EARLALL at the EPRS Annual Meeting on Policy Priorities for 2026

On 9 December 2025, the European Parliamentary Research Service (EPRS) hosted their annual meeting, gathering regional and city administrations from across Europe to discuss the EU’s policy priorities for 2026. EARLALL took part in the conference to discuss the future of funding and to ensure that the regional and multi-level governance perspective remains central in shaping the upcoming policy cycle.

Strengthening Evidence-Based Policymaking

The meeting opened with remarks from Annamaria Forgacs, Head of the Strategy, Coordination and Outreach Unit at EPRS. She underlined EPRS’ core mission: to provide expert, evidence-based support to policymakers through informed decision-making. Forgacs highlighted ongoing efforts to integrate AI into research processes and expand digital tools to deepen structural collaboration with academia — essential steps in strengthening analytical capacity and driving the digital transition.

The floor was then passed to Aidan Christie, Head of the Publications Management and Editorial Unit at EPRS. Christie presented upcoming priority publication projects, focused on anticipating policy debates before legislative proposals are finalised. He emphasised the need to reinforce Parliament’s pre-legislative capabilities, and efforts to modernise editorial and research processes.

Insights on Structural Policies and the Future MFF

Vasilis Margaras, Policy Analyst at EPRS, continued with an overview of current work on structural policies. He noted that “a lot of focus is on the future of the MFF”, reflecting growing concerns regarding budgetary priorities and cohesion. Margaras also referred to the new Culture Compass and stressed the importance of recognising the role of regions and cities in implementing EU priorities. He further addressed the need to include people with fewer opportunities, rural communities and people with disabilities. Concluding his intervention, he encouraged participants to share their own priority areas during the conference.

European Commission Work Programme 2026

Policy Analysts Irmgard Anglmayer and Isabelle Ioannides from the Directorate for Impact Assessment and Foresight at EPRS, jointly presented an overview of the programme, focusing on the European Commission’s Annual Work Programme for 2026 (CWP).

Ioannides outlined the Commission’s main areas of focus for 2026, including:

• Competitiveness and economic resilience,
• Environmental sustainability,
• Security and defence,
• Simplification, implementation and enforcement.

She highlighted that the 2026 agenda contains 70 new flagship policy initiatives, structured around the seven political priorities for 2024–2029, signaling an ambitious agenda for 2026.

Anglmayer built upon her colleague’s statement by emphasising the Commission’s renewed push for simplification of EU legislation. She described new tools such as stress testing of opportunities for simplification, improved implementation dialogues, and forthcoming Omnibus packages on energy productivity, taxation, citizens’ rights and more. She also noted the ongoing debate among stakeholders, some of whom fear that simplification may lead to deregulation in critical policy areas.

Regional Priorities: The Importance of Multi-Level Governance

The meeting concluded with an open exchange on regional and urban priorities for 2026. Participants stressed:

• The need for stronger links between local, regional and national authorities,
• The importance of territorial strategies aligned with the evolving MFF negotiations,
• Clarity on the role of regions and cities in shaping and implementing future EU funding mechanisms.

Discussions also reflected broader concerns about ensuring that the upcoming MFF supports cohesion, long-term investment and the right to stay in regions facing demographic and economic challenges.

EARLALL will continue to follow the development of the 2026 Commission Work Programme and the MFF negotiations closely. By actively engaging in forums such as the EPRS annual meeting, EARLALL ensures that the voices of its member regions remain heard in EU policymaking, shaping policies that promote inclusion, skills development, innovation and the strengthening of multi-level governance across Europe.

Today, EARLALL took part in Cedefop’s online webinar “National qualifications frameworks in action: What is their potential for the Union of Skills?”. The session gathered more than 250 participants and offered policy-makers, stakeholders, experts and the wider public an opportunity to deepen their understanding of the evolution of National Qualifications Frameworks (NQFs) and current trends across countries participating in the European Qualifications Framework (EQF) process. Cedefop also presented the latest findings from its research and analysis, together with the updated version of the NQF online tool.

The webinar opened with introductory remarks by Irene Mandl, Head of Department at Cedefop, who welcomed participants and Deputy Director Mara Brugia. Brugia highlighted that this webinar forms part of Cedefop’s 50th anniversary activities, recalling that since its establishment the agency has contributed significantly to making people’s skills and qualifications more visible and comparable across Europe. She underlined Cedefop’s longstanding support to the EQF through research, data collection and policy analysis.

A contribution from Nomden Koen (DG EMPL, European Commission) emphasised that national qualifications frameworks are not merely technical instruments. Learning outcomes – what individuals know, understand and can do, regardless of how or where learning takes place – remain central to the design and use of qualification frameworks. These frameworks foster lifelong learning, support skills development, and enhance transparency and trust across labour markets. Today, all EU Member States have referenced their national frameworks to the EQF. Koen also noted the role of NQFs in validating skills acquired outside formal education, strengthening the attractiveness of European qualifications to third countries, and contributing to the EU’s broader Union of Skills initiative. A key component of this initiative is the forthcoming Skills Portability Initiative, planned for adoption in 2026, which aims to reduce barriers to mobility and improve the recognition and comparability of skills across Europe. A public consultation on the initiative has now been launched.

Insights from Cedefop’s presentations on NQF developments

During the webinar, expert in qualifications and credentials at Cedefop – Iraklis Pliakis, presented an overview of progress across the 41 countries participating in the EQF process. To date, 37 countries have referenced their National Qualifications Frameworks (NQFs) to the EQF. He outlined how Cedefop, the European Training Foundation (ETF), the European Commission and EQF countries collaborate to collect, analyse and update information on national qualification systems, ensuring that the EQF remains accurate and comparable across Europe.

NQFs are increasingly used to support the design and review of qualifications, improve quality assurance, and facilitate the recognition of foreign qualifications. Their use in labour markets is growing, with 18 countries applying NQF levels in recruitment processes. Key impacts include greater transparency and comparability of qualifications, stronger lifelong learning pathways, enhanced international mobility, and improved alignment between education and labour market needs.

Looking ahead, priorities include raising awareness of NQFs, expanding their coverage, and strengthening databases that support visibility and use. Theocharous Aristos presented the updated NQF online tool – an interactive platform enabling users to explore and compare NQFs across 41 countries and understand how qualifications relate to the EQF.

National perspectives

Croatia

Josipa Cesnovar presented Croatia’s experience with implementing the NQF, noting that it has become a valuable tool particularly in higher education, where recent legislative changes have strengthened its use. The framework was also introduced into adult education legislation two years ago, supporting greater cooperation between sectors and improving transparency across different parts of the labour market. The EQF has influenced multiple Croatian policies by encouraging consistency in qualification design and recognition across education levels.

The Netherlands

Frederika Jansen (NLQF) provided insights into the Dutch system, where participation in adult learning is high – 56% of adults aged 25–64 engage in non-formal learning, often offered by private or sectoral organisations. She highlighted several success factors of the NLQF: continuous adjustments to maintain labour market relevance, a dedicated assessment team involving multiple stakeholders, and strong communication efforts. The Dutch framework includes qualifications from formal, non-formal and informal learning, and its impact is monitored annually. This has increased awareness of qualifications, strengthened recognition of non-formal learning, and enhanced trust in the system among labour market actors.

Further insights from EU agencies

Robert Komaromi (European Labour Authority) illustrated the practical value of qualification recognition through personal cases: for instance, a jobseeker who secured work as a bus driver, and a nurse from Southern Europe whose qualification was recognised abroad but who later experienced challenges due to differing professional practices. He underlined the importance of the NQF online tool in enhancing clarity for workers moving across borders.

European Commission conclusions

Nomden Koen (DG EMPL) closed the session by outlining key areas for future work:

• Increasing inclusiveness by ensuring NQFs cover a wider range of learning types, including non-formal and informal learning.
• Addressing the complexity and diversity of national systems to make frameworks easier to understand and compare.
• Ensuring consistent level assignment, as some qualifications with similar learning outcomes are still placed at different levels across countries, affecting comparability and fairness.

EARLALL appreciates the opportunity to follow these developments closely and will continue engaging with Cedefop and EU partners to support transparent, inclusive and learner-centred qualification systems across Europe.

The EU Lifelong Learning Stakeholders’ Forum on the future EU Budget (MFF), organised by the Lifelong Learning Platform (LLLP), took place on 8 December in Brussels as part of Lifelong Learning Week 2025. The event marked the 20th anniversary of the LLLP and brought together regional authorities, civil society organisations, practitioners and academia to discuss the future of EU education and skills policies, with a particular focus on the next Multiannual Financial Framework (MFF). EARLALL participated to ensure that regional perspectives and territorial needs were clearly represented in the debate.

A Forum to Shape the Future of EU Lifelong Learning Policies

In her opening remarks, Raffaela Kihrer, Secretary General of the Lifelong Learning Platform (LLLP), stressed the importance of nurturing learning “from cradle to grave” and highlighted key milestones that have shaped the EU’s lifelong learning agenda. She underlined that the upcoming MFF represents a critical moment for stakeholders to influence long-term investment in education, skills and sustainability.

Participants then heard from Michael Teutsch, Acting Director for Youth, Education and Erasmus+ at DG EAC. Teutsch explained the current state of negotiations around the next Erasmus+ programme, noting that although budgetary pressure has led to reductions across several EU programmes, the value of youth and education for Europe’s social and economic fabric remains strong. He further emphasised the need to reinforce inclusion across all educational sectors and encouraged stakeholders to “make your voices heard with the European Parliament”, particularly regarding both the strengths and shortcomings of the initial proposal. Teutsch also highlighted the importance of ensuring that programmes remain accessible for people with fewer opportunities and stated that the Commission is open to discussing implementation details within the broader legislative framework.

Bringing Territorial Perspectives to the Centre: EARLALL’s Intervention

Andrei Frank, Policy and Advocacy Manager at LLLP, then opened a fishbowl discussion, offering stakeholders an opportunity to share their reflections on the upcoming MFF. Olga from the EARLALL Secretariat joined the stage to underline a key message: the next MFF must fully recognise regional and local authorities as strategic partners in EU education and skills policies.

Olga highlighted the importance of ensuring systematic territorial involvement throughout the design, implementation and monitoring of Erasmus+. The network called for stronger investment in capacity-building, accessibility and administrative simplification, particularly to support smaller regions. It also emphasised the need to preserve a balanced and holistic vision of learning, recognising transversal competences, active citizenship and personal development as essential alongside competitiveness. In terms of funding, EARLALL stressed the importance of predictable multi-year allocations for key sectors such as VET, adult learning and youth. Finally, it highlighted that flagship initiatives — including Centres of Vocational Excellence, European Universities and Teacher Academies — must be firmly rooted in regional ecosystems, complemented by continued support for small-scale and newcomer partnerships.

Collective Reflections in the World Café

The forum concluded with a World Café session, where participants exchanged perspectives on the challenges and opportunities ahead. Discussions highlighted:

• Misalignment between national interpretations of inclusion and EU-level intentions;
• A need for clearer, more detailed information to assess and engage with the proposed MFF;
• Opportunities to think beyond the limits of the current programme and explore long-term, KPI-driven solutions;
• The importance of flexibility in future funding structures;
• Growing interest in external funding mechanisms, though not yet reflected in policy processes.

Despite concerns, the atmosphere remained constructive, with many participants noting that there is still hope for a stronger and more ambitious MFF. EARLALL continues to advocate for regional voices within this dialogue, reaffirming the essential role of territories in driving social inclusion, innovation and skills development across Europe.

On Monday 8 December 2025, EARLALL attended the seminar Skills for democracy: How vocational education and training shapes active citizenship, held in Brussels and organised by Cedefop in cooperation with the Danish Presidency of the Council of the EU.

The event gathered representatives from EU institutions, European associations, regional representatives, academic associations, VET providers, researchers, social partners and civil-society organisations. Its central theme was clear: vocational education and training (VET) has a vital role to play not only in preparing learners for the labour market, but also in equipping them with the competences needed to participate actively in democratic life.

Key messages from the seminar

One of the highlights was the presentation of the first findings of Cedefop’s 2025–2027 study on citizenship education in initial VET, delivered by Dmitrijs Kuļšs, Cedefop expert in VET systems and key competences. His intervention emphasised that embedding civic competences and democratic values into VET curricula can significantly contribute to shaping active, informed citizens. He also underlined the strong potential of VET settings due to their diversity of learners and the practical nature of work-based learning.

A particularly relevant contribution came from Jurgen Siebel, Executive Director of Cedefop, who highlighted several systemic barriers: VET learners often have fewer structured opportunities to express democratic engagement compared to peers in general or academic education; limited curricular time dedicated to democratic competences; and insufficient training and support for teachers delivering related content. At the same time, he stressed — echoing the input by Cedefop colleague Dimitrijs Kuļšs — that the diversity of VET learner groups, combined with practical and work-based learning environments, creates unique opportunities to cultivate democratic participation.

The seminar featured additional contributions from a range of high-level speakers, including:

• Anna Banczyk, European Commission, Head of Unit for Vocational Education and Training and Skills Portability
• Marie Juel Bech Nielsen, Deputy Permanent Secretary, Ministry of Children and Education, Denmark
• Allan Kortnum, Director, Herningsholm Vocational College, Denmark
• Representatives from employer organisations, trade unions and civil society

Across panels and discussions, several themes consistently emerged:

• VET reaches highly diverse learner groups — including young people, adults, migrants, early school leavers and those seeking new pathways.
• This diversity creates opportunities to promote inclusive citizenship, social cohesion and equal participation.
• Citizenship education in VET can help develop transversal competences such as critical thinking, collaboration, digital literacy and civic engagement.
• Strengthening democratic competences is increasingly relevant in light of Europe’s evolving social, economic and political landscape.

Major Announcement: European Skills and VET Weeks 2026 – 2028

A standout moment of the seminar was the joint announcement by Jurgen Siebel (Cedefop) and Anna Banczyk (European Commission) of the upcoming European Skills and VET Weeks in 2026 –  2028. Co-organised by Cedefop and the European Commission, these editions will build on the achievements of previous European Vocational Skills Weeks, the Union of Skills, and the European Year of Skills.

These future Weeks will place a strong emphasis on:

• Boosting the attractiveness and visibility of VET across Europe
• Upskilling and reskilling opportunities for all learners
• A renewed, evidence-based narrative for VET, rooted in facts and data
• Co-creation with stakeholders as a central guiding principle

This announcement marks a significant step in reinforcing VET’s role in shaping Europe’s future skills landscape.

Anna Banczyk provided a comprehensive overview of the EU’s growing commitment to strengthening democratic competences through VET. She outlined several key developments:

• The Union of Skills initiative, placing skills at the heart of Europe’s competitiveness and democratic resilience.
• The forthcoming Action Plan on Basic Skills, designed to strengthen foundational and civic competences across education and training systems.
• The integration of democratic competences into the EU VET strategy from 2026 onward, reinforcing the role of VET in shaping active citizens.
• Links to the EU Democracy Shield and the upcoming strategy for teachers and trainers, which will include specific measures to support educators — including in-company trainers — in addressing democratic competences.
• A planned increase in Erasmus+ funding for actions focused on democratic engagement and civic participation.
• The need for more systemic cooperation among actors, improved pedagogical approaches, and a stronger focus on evidence, research and data collection, which are currently insufficient.

Democracy and European Values: A Growing Priority for EARLALL

The seminar resonated strongly with EARLALL’s ongoing work. During the General Assembly in Mechelen (November 2025), EARLALL members approved the 2026 Work Plan, which identifies democracy, European values and active citizenship as a priority for the year ahead.

The reflections shared in Brussels underline why this priority matters. Regions and local authorities play a key role in shaping learning systems that foster participation, intercultural understanding and community engagement.

Looking ahead: implications for regions and local authorities

For EARLALL and its members, the seminar offered valuable insights into how democratic competences could be integrated into VET and lifelong-learning strategies. It highlighted practical ways in which regional and local actors can:

• Encourage VET providers to embed civic and democratic dimensions into training programmes
• Support inclusive learning environments and ensure equal access for diverse learners
• Facilitate partnerships between education institutions, employers and communities to strengthen civic participation
• Share practices and explore how democratic engagement can be cultivated at local and regional level

As Europe prepares for the challenges and transitions ahead, EARLALL sees growing relevance in promoting a vision of VET that supports not only employability, but also active, resilient and democratic societies.

EARLALL looks forward to continuing its work with members, partners and European institutions to bring these reflections into practice in 2026 and beyond.

On 4 December 2025, EARLALL participated in the first Online Lunchtime Talk organised under the Erasmus+ funded Lifelong Guidance 5.0 project. As the project’s Communication Manager, EARLALL supports the dissemination and visibility of the project’s activities, including this inaugural webinar. The project aims to support the transformation of guidance institutions and the work of guidance counsellors in the face of major societal megatrends, such as the digital and green transitions.

The session featured Professor Dr. Dennis Mocigemba from the University of the German Labour Market Agency (HdBA), who presented the theme of the webinar: Two Megatrends in Career Counseling: Mediatization and Green Guidance.

Mediatization – Understanding its Impact on Career Counselling

Professor Mocigemba explained that mediatization refers to the increasing influence of media across social domains, including career counselling. He described different categories of technological communication tools, exemplifying primary media such as vocal communication and body language to secondary materials like flyers, continuing with more complex forms of media; tertiary media such as screens and digital platforms. Mocigembe explained how these different media can transform guidance practices. While traditional forms of communication remain central, digital media offers new possibilities and encouraged the use of new methods in career guidance, but with a critical thinking in mind. Mocigemba also highlighted the concept of “liquid media,” noting that the omnipresence of media requires counsellors to adapt continuously, as “the new normal is that everything is changing constantly.”

Green guidance – Approaches for a Sustainable Future

Grounded in research on anthropogenic climate change, green guidance addresses how ecological challenges intersect with career choices. Mocigemba outlined four approaches; The conservative approach addresses green skills only when clients explicitly request it, maintaining traditional and socially controlled guidance practices. The liberal approach offers personalised information about green jobs and emerging opportunities within the green economy. The progressive approach goes further by actively encouraging individuals to factor ecological considerations into their career decisions. Finally, the radical approach integrates environmental concerns as core elements of the counselling process itself, redefining the very nature of guidance.

Key Takeaways

Both Mediatization and Green Guidance will transform career guidance as we know today. Mocigemba outlined following statements as key takeaways:

Mediatization

• Encourage experimentation with communication technologies, allowing counsellors to learn through practice.
• Foster internal communication within counselling teams to share experiences and responsibilities, creating a media-positive work culture.
• Develop safe, flexible media consortia in institutions to allow counsellors to continually adapt and expand their media repertoires.

Green guidance

• Individual counsellors should reflect on their approach to incorporating ecological considerations into daily practice.
• Teams and institutions should adopt at least a liberal approach and consider moving toward a progressive stance.
• As a profession, there is potential to work toward radical approaches, developing collective, post-humanist perspectives in career counselling.

The first Lunchtime Talk demonstrated the value of examining how emerging societal trends, technology, and sustainability shape career guidance. EARLALL’s engagement in Lifelong Guidance 5.0 continues to promote innovation, knowledge exchange, and forward-looking practices for guidance professionals across Europe.

On 2 December 2025, EARLALL took part in the virtual event “Skills and Jobs: How SMEs Go Digital”, jointly hosted by Cedefop and Eurofound. The webinar brought together European stakeholders, experts, and SMEs representatives to explore new data, trends, and policy insights on the digital transition of small and medium-sized enterprises (SMEs) across Europe.

Opening the event, Juergen Siebel, Executive Director at Cedefop, emphasised that “leadership is foresight,” underlining the importance of EU flagship initiatives that strengthen skills development in times of ongoing polycrises. Siebel also highlighted the vital cooperation between Cedefop and Eurofound, before giving the floor to Ivailo Kalfin, Executive Director at Eurofound. Kalfin reiterated that SMEs remain “the backbone of the European economy”, yet often face significant constraints in today’s fast-evolving economic and political context. He stressed the importance of human capital, upskilling and accessible support structures for SMEs.

Data-driven insights into SMEs digital capacity

Presenting Eurofound’s latest findings, Research Manager Franz Eiffe noted that only a minority of EU Member States have reached the benchmark for SMEs digital readiness. Successful digitalisation, he explained, depends heavily on digital literacy and coherent policy and legislative frameworks. Building on this, Jasper Van Loo, Department Coordinator at Cedefop, outlined the main barriers SMEs encounter, pointing to the high costs of Information and Communication Technology (ICT) professionals, uneven progress in digital skills between geographical areas and limited access to tailored training programmes as persistent challenges. Further highlighting opportunities such as digital maturity programmes and mentoring schemes, stressing the need to anticipate future skills demands, he reminded participants that “renewing your skills becomes increasingly important,” especially with emerging gaps in AI understanding and usage.

Panel discussion: Perspectives from SMEs and skills experts

A dynamic panel discussion followed, Valentina Guerra, Policy Director at SMEUnited, noted that the COVID-19 pandemic was a major turning point for SMEs digitalisation. She highlighted the importance of ensuring that upcoming EU digital policies, such as the Digital Omnibus, are designed with SMEs in mind. Thomas Oberholzner, Director at KMU Forschung, built upon Guerra´s message, stating that SMEs often struggle to build internal digital expertise by further emphasising the importance of stronger networks to access knowledge.

Representing the BCS Digital Skills Academy in Estonia, Ants Sild highlighted three key messages. First, digital businesses must not be overlooked in broader economic development. Second, companies require clear pathways connecting education providers, training structures and public funding. Finally, traditional enterprises need targeted outreach and tailored support to start their digital transition.

Dr. Mairéad Nic Giolla Mhichíl, coordinator of the DigiAdvance project, presented an EU-funded approach designed to help SMEs adopt digital innovation more effectively. The initiative offered 40 training courses tailored to SME employees and managers and networking events connecting SMEs with digital innovation experts. Dr. Nic Giolla Mhichíl emphasised that when digital strategy becomes essential for business survival, it becomes a powerful catalyst for skills development. She noted that SMEs value concise, practical learning and often benefit from targeted modules even without completing full courses.

The event highlighted the growing importance of digital skills, targeted support measures and strong collaboration across European institutions and regional authorities. By taking part in this exchange, EARLALL continues to promote policies and cooperation that advance lifelong learning and digital skills development – key enablers for resilient regions and the sustainable growth of SMEs across Europe.

On 3 December 2025, the final conference of the RALExILA project (National Registries of Adult Learning and Education to support the deployment of Individual Learning Accounts) was held in Brussels. As a member of the project’s Advisory Panel, EARLALL participated alongside representatives from national ministries, European institutions, industry, and lifelong learning stakeholders for this closing event.

Challenges and Opportunities for ALE in Europe

The conference, organised by the European Association for the Education of Adults (EAEA), was opened by Raffaela Kihrer, Secretary General at EAEA. Kihrer opened the session by introducing the RALExILA project, outlining its role in strengthening Adult Learning and Education (ALE) systems and supporting the implementation of Individual Learning Accounts (ILAs) across Europe. She highlighted the project’s mission to address fragmented registries, scattered data, uneven quality assurance, and barriers faced by disadvantaged groups, while providing a clear roadmap toward a more integrated lifelong learning ecosystem.

Johnny Sung, Honorable Fellow at the Centre for Skillsm Knowledge and Organisational Performance (SKOPE), Iniversity of Oxford, and Thematic Expert on ILAs for DG EMPLOY, continued Kihrer’s message, emphasizing the role of ILAs in empowering adults to navigate lifelong learning pathways. He noted that fragmented support and overwhelming information often hinder smooth access, particularly for disadvantaged learners. Sung outlined four key principles for effective ILAs and ALE registries:

• Visibility and relevance: creating comprehensive maps of adult learning opportunities
• Trust and quality: providing clear information on accreditation and quality assurance
• Navigation and guidance: enabling learners to filter, compare, and access guidance services
• Recognition and progression: linking courses to qualifications, skills frameworks, and career pathways

Financing and Policy Support for Adult Learning

CEDEFOP experts, Patrycja Lipinska, Expert in Financing VET/adult learning and Mantas Sekmokas, Expert in Financing and Policy Monitoring, presented then the organisation’s long-standing work on financing ILAs and adult education in Europe. They highlighted the role of training funds in ensuring sustainable financing for continuing vocational education and training (CVET). Further explaining that aligning training supply with employer skill needs is a key factor to improve quality and enhance equity for targeted groups.

Prototyping and Interactive Workshops

The event showcased the technical aspects of ALE and ILA systems. Moderated by Stefan Jahnke, Senior Research and Project Manager at the Knowledge and Innovation Centre, he presented RALExILA prototype that integrates ALE and ILA systems through co-design and peer-learning activities with public authorities, ALE organisations, learners, and experts. Technical demonstrations by Domen Bevec illustrated how guidance platforms can provide tailored and accessible information for learners in an easily digestible way.

During the conference breaks, several projects and initiatives were invited to showcase their work. Among them was LCAMP – the Learner-Centric Advanced Manufacturing Platform for Centres of Vocational Excellence (CoVEs), which presented its key achievements and encouraged participants to join the Alliance. EARLALL, on behalf of LCAMP, also invited attendees to take part in the LCAMP Conference and Student Hub, scheduled to take place from 21 to 23 April in the Basque Country.

The afternoon continued with interactive workshops on strategic solutions, followed by focused sessions on:

• Quality assurance across sectors: integrating formal and non-formal learning
• Interoperable information systems: ensuring quality data for policy development
• Governance and policy coherence: promoting multi-stakeholder collaboration

Towards an Integrated ALE System

The final panel, moderated by Zvonka Pangerc-Pahernik, from Andragoški Center Republike Slovenije, discussed the future of ILAs and ALE systems. Ricardo Espinoza, from OECD, stressed that institutions must embrace change to ensure quality across learning contexts. Colin Tuck, from the Knowledge and Innovation Centre, continued this argument, stating that navigation challenges for learners remain a key factor. Eva Farkas, from Szeged University, emphasised the central role of ILAs in lifelong learning, underscoring the central role of innovation. Klara Engels-Perenyi (European Commission, DG EMPL) concluded the panel with a call for determination and long-term commitment to achieving meaningful lifelong learning outcomes.

RALExILA’s final event demonstrated how ALE registries and ILAs can transform access to adult learning, creating inclusive and navigable pathways for all learners. EARLALL’s participation underlines its ongoing commitment to fostering regional collaboration, sharing best practices, and strengthening lifelong learning ecosystems.

On 28 November 2025, EARLALL – acting as Communication Manager of the Lifelong Guidance 5.0 -Upscaling Guidance Services in Europe project – joined project partners for a coordination meeting dedicated to reviewing progress and planning the next phase of work.

Lifelong Guidance 5.0 is an Erasmus+ cooperation partnership that aims to support the transformation of career guidance systems across Europe. As regions face rapid technological, demographic and environmental changes, guidance institutions and counsellors must adapt to new challenges.

During the meeting, partners reviewed the status of the project’s activities, such as mapping practices and analysing trends. The consortium welcomed the very positive evaluation received, confirming the strong quality and strategic relevance of the work carried out so far. Final documentation will be uploaded to the project’s shared platform once the evaluation process is finalised.

Upcoming Webinar Series

Partners also presented the programme for the upcoming Lifelong Guidance 5.0 Lunchtime Webinar Series. The first session will take place on 4 December 2025 and will explore “Two Megatrends in Career Counselling: Mediatization and Green Guidance”. The webinar will feature Professor Dr Dennis Mocigemba (University of the Federal Labour Market Agency, HdBA) and include space for discussion among participants.

Key Events Ahead:

• Östersund Meeting (Sweden) – 20–21 January 2026
  The event will include exchanges on innovation in guidance, on company-based counselling practices, presentations of German company pilots, and study visits to local organisations such as Lärcentrum Östersund.
• Vienna Conference – 23–24 March 2026
  Hosted by VHS Vienna, this conference will focus on “Lifelong Challenges: Transformations in Career Guidance and Counselling.” Sessions will explore digitalisation, new competence needs and corporate learning trends, and will include contributions from research institutes.
• Final Conference – Brussels, 11–12 June 2026
  The project’s concluding event will be held during EARLALL’s 25th Anniversary celebrations, where project results, training outcomes and policy messages will be presented.

EARLALL will continue supporting the project through communication and dissemination activities and by mobilising its network for upcoming webinars, conferences and exchanges. The association looks forward to continuing the collaboration and contributing to stronger, more future-ready lifelong guidance systems across Europe.

EARLALL participated in the second partner meeting of the QUEEN project (Quality Apprenticeships for Evolving Labour Needs), held on 26–27 November 2025 in San Sebastian, Basque Country. The meeting brought together project partners and local stakeholders. Hosted by TKNIKA (the Basque Country’s applied research centre for VET, iTalent (Basque Institute of Talent in VET) and IVAF (Basque Institute for Future Learning in Vocational Education and Training), the two-day event explored territorial challenges, innovative solutions and models to strengthen apprenticeship systems across Europe.

The meeting opened with a keynote from Inge Gorostiaga Luzarraga, Director of Digital Transformation and Advanced Learning, who provided an overview of the Basque VET system. Luzarraga highlighted the region’s strong labour-market orientation, rapid growth in student numbers, and commitment to investing in people. She also underlined key priorities, including the multifunctional VET model, the VET Plan 2030, and the work of supporting agencies in fostering innovation, dual training, and inclusive, future-oriented learning.

Lorenzo Sabatini, QUEEN Project Coordinator, welcomed participants, noting that the project is at a crucial stage between identifying needs and designing solutions. He emphasized that the meeting would focus on sharing policy insights, exploring the Basque dual apprenticeship system, and learning from the ETHAZI challenge-based learning approach and the IVAF Guidance Strategy 2023–2026.

José Ramón Gómez Laconcha, Executive Director at iTalent, presented the Basque industrial ecosystem and the dual VET system, mandatory from the first year. He also introduced the ETHAZI model, a challenge-based approach that fosters problem-solving, creativity, and critical thinking in real-world workplace settings. Gorka Baqueriza Modrego, Director at TKNIKA, highlighted the role of VET institutions in knowledge transfer to industry. The session concluded with Joseba Rodríguez Arza, Director at IVAF, who outlined the Guidance Strategy 2023–2026, aimed at enhancing personalised learner support and system-wide coordination.

The two-day meeting also featured interactive workshops and a Territorial Exhibition session, facilitated by Resolvo. Partners worked on four thematic areas – Digitalisation, Equality, Skills Mismatches, and Comprehensive Strategies – to brainstorm proposals, identify gaps, and share good practices to enhance apprenticeship systems.

During the Steering Group Meeting, EARLALL presented recent communication and dissemination achievements, highlighting the project’s growing visibility through articles, videos, and stakeholder engagement. Partners also exchanged experiences on good practices, focusing on results, user-friendliness, and transferability.

Participants concluded the visit with a tour of TKNIKA’s applied research facilities, gaining insight into the latest innovations in agriculture, biotechnology, healthcare, and advanced manufacturing – linked to the LCAMP project (Learner Centric Advanced Manufacturing Platform for CoVEs).

The San Sebastian meeting reinforced the value of interregional cooperation, innovation, and hands-on learning in improving apprenticeship systems. Through peer learning and practical exchanges, EARLALL continues to support the QUEEN project in fostering quality apprenticeships, enhancing employability, and promoting inclusive regional growth.

The next partner meeting will take place on 20–21 May 2026 in South West Finland.

EARLALL is pleased to highlight a significant capacity-building milestone within the WISE project. In October 2025, project partners SkillLab, the International Rescue Committee (IRC), and the Animus Association Foundation (AAF) convened in Milan and Sofia for dedicated training sessions.

SkillLab – a provider of AI-driven solutions that empower governments and employment services to create more equitable labour markets – delivered two in-person trainings: one for eleven IRC staff members in Milan, Italy, and another for six AAF staff members in Sofia, Bulgaria.

The WISE project aims to strengthen the socio-economic inclusion and well-being of Ukrainian refugee women in Italy and Bulgaria through the pilot and scale-up of Holistic Support Centres (HSCs). These centres combine mental health and psychosocial support (MHPSS) with essential employment services enhanced by a contextualised AI tool.

Training Objectives and Context

The two training sessions were designed to provide implementation partners with a strong understanding of SkillLab’s AI Tool, its value proposition, and practical guidance on using the platform. By building the capacity of frontline staff, the project ensures that employment support services can be delivered more efficiently and effectively. This work is particularly important given the mismatch between the educational backgrounds of many Ukrainian refugee women and the types of jobs currently available. Although a large share hold higher-education degrees in fields such as business, economics, IT and law, barriers such as limited language proficiency and split schedules continue to hinder their entry into the labour market.

Day 1

Day 2

The second day opened with a presentation of the labour market assessment conducted for the WISE project, providing important context for the use of the AI tool. This was followed by a detailed training session on the administrator and counsellor portals, covering user management, report generation, and recommended best practices. Participants also explored the education content module, learning how to create courses and map them to relevant skills and career pathways. The day concluded with practical exercises in the administrative portal, enabling staff to test key functionalities and consolidate their learning.

The training sessions delivered in Milan and Sofia mark an important step in strengthening the capacity of frontline staff involved in WISE. By gaining a deeper understanding of the AI tool and practising its use in real scenarios, staff are now better equipped to support Ukrainian refugee women in identifying their skills, navigating employment pathways, and accessing opportunities that match their competences.

As a partner in the WISE project, EARLALL is proud to contribute to initiatives that strengthen labour-market inclusion and support the socio-economic empowerment of Ukrainian refugee women.

On 26 November 2025, EARLALL joined global partners, policymakers, and practitioners for the Closing Ceremony of the Second Global Careers Month, hosted by OECD, ILO, UNESCO, ETF, and Cedefop. The event gathered regional voices and international experts to reflect on the achievements of the past month and map out future ambitions for strengthening career guidance systems worldwide.

Chaired by Glenda Quentini (OECD), the session highlighted both progress and persistent challenges in ensuring that learners of all ages can access high-quality career guidance throughout their lives—an agenda strongly aligned with EARLALL’s mission.

Reflections from the First Panel: Improving Global Career Guidance Systems

Reaching those beyond formal systems

Jaana Kettunen (IAEVG President) opened the reflections by emphasising the critical need to reach individuals outside formal education and training systems. Many adults, jobseekers, and vulnerable groups are unaware of available services or struggle to access them.

She highlighted four key challenges:

1. Reaching those beyond formal systems who often lack structured support.
2. Fragmentation and lack of harmonised systems, leading to inconsistent service quality.
3. Capacity gaps, particularly in training and professional development for counsellors.
4. The need for approaches grounded in local realities, as one-size-fits-all models rarely work.

Career guidance as an investment, not a cost

Florian Kadletz (ETF) echoed concerns around fragmentation, noting that many countries continue to face obstacles in building coherent, systemic career guidance frameworks. He stressed:

• Persistent coordination challenges between institutions.
• The dominant reliance on public funding, which often lacks sustainability.
• Weak or non-existent quality assurance mechanisms.
• The need to integrate guidance from school onwards, ensuring continuity throughout the lifespan.

Kadletz insisted on shifting the narrative: career guidance must be recognised as an investment in people and labour-market resilience, not merely an administrative cost. He also underlined access gaps, as public employment services (PES) tend to focus on the unemployed, leaving many others underserved. NGOs and social partners, he added, remain underutilised despite their potential.

Embedding career guidance in wider policy strategies

Pedro Moreno da Fonseca (ILO) aligned with previous speakers, highlighting clear evidence of career guidance impact—yet stressed that few adults and workers actually use or know about these services. While many countries have created digital platforms, “availability does not equal use,” and engagement remains limited.

He encouraged policymakers to:

• Embed career guidance into social protection and employment policies.
• Leverage employers, sector organisations, and trade unions as direct support channels for workers.
• Improve infrastructure, information quality, and accessibility to ensure real uptake.

Second Panel: Innovative Solutions from Around the World

Moderated by Ramon Iriarte (UNESCO) and Cynthia Harrison-Villalba (Cedefop), the second panel gathered voices from multiple global regions, showcasing promising practices and innovative approaches.

Canada: strengthening competencies and professionalism

Canadian representatives highlighted a comprehensive framework for career development quality and standards, referencing:

• The Canadian Career Development Framework (cedc.ca)
• National credentialing efforts (ncdacredentialing.org)
• The recent publication “Beyond Decent Work Playbook”, offering strategies for more holistic, sustainable career support models.

Their approach underscored the importance of professionalisation, competency frameworks, and shared standards to strengthen the field.

Chile: personalised counselling and active employment approaches

Natalia Orellana explained that Chile lacks a unified national policy for career guidance, yet several effective initiatives exist—particularly in the context of employment incentives and upskilling. She highlighted personalised counselling services, especially targeted at people over 50, which have shown promising outcomes and demonstrate the value of targeted support for specific demographic groups.

Closing: Beyond 2025 — Continuing the Momentum

The final segment, Goodbye to Global Careers Month 2025 & Follow-Up, reiterated a shared commitment: career guidance must be accessible, high-quality, lifelong, and embedded in broader policies that support economic transitions and individual empowerment.

EARLALL’s participation in the Closing Ceremony reflects its ongoing engagement in building strong regional ecosystems for lifelong guidance. The EARLALL Working Group on Lifelong Guidance actively promotes:

• Regional cooperation on guidance policies
• The importance of connecting education, VET, employment, and social sectors
• Approaches that respond to local contexts and labour-market realities, in line with messages from Global Careers Month speakers

The event also connected strongly with EARLALL’s involvement in the EU-funded project Guidance 5.0, which aims to modernise and innovate guidance systems through digitalisation, inclusiveness, and closer alignment with skills transitions across Europe.

On 25 November, EARLALL took part in the 6th edition of DigiEduHack, held in Brussels under the theme “Rethinking education in the age of digital skills.” The Main Stage event brought together the global DigiEduHack community following the Hackathon Days (7–16 November), celebrating the creativity, solutions, and collaboration emerging from teams worldwide. Master of Ceremonies Suyin Aerts welcomed participants joining both onsite and online.

Opening Session

Pia Ahrenkilde Hansen, Director-General of DG EAC, opened the event by highlighting the impressive global engagement in this year’s hackathon:

• participants from 31 countries,
• around 2,000 hackathon participants, including teams from Canada, Peru, and Kazakhstan,
• and more than 10,000 people involved overall.

She noted the rapid spread of accessible AI tools and reaffirmed that digital skills are now among the top five essential competences for the future.

Keynote

Saskia Van Uffelen, Manager Future Workforce & BeTheChange at Agoria, reflected on Belgium’s digital skills landscape, noting that around 40% of Belgians aged 18–40 lack basic digital skills, despite living in one of Europe’s most connected countries.

She stressed that:

• cyber skills are deeply tied to human behaviour and interpersonal understanding,
• AI, IT, and AI-driven business applications are transforming learning and work,
• Europe must complement formal education with non-formal learning pathways to reach wider groups of learners.

Panel Discussion — Bridging Education and Labour Markets in the Digital Age

The first panel brought together experts from education, government, and industry to explore how Europe can address the widening digital skills gap.

Nils Elofsson, representing BusinessEurope, highlighted a persistent mismatch between labour market needs and students’ digital preparedness. With 90% of jobs now requiring digital skills, he stressed the value of stronger partnerships between education and industry, more apprenticeships, teacher–industry exchanges, and a culture of lifelong learning starting early.

Dr Paulína Koršňáková, Senior Research and Liaison Adviser at the IEA, presented findings from ICILS 2023, the only global large-scale assessment focused exclusively on digital literacy. The study involved more than 130,000 students, 60,000 teachers, and 5,000 schools across 34 countries. She explained the three domains of Computer and Information Literacy (CIL). She highlighted the distribution of student performance, noting that girls outperform boys across all levels. She also warned that no country is on track to meet the Digital Education Action Plan target of reducing low achievers to below 15% by 2030 — the EU average remains at 40%, signalling the need for stronger action.

Jan de Craemer, from the Flemish Ministry of Education and Training, voiced concern about Europe’s ability to meet the 2030 digital education targets without substantial change. He emphasised the need to remove barriers not only for learners in general but also specifically for girls, ensuring equal access to digital education.

Marianna Marcucci, Chair of the Board of ALL DIGITAL, highlighted the importance of linking formal and non-formal learning to build a resilient European skills ecosystem. She pointed to the hesitancy of businesses to invest in digital training, the need to translate between the language of education (competences) and business (productivity), and the value of fostering curiosity, creativity, and technological understanding in learners of all ages.

Panel Discussion — Learning by Hacking: How Hackathons Drive Innovation

The second panel explored hackathons as innovative learning tools that promote digital skills, collaboration, and hands-on problem solving.
Davide Coppaloni (JA Europe), Juhani Koivuviita (Educraftor), Gabriele Tealdo (University of Trento, 2024 DigiEduHack winner), and Victoria Belous (DigiEduHack Ambassador) shared insights into how hackathons:

• allow learners to apply theoretical knowledge to real-life challenges,
• support curriculum modernisation,
• strengthen industry–education cooperation,
• and increase interest in STEM fields.

Closing Remarks

Francesca Maltauro, Deputy Head of the Digital Education Unit at DG EAC, closed the event by thanking the organising EAC team and all participants, who had been engaged since the morning and actively contributed to the discussions. She noted that this level of engagement symbolises one of the key messages of the day: we all need digital skills, and the latest ISIL results are not particularly strong – and in some cases even worrying – but each of us possesses skills that can support others.

She reflected on what resonated most with her, starting from Saskia’s intervention on appreciative understanding: recognising that others may have a different standpoint than our own, and focusing on what each person can bring to the discussion with their specific skills. She emphasised that her own skills, in today’s society, are unlikely to be sufficient for any professional context she finds herself in. Therefore, teamwork is essential – drawing on colleagues’ strengths and collaborating, especially in a world where the norm is often turned upside down, as Saskia had illustrated when explaining how things can shift and reverse.

Francesca also highlighted the importance of awareness: students’ exposure to technology, and their consumption of it, does not automatically translate into the development of basic digital skills. Finally, she underlined curiosity as a key future skill – one that must be nourished, nurtured, encouraged, and often taught, ideally by leading through example.

For EARLALL, the event underlined the need for stronger regional cooperation in digital education to bridge skill gaps and support high-quality learning opportunities for all.