- 2022Approved/Agreed
Background
One of the foundations of the Dutch economy is a well-trained workforce. However, due to major societal transitions and the correspondingly changing labour market, training continues beyond completing initial education. For quite some time, lifelong learning has been on the national agenda of education, the government and the business sector. However, the current system of lifelong learning presents four challenges. First, there is insufficient insight into the required knowledge and competences (skills) of the future. Second, there are insufficient opportunities to learn these skills. Third, public education institutions are insufficiently equipped for this challenge. Finally, the learning culture in the Netherlands is insufficiently developed. Given these challenges, the government has honoured the grant for the national Lifelong learning catalyst (LLO katalysator).
Objectives
The Lifelong learning catalyst (LLO katalysator) aims to achieve an independently functioning lifelong learning ecosystem in which organisations (for example companies) and professionals (adult learners) can adequately respond to the rapidly changing labour market and society. This should lead to higher participation in lifelong learning and thus strengthen economic growth.
The role of the catalyst is to:
- initiate and coordinate cooperation between education, business, and government;
- create new solutions where there are 'gaps';
- provide necessary resources to efficiently and effectively organise national and regional lifelong learning.
Description
The Lifelong learning catalyst (LLO katalysator) is an initiative of VET colleges, applied universities and research universities to boost life-long learning nationally and regionally. The LLO katalysator project, from 2022 to 2027, focuses on various objectives, including the demand-oriented development of (modular) training programmes.
The education ministry is responsible for the project. To achieve the project's goals, all educational/knowledge institutions, MBO-HBO-WO, work together with regional stakeholders such as economic boards, branches, companies, and institutions. They focus on issues that require collective efforts to achieve results. The education councils of the universities in the Netherlands, the Association of Universities of Applied Sciences and the MBO Council play a preparatory role in ensuring that the process gets off to a good start.
The catalyst uses a bottom-up learning approach along economic and social transitions. It starts small, using existing networks. The region is the primary structure for designing, building and testing solutions. When possible, solutions will be upscaled nationally.
The catalyst consists of four building blocks.
- Mapping the skills of the future. The development of an ‘LLO-Radar’ provides insight into the skills needed for the future of the (regional) labour market.
- Encouraging lifelong learning solutions for transitions (e.g. energy transition). The catalyst...
The Lifelong learning catalyst (LLO katalysator) is an initiative of VET colleges, applied universities and research universities to boost life-long learning nationally and regionally. The LLO katalysator project, from 2022 to 2027, focuses on various objectives, including the demand-oriented development of (modular) training programmes.
The education ministry is responsible for the project. To achieve the project's goals, all educational/knowledge institutions, MBO-HBO-WO, work together with regional stakeholders such as economic boards, branches, companies, and institutions. They focus on issues that require collective efforts to achieve results. The education councils of the universities in the Netherlands, the Association of Universities of Applied Sciences and the MBO Council play a preparatory role in ensuring that the process gets off to a good start.
The catalyst uses a bottom-up learning approach along economic and social transitions. It starts small, using existing networks. The region is the primary structure for designing, building and testing solutions. When possible, solutions will be upscaled nationally.
The catalyst consists of four building blocks.
- Mapping the skills of the future. The development of an ‘LLO-Radar’ provides insight into the skills needed for the future of the (regional) labour market.
- Encouraging lifelong learning solutions for transitions (e.g. energy transition). The catalyst facilitates and encourages lifelong learning solutions focused on skills needed for the transitions in (existing) cooperation structures or ‘co-creation labs’. The catalyst supports the formation of these labs with guidance and practical tools and facilitates knowledge sharing between the regions.
- Encouraging educational institutions to offer successful, transition-oriented life-long learning solutions in a scalable, affordable, high-quality and accessible structural manner.
- Stimulating a learning culture. Through targeted advice and public campaigning, employees and employers are activated to participate in life-long learning.
Through regional transition deals between education institutions, organisations and government, training demand and supply are brought together in line with each region’s economy, social tasks, and the people working there.
A total of EUR 392 million is available for this project, of which EUR 167 million has been unconditionally allocated for the realisation of the first phase. The remaining EUR 225 million has been conditionally allocated.
This project was in the start-up phase. A pilot in the energy and resource transition was in preparation.
Bodies responsible
- Ministry of Education, Culture and Science
- Council for upper secondary VET schools (MBO Raad)
- Universities of the Netherlands (Universiteiten van Nederland)
- Association of Universities of Applied Sciences (Vereniging Hogescholen)
Target groups
Learners
- Adult learners
Entities providing VET
- Companies
- VET providers (all kinds)
Thematic categories
Modernising VET offer and delivery
This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.
The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.
This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.
Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.
VET standards and curricula define the content and outcomes of learning, most often at national or sectoral levels. VET programmes are based on standards and curricula and refer to specific vocations/occupations. They all need to be regularly reviewed, updated and aligned with the needs of the labour market and society. They need to include a balanced mix of vocational and technical skills corresponding to economic cycles, evolving jobs and working methods, and key competences, providing for resilience, lifelong learning, employability, social inclusion, active citizenship, sustainable awareness and personal development (Council of the European Union, 2020). The thematic sub-category also refers to establishing new VET programmes, reducing their number or discontinuing some. It also includes design of CVET programmes and training courses to adapt to labour market, sectoral or individual up- and re-skilling needs.
This thematic sub-category covers all developments related to work-based learning (WBL) elements in VET programmes and apprenticeships which continue to be important in the policy agenda. It includes measures to stabilise the offer of apprenticeships, the implementation of the European framework for quality and effective apprenticeships, and using the EU on-demand support services and policy learning initiatives among the Member States. It also covers further expansion of apprenticeships and WBL to continuing VET (CVET), for transition to work and inclusion of vulnerable groups, and for improving citizens’ qualification levels.
Supporting lifelong learning culture and increasing participation
Lifelong learning refers to all learning (formal, non-formal or informal) taking place at all stages in life and resulting in an improvement or update in knowledge, skills, competences and attitudes or in participation in society from a personal, civic, cultural, social or employment-related perspective (Erasmus+, Glossary of terms, https://erasmus-plus.ec.europa.eu/programme-guide/part-d/glossary-common-terms). A systemic approach to CVET is crucial to ensure adaptability to evolving demands.
This broad thematic category looks at ways of creating opportunities and ensuring access to re-skilling and upskilling pathways, allowing individuals to progress smoothly in their learning throughout their lives with better permeability between general and vocational education and training, and better integration and compatibility between initial and continuing VET and with higher education. Individuals should be supported in acquiring and updating their skills and competences and navigating easily through education and training systems. Strategies and campaigns that promote VET and LLL as an attractive and high-quality pathway, providing quality lifelong guidance and tailored support to design learning and career paths, and various incentives (financial and non-financial) to attract and support participation in VET and LLL fall into this thematic category as well.
This thematic category also includes many initiatives on making VET inclusive and ensuring equal education and training opportunities for various groups of learners, regardless of their personal and economic background and place of residence – especially those at risk of disadvantage or exclusion, such as persons with disabilities, the low-skilled and low-qualified, minorities, migrants, refugees and others.
This thematic sub-category refers to ensuring smooth transitions (permeability) of learners within the entire education and training system, horizontally and vertically. It includes measures and policies allowing learners easily or by meeting certain conditions to move from general education programmes to VET and vice versa; to increase qualification levels in their vocation through the possibility of attending vocational programmes at higher levels, including professional degrees in higher education. It also covers opening up learning progression by introducing flexible pathways that are based on the validation and recognition of the outcomes of non-formal and informal learning.
This thematic sub-category refers to providing the possibility for individuals who are already in the labour market/in employment to reskill and/or acquire higher levels of skills, and to ensuring targeted information resources on the benefits of CVET and lifelong learning. It also covers the availability of CVET programmes adaptable to labour market, sectoral or individual up- and reskilling needs. The sub-category includes working with respective stakeholders to develop digital learning solutions supporting access to CVET opportunities and awarding CVET credentials and certificates.