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Key documents
Policy documents and studies
Rethinking Education is a Communication from the Commission presenting the challenges and the priorities for national and EU policies in the field of education, where great importance is attributed to Vocational Education and Training.
The Bruges Communiqué (December 2010) is a package of objectives and actions to increase the quality of vocational training in Europe by making it more accessible and relevant to the needs of the labour market.
The Bordeaux Communique (November 2008) takes stock of the progress achieved, defines priorities for 2008-2010 and introduces the new objective of strengthening the links between VET and the labour market. This ties in with the "New skills for new jobs" initiative on anticipating and matching labour market and skills needs.
The Helsinki Communique (December 2006) reviews the priorities and strategies of the Copenhagen Process on Enhanced European Cooperation in Vocational Education and Training and sets further specific priorities.
The Maastricht Communique (December 2004) expands upon the Copenhagen declaration and includes national level priorities.
The priorities and principles for the Process on Enhanced European Cooperation in Vocational Education and Training were first set out in the Copenhagen Declaration (November 2002). This European strategy aims to improve the overall performance, quality and attractiveness of VET in Europe.
This report is one part of Cedefop’s support to the Copenhagen process, underpinning support to policy-makers on challenges and the way ahead with statistical data and research findings.
Drawing on the Maastricht Study to assess progress in VET, this synthesis report aims to help policy-makers situate the Maastricht Communique in context.
This document provides for a strategic framework for European cooperation in education and training up until 2020. It also sets out indicators and reference levels for monitoring the progress in the field of education and training in the period 2010-2020.
This document proposed a set of indicators and reference levels for monitoring the progress in the field of education and training up until 2010.
The coherent framework of indicators and benchmarks for monitoring progress towards the Lisbon objectives in education and training proposes 20 core indicators which are coherent with identified political priorities within the Education and Training 2010 strategy.
The Council conclusions on a coherent framework of indicators and benchmarks identify 16 of the 20 suggested indicators for full exploitation or development work.
The European Commission’s progress report produced by DG Education and Culture and its partners takes annual stock of progress made in attaining the Lisbon objectives in education and training.