Cedefop - 50 years shaping learning and skills for Europe

The European Economic Community is established. Article 128 of the Treaty of Rome sets ‘general principles for implementing a common vocational training policy’.

The European Council creates an Advisory Committee on Vocational Training (ACVT) tasked with assisting the Commission in implementing a Union VET policy. 
https://ec.europa.eu/transparency/expert-groups-register/screen/expert-…
 

The European Economic and Social Committee (EESC) and Founding members of the EEC call for setting up a European institute for vocational training.

Regulation (EEC) No 337/75 of the Council of 10 February 1975 establishes the European Centre for the Development of Vocational Training (Cedefop) in West Berlin to promote vocational education and training (VET) policies in Europe. https://eur-lex.europa.eu/eli/reg/1975/337/oj

The EU’s first official resolution on vocational education and training calls for greater cooperation among Member States.
https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:41976X0219

Cedefop is inaugurated in West Berlin

Cedefop launches its documentation network.

Council Resolution OJ C 193 concerning vocational training policy in the 1980s, establishes a 5-year exchange programme for VET specialists through study visits. Cedefop is tasked with coordinating documentation and facilitating the exchange of learning.
https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:31983Y0720(02)

Council decision on comparability of vocational qualifications between Member States https://eur-lex.europa.eu/eli/dec/1985/368/oj/eng

Adoption of the Single European Act, aiming to create a more integrated EU and provide the framework for future initiatives in VET, focusing on the mobility of workers and the recognition of professional qualifications.

Commission Memorandum on vocational training in the European Community in the 1990s. 
https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:51991DC03…

Adoption of the Maastricht Treaty, which formally recognised education as an area of EU competence. The Treaty laid the foundation for deeper collaboration in education, including VET, through the establishment of new EU competencies in social policy and education, and a focus on skills needed for the coming information society. https://www.europarl.europa.eu/factsheets/en/sheet/139/education-and-vo…

Council decision to move Cedefop from Berlin to Thessaloniki

The EU publishes the White Paper on Education and Training, which sets out a framework for VET, and outlines the Commission's vision for education and training aiming to promote a learning society. https://europa.eu/documents/comm/white_papers/pdf/com95_590_en.pdf

• The Treaty of Amsterdam is adopted, further embedding VET into the EU's employment and social policies.
• Lisbon Recognition Convention
A key agreement on the recognition of qualifications and periods of study, facilitating the mobility of students and workers within the EU, including those with vocational qualifications https://www.coe.int/en/web/higher-education-and-research/lisbon-recogni….
 

The Union completes its 'Agenda 2000: for a stronger and wider Union" project, comprising a single complete framework offering a clear and coherent vision of the Union's future, and prepare the Union for the reinforcement of its policies and the accession of new members, within a strict financial framework. https://eur-lex.europa.eu/EN/legal-content/summary/agenda-2000-for-a-st…

• Launch of the Lisbon Strategy, aiming at making the EU the most competitive and dynamic knowledge-based economy by 2010, with a strong focus on improving education and training systems, including VET. 
The Lisbon stategy recognises education and training as key drivers for strengthening Europe's competitiveness, fostering social cohesion, and ensuring the full development of its citizens.
• The "E-learning – designing tomorrow’s education" initiative is adopted by the European Commission.

• EU leaders sign the Treaty of Nice to reform institutional structures, ensuring the EU operates efficiently with 25 Member States and prepares for future expansions. The treaty comes into force on February 1, 2003.
• Communication from the Commission ‘Making a European area of lifelong learning a reality’.
https://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2001:0678:FI…

• The project Monitoring and analysing VET policies in Europe kicks off https://www.cedefop.europa.eu/en/projects/monitoring-and-analysing-vet-…
• European Commission white paper - A new impetus for European youth. https://op.europa.eu/en/publication-detail/-/publication/a3fb3071-785e-…;
• Council Resolution of 12 November 2002, on Enhanced European Cooperation in Vocational Education and Training calling for European education and training to become a world quality reference by 2010.
• Council Resolution of 27 June 2002 on lifelong learning https://op.europa.eu/en/publication-detail/-/publication/0bf0f197-5b35-…
• Commission's Action Plan for skills and mobility and the 
• Resolution on skills and mobility
 

The 2004 Maastricht Communiqué, a review of the Copenhagen Declaration, establishes concrete priorities for VET at both national and EU levels. National priorities include flexibility, inclusion, labor market relevance, validation, and investment, while EU-level priorities align with the Strategic Framework for Education and Training 2010. The communiqué also calls for the creation of national stakeholder networks and requests the European Commission to develop proposals for the European Qualifications Framework (EQF) and European Credit System for Vocational Education and Training (ECVET). 

• Cedefop is mandated to report regularly on progress made by Member States in implementing objectives agreed under the Copenhagen process.

The 2005 EU Employment Guidelines reinforce the role of VET in employment

The 2006 Helsinki Communiqué reviews the priorities and strategies of the Copenhagen Process on enhanced European cooperation in vocational education and training, and sets further specific priorities.
https://www.cedefop.europa.eu/files/helsinkicom_en.pdf
• Recommendation of the European Parliament and of the Council on key competences for lifelong learning. https://eur-lex.europa.eu/eli/reco/2006/962/oj/eng
 

• The study visits programme become part of the Lifelong learning programme, that now encompss also VET, general education, adult education. https://www.cedefop.europa.eu/en/projects/study-visits-programme
• The EU launches the Lifelong Learning Programme (2007–2013) to promote lifelong learning opportunities across Europe by supporting education, training, and mobility projects for individuals of all ages and backgrounds.

• The 2008 Bordeaux Communiqué (review of the Copenhagen Declaration) takes stock of the progress achieved, defines priorities for 2008-10 and introduces the new objective of strengthening the links between VET and the labour market. This ties in with the Communication from the Commission 'New skills for New Jobs: Anticipating and matching labour market and skills needs' 
• Recommendation of the European Parliament and of the Council on the establishment of the European Qualifications Framework (EQF) for lifelong learning . A framework designed to compare the qualifications of different countries, including vocational education, in a transparent way to promote mobility and lifelong learning, serving as a ‘translation grid’ between national qualifications frameworks (NQFs). 
• Council Resolution on better integrating lifelong guidance into lifelong learning strategies 
 

• Recommendation of the European Parliament and of the Council on the establishment of a European Quality Assurance Reference Framework for Vocational Edu cation and Training (EQAVET). It aims to support the improvement of the quality of vocational education and training (VET) systems across EU member states through the development of quality assurance frameworks and practices. 
• Adoption of the Recommendation of the European Parliament and of the Council on the establishment of a European Credit System for Vocational Education and Training (ECVET).

• The Budapest-Vienna Declaration officially marks the launch of the European Higher Education Area (EHEA). The Bucharest Communiqué introduces the concept of automatic recognition of academic qualifications as a long-term objective for the EHEA. 
• The Bruges Communiqué on enhanced European Cooperation in Vocational Education and Training for the period 2011-2020 provides: 
-VET response to Europe 2020 Strategy long-term vision
-11 strategic objectives for the decade (2011-2020)
-A detailed work programme for 2011-14 with commitments at national level (22 short-term deliverables) and concrete EU level actions 
-general principles underlying the governance and ownership of the Copenhagen Process
• The Council conclusions on 'New Skills for New Jobs: The Way Forward" call for Cedefop to update its forecasts on employment trends and the supply and demand for skills in Europe every two years.
• Communication from the Commission - A new impetus for European cooperation in Vocational Education and Training to support the Europe 2020 strategy

Council Recommendation ‘Youth on the move’, promoting the learning mobility of young people

• Cedefop's foundational work on validation systems underpins the Council Recommendation on the validation of non-formal and informal learning
https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=celex%3A32012H1222%…
• Council Recommendation on the validation of non-formal and informal learning. These arrangements enable individuals to increase the visibility and value of their knowledge, skills and competences acquired outside formal education and training: at work, at home or in voluntary activities.
https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=celex%3A32012H1222%…

• The European Commission tasked Cedefop with updating the European inventory on the validation of non-formal and informal learning.

• The Riga Conclusion is adopted, 
setting out a framework for improving Vocational Education and Training (VET) across Europe. It outlines 5 key objectives for VET: 
1) Improving the Quality and Relevance of VET
2) Increasing the Flexibility and Accessibility of VET
3) Enhancing the International Dimension of VET
4) Strengthening the Role of VET in Tackling Skills Gaps and Enhancing Employability
5) Improving the Image of VET
https://education.ec.europa.eu/sites/default/files/document-library-doc… .

• The Council Recommendation on Upskilling Pathways aims to ensure that everyone in society has the basic skills (numeracy, literacy, and digital skills), knowledge, and competences to play an active part in society and progress on the labour market.
• Commission Communication "A New Skills Agenda for Europe, Working together to strengthen human capital, employability and competitiveness". 
• The Commission launches a New Skills Agenda to:
- improve quality and relevance of skills formation, 
- make skills and qualifications more visible and comparable, and 
- advance skills intelligence.

• The European Parliament, the Council, and the Commission proclaim the European Pillar of Social Rights at the Gothenburg Summit. The Pillar sets out 20 key principles which represent the beacon guiding us towards a strong social Europe that is fair, inclusive and full of opportunity in the 21st century. The first principle tackles "Education, training and life-long learning"
• Council Recommendation on tracking graduates is adopted, to enable policy makers and stakeholders to improve the employability of graduates, to tackle skills gaps and mismatches and ensure social inclusion, as well as to allow prospective students to make informed choices about potential career paths.
• The Council adopts the European Framework for Quality and Effective Apprenticeships.

• Council Recommendation on key competences for lifelong learning. The Recommendation identifies eight key competences needed for personal fulfilment, a healthy and sustainable lifestyle, employability, active citizenship and social inclusion. https://data.europa.eu/doi/10.2766/569540
• The Commission published "The Skills Agenda for Europe - Update", which includes measures to improve the quality and inclusiveness of vocational education and training, with a focus on digital skills.

• Recast of Cedefop's Founding Regulation (Repealing Regulation (EEC) No 337/75 as amended by No 2051/2004) to "Support the promotion, development and implementation of the Union policy in the field of vocational education and training (VET) as well as skills and qualifications policies by working together with the Commission, Member States and social partners. To this end, enhance and disseminate knowledge, provide evidence and services for policy-making, including research-based conclusions, and facilitate knowledge sharing among and between Union and national actors."
https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A32019R0128&…
• Cedefop launches the Future of VET project (2019-22) 
https://www.cedefop.europa.eu/en/projects/future-vet

The EU Digital Education Action Plan (2021-2027) is adopted setting out a common vision of high-quality, inclusive and accessible digital education in Europe:
• The Council Recommendation on VET for sustainable competitiveness, social fairness and resilience defines key principles for ensuring that vocational education and training is agile, adapts swiftly to labour market needs; and provides quality learning opportunities for all. It also establishes EU-level objectives, to be achieved by 2025: 
- at least 82 % of VET graduates are employed; 
- 60 % of recent VET graduates benefit from any form of work-based learning during their studies; 
- 8 % of VET learners undertake a learning mobility abroad. 
• The Osnabrück Declaration is adopted. The declaration outlines the importance of VET in shaping the future of work and emphasises the need for sustainable and inclusive VET systems to support the transition to greener, digital, and more resilient economies. It also calls for enhanced cooperation between stakeholders, including governments, employers, and education institutions, to strengthen VET's role in the global economy.
• Members States commit to the 'reinforced Youth Guarantee' Reccomendation to ensure that all young people under the age of 30 receive a good quality offer of: employment; continued education, apprenticeship, or traineeship within a period of four months of becoming unemployed or leaving education.
• Communication from the Commission European Skills Agenda for sustainable competitiveness, social fairness and resilience. The Agenda’s 12 actions focus on fostering collaboration between Member States, companies, and social partners to empower people to embark on lifelong learning, and using the EU budget as a catalyst to unlock public and private investment in skills.
• The European Commission launches the Pact for Skills to support public and private organisations to upskill and reskill so they can thrive through the green and digital transitions.

• The European Green Deal, the New Industrial Strategy for Europe, the Circular Economy Action Plan,and the EU Biodiversity Strategy all emphasise the important role of skills and training in supporting sustainable growth and the transition to a green economy. 
• The SME strategy for a sustainable and digital Europe outlines the value of skills for businesses, while the Gender Equality Strategy 2020–2025 highlights the importance of skills in tackling gender stereotypes and achieving a gender balance in many professions. 
• NextGenerationEU, the plan to lead the EU out of the COVID-19 pandemic, also foresees dedicated funding for VET as it aims to make Europe and its economy greener, more digital and stronger than ever before.
• The EU launches an extension of the SELFIE online tool, which focuses on work-based learning. The new module incorporates the views of in-company trainers, as well as learners, teachers, and school leaders. This enables VET schools and training companies to discuss how best to digitalise the education and training they provide.

• Countries participating in the Copenhagen process submit in 2022 their National Implementation Plans (NIPs) for the Council Recommendation on VET and/or the Osnabrück Declaration highlighting the main actions planned for the implementation of the two policy documents. Monitoring of the NIPs is undertaken by Cedefop and ETF in cooperation with the European Commission.
• Parliament adopts the resolution on establishing the European Education Area by 2025 – micro-credentials, individual learning accounts and learning for a sustainable environment. 
• Council Recommendation on on a European approach to micro-credentials for lifelong learning and employability.
• Council Recommendation on individual learning accounts.

• The European Commission launches the European Digital Skills Certificate to certify the digital skills acquired through vocational education and training programs, in response to the increasing demand for digital competences.
• The European Year of Skills 2023/2024 gives fresh impetus to lifelong learning, aiming to reach the EU 2030 social targets of at least 60% of adults in training every year. The EU is promoting a mindset of reskilling and upskilling, to help people to get the right skills for quality jobs.

The European Commission launches the European Education Area initiative to help Member States work together to build more resilient and inclusive education and training systems. The initiative works in synergy with the European Skills Agenda and the European Research Area to harness knowledge, making it the foundation of Europe’s recovery and prosperity.

The European Commission launches the 'Union of Skills' strategy, a new approach, combining education, training and employment policies with a common vision of competitiveness.
https://employment-social-affairs.ec.europa.eu/policies-and-activities/…