work-based learning in connecting education with regional smart specialisation strategies. The Tuscan experience showed how cooperation between businesses, education providers, research organisations and public institutions can develop the skills needed in strategic sectors undergoing green and digital transformation.

Skills intelligence, digital learning and lifelong learning

Other contributions broadened the discussion to different dimensions of regional skills policies.

Bruno Grandjean, General Director of Pôle Véhicule du Futur in Grand Est, France, presented an approach to anticipating skills needs through public-private cooperation. From Sweden, Mattias Jaktlund introduced the Distance Campus model in Östersund, combining remote learning with local study facilities, guidance, peer support and connections with employers to improve access to education and employment opportunities.

Stelina Chatzichristou, from Cedefop, explored the role of skills intelligence in the green and digital transitions. Her presentation highlighted the importance of combining forecasting tools and labour market data while recognising their limitations. Quantitative evidence needs to be complemented by local knowledge, stakeholder dialogue and a better understanding of people’s aspirations and changing skills requirements.

The role of regions in building future-ready skills systems

Across the discussions and working groups, a common message emerged: no single institution or policy instrument can address skills gaps alone. Effective skills strategies require cooperation between regional and national authorities, employers, education and training providers, research organisations and social partners.

The exchange also highlighted the importance of connecting VET with wider regional development priorities, including Smart Specialisation Strategies (S3), the green and digital transitions, adult learning and labour market inclusion.

For Ukrainian stakeholders, European regional experiences offered practical inspiration for implementing reforms and adapting training systems to local needs, including those of internally displaced people. The event demonstrated the value of interregional cooperation and policy learning in strengthening regional skills ecosystems and supporting more inclusive, resilient and competitive economies.

On 29 October 2026, Movetia, Switzerland’s national agency for exchange and mobility, organised an online webinar on the four horizontal priorities of Erasmus+, helping education professionals understand how to integrate them into projects and prepare for Switzerland’s planned association with the programme in 2027.

The webinar, Erasmus+ and the Four Horizontal Priorities, was aimed primarily at vocational education and training (VET) institutions, while also welcoming participants from other education sectors. It provided an introduction to the Erasmus+ programme, its objectives and key actions, with a particular focus on mobility projects (KA1) and cooperation partnerships (KA2).

Camilla Winter, an experienced internationalisation expert with more than 30 years of experience in vocational education and adult learning, led the main session. She presented the four horizontal priorities of Erasmus+: inclusion and diversity, digital transformation, the environment and the fight against climate change, and participation in democratic life. Using examples from vocational education and training, she explored how these priorities can be integrated into project planning and implementation, helping organisations strengthen the relevance and societal impact of their initiatives.

Participants also learned about Training and Cooperation Activities (TCA), which offer further opportunities to exchange knowledge, develop partnerships and improve the quality of Erasmus+ projects. The session concluded with practical advice on consulting programme guidance, exploring available resources and preparing future project activities.

Both Movetia and Camilla Winter are associated members of EARLALL. Their involvement reflects the importance of connecting national agencies, regional authorities and education stakeholders to strengthen international cooperation and lifelong learning across Europe.

The webinar also comes at a significant moment for European cooperation. Discussions on Switzerland’s potential participation in Erasmus+ highlight the evolving opportunities for mobility, partnerships and knowledge exchange. Maintaining strong links between regions and organisations will be essential to making the most of these developments and supporting cooperation across European education and training systems.

Further webinars are planned for January 2027, focusing on VET mobility projects under Erasmus+ and the application process for VET projects, providing additional support for organisations preparing to engage with the programme.

On 22 October, the European Parliament adopted its position on the next Erasmus+ programme for 2028–2034, with 454 votes in favour. The vote marks an important step in shaping the future of one of the EU’s flagship programmes for education, training, youth and sport. It also opens the way for the next stage of negotiations with EU Member States.

Parliament is calling for a budget of €47.39 billion, compared with the European Commission’s proposed €40.8 billion. The future programme would also integrate the European Solidarity Corps, bringing volunteering and solidarity activities together with education, training, youth and sport under a single programme.

However, Parliament’s vote does not represent a final decision. Its position will serve as a negotiating mandate for the discussions with EU governments, with the final budget also linked to negotiations on the EU’s Multiannual Financial Framework (MFF) for 2028–2034.

For EARLALL, the next Erasmus+ programme must provide the resources, accessibility and regional cooperation needed to make lifelong learning opportunities available to people and communities across Europe.

A stronger Erasmus+ with a broader reach

Parliament’s position seeks to strengthen Erasmus+ so that it can respond more effectively to Europe’s strategic challenges. As well as advocating for a larger budget, MEPs have proposed measures to reinforce inclusion and recognise a wider range of learning and professional pathways.

One important development is the explicit inclusion of vocational education and training (VET) learners, teachers and trainers as eligible participants. This reinforces the role of vocational education within Erasmus+, alongside other education and training sectors, and offers opportunities to broaden access to international learning mobility.

Parliament has also proposed a target that at least 20% of mobility participants should be people with fewer opportunities. Achieving this ambition will require more than setting a target: funding mechanisms, grant levels and practical support must enable people facing financial, geographical or other barriers to participate.

The integration of the European Solidarity Corps also brings opportunities to strengthen connections between learning, volunteering and active citizenship, while ensuring that solidarity activities remain visible and accessible within the future programme.

Rapporteur Bogdan Zdrojewski (EPP, Poland) underlined Parliament’s ambition to strengthen the programme’s capacity to address Europe’s strategic challenges, calling for the investment needed to build on Erasmus+’s achievements. Parliament also expressed support for the United Kingdom’s return to the programme.

EARLALL’s contribution to the future of Erasmus+

EARLALL has been actively contributing to discussions on the future of Erasmus+, advocating for a programme that better reflects the needs of regions and local communities.

In May 2025, EARLALL published its position on Erasmus+ in the EU’s 2028–2035 Multiannual Financial Framework. The position called for a decentralised, inclusive and adaptable programme, with regional and local authorities recognised as strategic partners in its design, governance and implementation.

EARLALL highlighted several priorities: stronger regional engagement, capacity-building support for local actors, improved coordination between EU programmes, dedicated funding to reach learners facing barriers, and simpler administrative procedures. It also stressed the importance of maintaining initiatives such as Centres of Vocational Excellence to connect education and training with regional labour market needs.

In January 2026, EARLALL brought these priorities directly to the European Parliament’s stakeholder consultation on the future Erasmus+ programme for 2028–2034, chaired by rapporteur MEP Bogdan Zdrojewski. During the consultation, EARLALL presented proposed amendments to the draft Erasmus+ Regulation, calling for stronger recognition of regional and local authorities as strategic partners in the programme’s governance and implementation.

EARLALL’s contribution also emphasised territorial cohesion, more accessible funding and stronger support for regional education and training ecosystems. These proposals aimed to ensure that the future programme responds to the diverse needs of Europe’s regions and reaches learners and organisations that may face barriers to participation.

These priorities remain highly relevant as the legislative process moves forward. A stronger Erasmus+ should not only increase the number of opportunities available, but also ensure that regions, education and training providers and learners can access and benefit from them.

Ensuring that ambition translates into opportunities

The proposed budget increase is an important part of the discussion, particularly as the future programme is expected to cover a broader range of activities. However, the level of ambition must be matched by adequate and predictable resources to sustain and expand opportunities across all programme fields.

For EARLALL, accessibility is equally important. Smaller organisations and local actors need clear guidance, appropriate administrative support and the capacity to participate. Funding arrangements must also reflect the different circumstances of learners and regions, including those facing geographical or socio-economic barriers.

Regional and local authorities have an important role in connecting European priorities with local needs. They can bring together education and training providers, employers, public institutions and civil society to develop learning opportunities that respond to regional skills needs and support social inclusion.

Strengthening this territorial dimension can help ensure that Erasmus+ contributes not only to individual learning mobility, but also to organisational development, regional cooperation and the long-term capacity of education and training systems.

The next steps

Following Parliament’s vote, negotiations with EU governments will shape the final Erasmus+ regulation and its financial framework for 2028–2034. The outcome will determine how the programme’s objectives, budget and implementation arrangements are translated into practice.

EARLALL will continue to contribute to these discussions, advocating for a well-resourced, inclusive and regionally responsive Erasmus+ programme that supports lifelong learning, vocational education and training, skills development and cooperation across Europe.

The next programme offers an opportunity to build on Erasmus+’s achievements while addressing persistent barriers to participation. Ensuring that regional and local actors are recognised as key partners will be essential to making its opportunities accessible to more people, organisations and communities.

On 21 October, the EPALE Community Conference 2026 brought together adult learning professionals, policymakers, researchers and practitioners to discuss how skills and lifelong learning can contribute to a more inclusive, competitive and resilient Europe. Under the theme Shaping Europe through Skills, the two-day conference explored the role of adult education in supporting quality jobs, equal opportunities and democratic participation.

For EARLALL, these discussions highlight the importance of connecting European skills policies with regional needs and the realities of people, organisations and local communities. Regions play an important role in bringing together education and training providers, public authorities, employers and civil society to develop learning opportunities that respond to changing social and economic contexts.

Recognising skills and supporting fair opportunities

The first day focused on how European skills policies can support competitiveness and inclusion, with particular attention to the recognition and portability of skills across borders, as well as the need to help adults upskill and reskill in response to technological change.

Opening the conference, Sophie Beernaerts of the European Commission highlighted the importance of the EPALE community in bringing together knowledge, experience and practice. Experienced members can support newcomers, while organisations of different sizes and from different geographical contexts can learn from one another. This exchange is essential to making lifelong learning accessible to a wider range of adults.

The discussions also addressed European initiatives supporting basic skills, individual learning opportunities and vocational education and training. Effective guidance, flexible learning pathways and the removal of barriers to participation remain important to ensure that adults can access training that meets their needs.

The panel Skills without Borders – From Recognition to Opportunity examined how European cooperation can improve the recognition of skills and qualifications across countries. Ernesto Villalba-Garcia from Cedefop stressed that skills recognition is closely connected to fair mobility and wider social policies. Although European frameworks provide common reference points, national systems remain fragmented, making continued coordination necessary.

Digital credentials and shared standards offer opportunities to make skills more transparent and portable. However, people also need practical support to use their existing competences when moving between countries or entering new labour markets.

Mariavittoria Garlappi from the European Training Foundation highlighted the importance of cooperation between destination countries and countries of origin to address skills needs while avoiding brain drain. Partnerships involving public institutions, employers and vocational education and training providers can help develop relevant qualifications and create benefits for migrants and the countries involved.

These discussions underline the value of cooperation between European, national and regional actors. Regional skills ecosystems can help connect labour market needs with education and training provision, while ensuring that people have opportunities to build on their existing knowledge and experience.

Artificial intelligence and the need for continuous learning

Another central topic was the impact of artificial intelligence and automation on employment, skills needs and access to reskilling.

During the panel The Automation Paradox: AI, Inequality, and Access to Reskilling, Ada Zakrewska from the OECD highlighted the importance of understanding how workers and employers experience technological change. Research discussed during the session suggested that workers who participate in AI-related training tend to have more positive attitudes towards the technology.

Isaure Delaporte from the International Labour Organisation stressed that the impact of generative AI extends across many occupations. Technical skills remain important, but workers also need complementary competences, including critical thinking, judgement, social and emotional skills, and the ability to combine different forms of knowledge.

The discussion also highlighted the importance of looking beyond employment rates and wages when assessing the impact of skills development. Training should help people access better jobs and working conditions, rather than simply enabling them to adapt to changing demands.

For regions, this raises important questions about how to anticipate skills needs, support workers through labour market transitions and ensure that reskilling opportunities reach those who need them most. Cooperation between employers, training providers, public authorities and research organisations can help develop responses that reflect local circumstances while contributing to wider European objectives.

Erasmus+ and the impact of European cooperation on adult learning

On 22 October, the EPALE Belgium Conference continued the discussion by focusing on the impact of Erasmus+ on adult education and the future of the programme beyond 2027.

The keynote presentation by Marco Cecchinato, coordinator for the EPALE National Support Service Belgium (FR), introduced the RIA network’s shared findings from research examining how accessible and inclusive Erasmus+ is for adult education organisations and learners, as well as the effects of participation on individuals, staff and organisations. The study covered 21 countries and produced national reports and factsheets.

The findings highlighted the diversity of adult education across Europe and the important role of small civil society organisations, which often work directly with people facing barriers to learning and participation. In Belgium, these organisations make a significant contribution to adult education and generate important social impact.

One of the most striking findings was that 89% of the organisations surveyed stated that their project would not have happened without Erasmus+.

This illustrates how European cooperation can enable organisations to develop activities, strengthen their professional capacities and build partnerships that might otherwise be beyond their reach. The benefits extend beyond mobility, supporting organisational development and creating opportunities for personal, professional and civic growth.

The research also identified barriers that can limit participation, particularly for smaller organisations. Simplifying administrative procedures and increasing support for these organisations were among the recommendations discussed.

For regional and local actors, these findings reinforce the importance of ensuring that European programmes are accessible to a diverse range of learning providers. Supporting smaller organisations to participate in international cooperation can help strengthen local learning ecosystems and extend the benefits of European programmes to more learners and communities.

Looking towards the next generation of Erasmus+

The conference also considered the future of Erasmus+ within the wider European policy agenda. Wilhelm Vukovich from the European Commission outlined developments expected in the lead-up to the next programme generation, including work on education and vocational education and training policies and the EU’s long-term budget for 2028–2034.

Adult learning is particularly important for adults with lower qualifications, who face a higher risk of long-term unemployment and social exclusion. Upskilling and reskilling can support competitiveness, but their contribution also extends to social cohesion, democratic participation and active citizenship.

Erasmus+ therefore has a dual role: supporting skills development while giving people opportunities to experience European cooperation and engage with European values. The ambition is to make these experiences available throughout life, whether through school education, vocational training, adult learning, volunteering or further professional development.

The event also included the panel How Did Erasmus+ Change Your Life?, featuring project holders from Belgium’s three language communities. Their experiences brought the discussion closer to the organisations and people whose work is shaped by European cooperation.

These exchanges showed the value of connecting policy discussions with practical experience. For regions, European programmes can provide opportunities to exchange approaches, develop new partnerships and strengthen the capacity of organisations working with learners in different contexts.

The Erasmus+ project Pathways – Breaking the Cycle: Innovative Adult and Vocational Education for the Reintegration of People in Prison, which focuses on education in prisons, was presented yesterday to a delegation of regional representatives from Østfold, Norway, by Tangi De Rochefort and Fabienne Martin Goudet from Brittany Region, an EARLALL member.

The presentation put peer learning at the centre. Brittany Region is keen to learn from the Norwegian system, particularly because reoffending rates differ markedly between the two countries: they are high in France and lower in Norway, where education is seen as a key factor. In Norway, education in prisons is part of mainstream education, while this is not the case in France. This difference gave rise to a rich exchange on how education can support rehabilitation and reintegration.

The Østfold session follows another exchange held on Monday 19 October with colleagues from Borås Stad in Sweden. Pathways continues to attract growing interest among EARLALL members and partners, confirming the relevance of education in prisons as a theme for regional cooperation across Europe.