As the learning landscape evolves—shaped by changes in the labour market, society, and the economy—so does our understanding of qualifications. In response, both European and national efforts have sought to enhance the flexibility of VET systems and promote lifelong learning.
While significant progress has been made since 2000, challenges remain, particularly in bridging different types of learning and ensuring consistent implementation across countries.
On 19th February 2025, the final conference of the ‘Ensuring transparency and transferability of learning outcomes’ project took stock of the progress made and the challenges faced by Member States in building learning systems that are flexible, responsive, inclusive, and a driving force for lifelong and life-wide learning.
Key discussion points
At the conference, two central questions guided the discussion:
- What drives or hinders lifelong learning for all?
- What should be strengthened, and what needs to change?
To explore these issues, Cedefop developed five possible scenarios for lifelong learning leading up to 2040:
- Scenario 1 - Flex max: EU member states will have created a seamless learning ecosystem, supporting personalised learning paths within and across countries.
- Scenario 2 - Rigid islands: Education and training are defined by comprehensive and standardised learning pathways, offering limited opportunities for personalisation and flexibility.
- Scenario 3 - Fragmented flexibility: Education and training subsystems provide personalised, adaptable learning experiences but operate largely separately.
- Scenario 4 - Rigid but connected: Learning pathways are structured and standardised, offering learners little or no room to customise learning to their needs. However, they offer transferability of learning across national borders for the same subsystem.
- Scenario 5 - Gated communities: Learners can earn full or partial qualifications through units, modules, or microcredentials from various providers within a subsystem, with moderate level mobility across subsystems, and limited mobility across borders.
Among these, Gated communities and Rigid but connected were seen as the most likely to happen in the next 15 years, while Flex max and Gated communities were considered the most desirable. However, discussions also highlighted risks. For example, while Flex max was widely preferred, concerns were raised about potential challenges, such as navigating opportunities and the risk of leaving disadvantaged groups behind. In addition, addressing skills mismatches and fostering transversal skills like creativity and adaptability will be especially important for countries aiming for Flex max.
Enhancing the transparency of VET systems and qualifications is crucial for the new European Commission policy cycle. This cycle prioritises people and skills, ensuring Europe keeps pace with digital and economic transformations while strengthening competitiveness and social cohesion. Anna Banczyk, Head of Unit at DG Employment, European Commission
Towards an integrated learning ecosystem
The scenarios provided a valuable framework for understanding possible pathways for education and training. Many participants agreed that countries will likely adopt hybrid models, blending elements from different scenarios to meet regional needs.
Transparency tools, such as National Qualifications Frameworks (NQFs), will be vital in promoting lifelong learning, but their effectiveness relies on addressing key challenges, such as expanding their scope, increasing awareness, and integrating non-formal and informal learning.
At the conference, participants reached a consensus on what a well-functioning, integrated learning ecosystem should focus on:
- Using learning outcomes to foster cooperation among stakeholders.
- Enhancing guidance, quality assurance, and recognition processes.
- Expanding flexibility through modular education and microcredentials.
- Leveraging digital tools for personalised and adaptable learning.
Cedefop’s integrated learning landscape approach supports mobility and lifelong learning by balancing the importance of qualifications and skills while preparing learners for a dynamic workforce. However, achieving this vision requires strong collaboration among education providers, employers, policymakers, and stakeholders. Success depends on their active engagement to ensure transparency, cohesion, and effective support for learning and mobility.
