All posts by LLLP Admin

Investing in People and STEM – CHOICE project final conference

The CHOICE Project intends to innovate STEM education and contribute to the policy reform of STEM curricula in European secondary schools by providing teachers and students with tools and resources promoting the STE(A)M approach, connecting STEM subjects with Arts and All the other disciplines. The project’s partnership is composed of non-profit organisations, business and private sector, education and training institutions, from five European countries: Italy, Spain, Greece, Cyprus and Belgium. 

The project’s final conference, ‘Investing in People and STEM : Innovative Cross-disciplinary STE(A)M approaches to education’, held on the 29th of November 2022 in Brussels in partnership with the European Economic and Social Committee, was attended by more than 90 participants (teachers, students, educators, policy makers, representatives of EU institutions and representatives of civil society organisations in the field of education and training, general public interested in the topic). The event, opened by  Monica Verzola (vice chairman of LLLP and member of the board of EVTA, was the concluding moment of the 3-year project CHOICE, where the project and its results were presented, and student and teacher testimonies heard. 

The main outcomes presented during the event were the state of the art analysis on existing initiatives, best practices, attitudes and approaches towards STEAM education and the Massive Open Online Course (MOOC) promoting STE(A)M education for students, educators and teachers which collects Open Educational Resources (OERs) co-created with the students and teachers involved in the project; the project recommendation on how to promote the STE(A)M approach. 

The CHOICE MOOC is composed of five different modules which address five macro-areas: STEM& arts; experiential projects; STEM & teaching languages; using technology in social sciences; STEM & sports. The project’s success is measured by the positive impact it has had on student interest in STEM: following the project’s implementation, student’s interest in STEAM increased by 10%. Students and teachers from the Italian, Cypriot, Greek, and Spanish schools presented the OERs developed in the framework of the project, as “The Starry Night”, where students covered Van Gogh’s renowned painting with origami and studied the mathematics behind each shape. 

The conference ended with a fruitful panel discussion around the topic of “Innovative approaches on the promotion and improvement of STE(A)M education at school,” with a focus on EU policy development. The panel, composed of Michael Mcloughlin (European Economic and Social Committee | Youth Work Ireland); MEP Victor Negrescu (European Parliament), Leonie Bultynck (European Commission, DG EAC), Evita Tasiopoulou (Science Education Department, European Schoolnet), was moderated by Jon Harding (Vice chairman I treasurer, LLLP). 

The panellists emphasised that the different STEM/STE(A)M initiatives in Europe should be interconnected across regional and national levels. In this way, STEM education can grow and evolve, and build on different practices and approaches. It is important to involve local authorities and ministries, support institutions, and listen to students in a learner-centred approach. STE(A)M education touches upon many sectors and should involve all of them. Industries could be more involved and integrated into school curricula, to stimulate STEM careers. 

The panel particularly focused on STEM and gender equality. Currently, far more men than women are pursuing STEM careers: STEM education should be more fun, more ‘attractive’, related to everyday life, and provide more female role models to be truly inclusive. There are other inequalities in STEM education, such as those related to socio-economic status, belonging to national or ethnic minority, etc. Overall, all speakers agreed that, at local, national and European level, STEM education and careers should take a more intersectional approach, be adapted to the needs of students and schools, and receive more resources.

The project’s final conference raised important action points on how to sustain the project’s results with time, and, thereby, how to promote and improve STE(A)M education at local, regional, national and European levels. In this regard, it would be important to have a European network for STEM education that would act as a reference in the field, allowing individuals to connect and share best practices in teaching STEAM disciplines, encouraging and promoting them.

Readers are invited to read the project’s Policy Recommendations document, which deepens the lessons learned from “CHOICE” on how to support the reform of the school curricula by making the shift from STEM teaching in silos to a more interdisciplinary and practice-oriented approach of STE(A)M education.

Schools involved in the project:

Other project partners are: Lifelong Learning Platform, CESIE (Italy),  EUROTraining (Greece), Blue Room Innovation (Spain), GrantXpert Consulting (Cyprus).

The acronym STEM derives from Science, Technology, Engineering & Mathematics, and it is a curriculum based on the idea of educating students in four specific disciplines — science, technology, engineering and mathematics — in an interdisciplinary and applied approach.

Education, Youth Citizenship and Democratic Participation survey – Co-Operation Youth Vote project  

LLLP, together with JEF, OBESSU and Young Educators, launched a survey on European elections aimed at young Europeans (aged between 14 and 25), aimed at enhancing their participation during the upcoming European Elections.

This initiative is part of the COYV project (“Co-operation Youth vote: Enabling future active European citizens”) which aims to offer a space for training in the preparation of the 2024 European Parliament election. 

The Education, Youth Citizenship and Democratic Participation survey will explore the different aspects of youth participation in the aftermath of the COVID-19 pandemic and in preparation of the 2024 European Parliament election campaigns. Through the answers collected, the aim is to understand the challenges of youth engagement and to develop an informal alliance of youth organisations that will work together on encouraging youth participation in democratic elections and make politicians accountable for their actions. 

The survey has been disseminated to all EU-countries with an estimated number of nearly 3000 respondents. The project consortium will analyse the results in order to create tools and practices during the capacity building trainings to raise young people’s awareness of the 2024 European elections and adapt them according to the needs and concerns expressed. 

For the analysis of the survey a comprehensive document will be designed in order to be useful for the following stages such as capacity building activities and focus groups that take place within the project. The output will be designed in a way that increases most its impact and will also be formatted in an easy-to-read version, as well as written in English with possibility of being translated in other languages to make it more accessible and inclusive for everyone. 

By 2024, the project is expected to have accomplished through the toolkits designed after the surveys, a series of training sessions for multipliers and a social media campaign raising throughout the whole process the awareness to young people on the importance of voting in European Parliamentary elections.

The survey, available at this link, is translated into all EU official languages.

Are you between 14 and 25 years old? This is the moment and space where you can express your thoughts and interests on the future of Europe!

Please, share it with your network and members!

LLLP joined a European roundtable on regional policies in lifelong learning in Krakow, Poland – 13-14 June 2022

The COllaborative MOnitoring REgional Lifelong Policies (“COMORELP”) project held a European Round Table conference in a hybrid format in the beautiful venue of the Jagiellonian University in Krakow, Poland on 13-14th June 2022 (check the full programme here).

As part of the initiatives of the Laboratories of Regional Lifelong Learning Policies in different EU regions, the conference gathered project partners and stakeholders from across Europe to exchange experiences and share the results of the project achieved so far. LLLP is one of the partners in the COMORELP project, which is led by the Jagiellonian University (Poland) and also involve FREREF – Foundation of European Regions for Research in Education and Training – France (LLLP member), and other partners: Arcola research UK,  CIS – CIS School for business management Italy, and WUP – the Regional Labour office in Krakow (Poland).

Watch the first day of the conference on Youtube:

Partners were welcomed by a representative of the regional labour office in Krakow who expressed their unflinching support to the COMORELP Project and for lifelong learning. He went on to disclose an initiative that had just begun called Learn from the Master which supports industries that suffered during the pandemic. Sectors such as Catering, Hotels, Events, and other entrepreneurs seek to benefit from this lifelong learning program all around Poland.

Diana Spiridon, the leader of the adults’ skills team in DG EMPL (European Commission) gave the following presentation remotely. She spoke about the key policy developments in adult learning (AL) at EU Level and the role of regions. She recounted that the New European Adult Learning Agenda is to increase and improve the AL provision and promotion as well as the take up of formal, non-formal and informal learning opportunities for all. Looking further, the agenda outlines a vision of how adult learning should develop in Europe by 2030 in 5 priority areas which include Governance, Supply and take-up of lifelong learning opportunities, Accessibility and flexibility, Quality, equity, inclusion and success in adult learning and Green and digital transitions. The Pact for Skills was also launched in November 2020 as an approach to skills development to incentivise private and public stakeholders to take actions on upskilling and reskilling of the working class. Moreover, as part of the EU skills agenda, a Council Recommendation on Individual Learning Account (ILA) was recently adopted and recommend Member States to set-up personal training entitlement for adults as well as the Recommendation on micro-credentials. The Upskilling Pathways initiative is currently being evaluated by the European Commission and an external contractor.

The Ministry of Education and Science in Poland then took the floor and recounted how women have high representation in education, yet they seem to be more absent later on in life in higher education and adult education. He questioned why according to statistics women in Poland stop learning.

Then, project partners took turn to present a self-assessment tool for lifelong learning policies at regional level and a benchmarking system allowing stakeholders to compare situations between the regions. Claudio Dondi from CIS, Emilia Romagna in Italy explained the concept of a regional laboratory which is a core concept of the COMORELP project. He explained the regional lab as having an involvement of the regional authority, being relevant to existing policy challenges, having a user orientation, and including an integrated perspective on lifelong learning. He stated that the Lab should have reporting and benchmarking as a ground for inter-regional cooperation.

Different departments of regional authorities, education and training organisations, learner group and employer representatives, civil society organisations should all be involved in the Regional Lab. The Malopolska region, which is one of the regions in the project, was identified as an outstanding region in terms of lifelong learning because of their experience in the last decade of setting up a LLL partnership with over 100 institutions.


Watch the second day of the conference:

As part of the project, some regional perspectives on existing policy challenges were shared. In Poland, 12 experts gathered in a round table session in June 2022 and through an internet survey identified some challenges associated with LLL. They noted, among others, that since LLL policy solutions are being mainly the responsibility of central government, formal education and legal solutions are created at central level with little competences in the regions. In Italy, inclusion and civic participation are a challenge as well as the bridge between formal and informal education. In Istanbul, Turkey the activities of COMORELP included reviewing reports, reaching different stakeholders, collecting best practices in the region and country, and disseminating the project at different occasions. The representative in Istanbul worked on how activities are evaluated and reported to policy makers, on their weaknesses, strengths, and on strategies to take action. Challenges include that there are too many different actors in the field and difficulty in accessing activities in a single framework. By Arcola Research UK, 7 stakeholder interviews were completed and analysed in April 2021 as well as a research on LLL policy in Wales.

Some good practices in Wales included the writing of 5 reports on Wales practices: ReAct, ReStart, TAITH programme, Digital Communities Wales (DCW) and Wales Union Learning Fund (WULF). Furthermore, there is initial design and testing of a benchmarking tool.

There was a regional lab in Auvergne-Rhône Alpes in France involving local stakeholders from VET, Higher Education, employment, companies etc. Good practices include “promo 16-18 @ AFPA” which brings back early school leavers into the learning and training environment. Also, a regional platform for Apprentices mobility is coordinated by the region and the chamber of craft to promote VET and apprentices’ international mobility.

It is foreseen in the project to organise regional Labs and to use the benchmarking system in each region. The Lifelong Learning Platform looks forward to testing the data collection and benchmark exercise with the other partners. LLLP will also work on drafting policy recommendations for the EU and regional levels in the next months and will organise a European policy workshop to discuss them.


LLLP’s takeways from the Validation for Prior Learning Biennale in Iceland

On May 19-20th, LLLP attended one of the main international events around validation, the Validation for Prior Learning (VPL) Biennale. The event which had previously been postponed due to the pandemic took place in Iceland in hybrid format and gathered an impressive number of experts from around the world in person with over 200 attendees!


This edition was hosted by The Education and Training Service Centre (ETSC) and aimed at “Building a common ground” between validation experts from different fields of lifelong learning (VET, adult education, third sector, etc) and institutions (public authorities, validation centres, international organisations, education and training organisations etc.) A few LLLP members also took part, with Gina Ebner from the European Association for the Education of Adults (EAEA) participating in a panel and the European University Continuing Education Network (eucen) presenting the Vince project on integrating migrants through validation at a workshop.

The Biennale’s main themes were:

  • Validation and working life
  • Validation and education/training
  • Validation and social sustainability
  • Validation and personal development

The lead coordinator of the TRANSVAL-EU project, the Austrian Agency for International Cooperation in Education and Research (OeAD-GmbH) also joined as participants while Maurice De Greef from the Vrije Universiteit Brussel (VUB) was invited to present the project research work at a workshop on Theme 3: VPL and personal development. You can see find and download his presentation here.


LLLP’s main takeaways and highlights from the event are:

  • The concept of “undocumented learning” and “documented learning” which does not solely apply to migrants;
  • The usefulness of the PPMI study on microcredentials (PPMI co-authored a NESET analytical report “Towards a European approach to microcredentials: a study of practices and commonalities in offering microcredentials in European higher education”);
  • The social dimension of guidance, which should not only be just about the individual;
  • The presentation by the Nordic Adult learning network (NVL) on the quality compass, which is a very useful tool for assessing validation practices, policies, procedures as well as competences of validation practitioners;
  • And the EC-VPL research on trends in society regarding validation and challenges in the research (automation, privatisation, co-creation/governance and sharing common language).

You can find recordings of the following keynotes among others:

You can find all materials (PPTs and Keynote recordings) from the Biennale HERE

Keep in pact closing event: Multi-stakeholders partnerships in Lifelong Career Guidance: Tools and tips to enhance cooperation – 28 March 2022


The Lifelong Learning Platform is a partner in the project “Keep In Pact” coordinated by Cités des métiers International Network. After over two years of successful cooperation and implementation, the project partners organise its closing event on March 28th (14h00-17h00 – Central European Time) in hybrid mode (online and in Brussels for physical attendance).


For more than 2 years, the Keep in pact project partners have been working on high-quality and innovative tools and recommendations for multi-partnership managers in lifelong career guidance:

A competence framework, a training programme, a European map of career centres, a Guide for cooperation and more.

The aims of the event are :

  • to allow the stakeholders to discuss and share further insights on current and future issues, challenges and innovative practices regarding multi-partnership management in lifelong Career Guidance in Europe.
  • to share and inform a variety of stakeholders across Europe about the project results and the interest it can represent.

 For those attending in person, a networking time and visit of Cités des métiers Brussels is foreseen.

Participants joining online will get the chance to discover a training module on cooperation.



About Keep in Pact

Keep In Pact project has been launched in September 2019 from the observation that in recent years, regional, national and European policies have stressed out the crucial need to increase cooperation and synergy between stakeholders in the fields of education, training, employment and entrepreneurship, in order to deliver better services in lifelong guidance. Therefore, this project (funded by Erasmus+ Programme) aims to upskill the “multi-partnership management” function in lifelong career guidance centres and develop an innovative ecosystem approach of multi-partnership involving public and private organisations and professionals. For more information about Keep in Pact project, please visit the internet website of the project: 

European survey on innovative initiatives for the validation of transversal skills

LLLP is a partner in the EU-funded project TRANSVAL-EU, a European policy experimentation concerning innovative approaches for the validation of transversal skills obtained in non-formal and informal learning (VNFIL) contexts, including guidance services.

“Transversal skills and competences (TSCs) are learned and proven abilities which are commonly seen as necessary or valuable for effective action in virtually any kind of work, learning or life activity.  They are “transversal” because they are not exclusively related to any particular context (job, occupation, academic discipline, civic or community engagement, occupational sector, group of occupational sectors, etc.).” (new ESCO definition)

The project partners will develop and test an offer of a validation toolkit, training curricula and programmes, as well as standardised competence profiles for validation and guidance practitioners with a specific focus on transversal skills. The aim is to test the systematic embedding of transversal skills in validation and guidance processes by these trained practitioners on the individual candidates.

In order to provide these insights related to potential innovative tools, methods and approaches for the validation of transversal skills and competences in validation and guidance practices in Europe the project consortium would like to map and analyse related initiatives on the validation and guidance process integrating transversal skills throughout Europe.

The survey is addressed to experts, practitioners, policy-makers, civil servants, workers in companies, project managers involved in the field of guidance and/or validation of skills (including recognition of prior learning) in all sectors of education (adult education, higher education, VET, non-formal education, civil society organisations, schools, etc) and work stakeholders (public employment services, companies, trade unions, etc).

You can fill the survey here

It only takes five to ten minutes to complete it.

Deadline to fill the survey: 30 September 2021.

Survey on multi-stakeholder cooperation and partnerships in career guidance

LLLP, together with its member the Cités des métiers International Network, is running a short survey to better understand the needs and practices regarding the management of multi-stakeholder cooperation and partnerships in the field of career guidance.

The survey is addressed to practitioners in the field of lifelong career guidance (including policy-makers and civil servants) who have experience in the cooperation and partnerships with multiple stakeholders.

The survey takes around 15 minutes to complete.

Answer the survey here before the 30 of September 2021.

The answers will contribute to a mapping of practices in lifelong career guidance, the design of a training programme for multi-stakeholder partnership managers, as well as to guidelines on how to setup and maintain the cooperation.

Thanks in advance for your contribution.

The Lifelong Learning Platform is a partner in the Erasmus+ project “Keep In Pact” coordinated by its member the Cités des métiers International Network (RICDM). The “Keep Innovation in multi-partnership cooperation in lifelong guidance services” project is led by RICDM and gather 5 partner organisations: Universcience-Cité des métiers de Paris (FR), Learning digital (IT), Municipality of Porto-Cité des métiers (PT), the Agency for Science and Higher Education (Croatia) and the Lifelong Learning Platform (BE).

Outcomes of LLLP conference on Wider benefits of learning & Tampada project

On the 25th of March 2021, LLLP project team organised the final conference of the Tampada project on “Wider benefits of learning: Why and How to measure them” (agenda of the conference). LLLP was a partner in this EU-funded project which ran for 30-month. While the other partners hosted events at national level in Greece, Sweden, United Kingdom and Slovenia, LLLP opted for organising a European-wide conference in order to exchange practices and raise awareness on the importance of better measuring adult learners’ lifelong and lifewide progress.

Watch the conference recording video below

The conference was quite a success as it gathered over 140 participants from across the EU but also from as far as Japan, Australia and Pakistan! The conference was moderated by Susana Oliveira, LLLP Steering committee member. She welcomed the participants and invited them to share examples of wider benefits of learning using a virtual interactive tool (Mentimeter) – See the examples from participants. It seemed that most participants had already a very good awareness of what those examples can be, such as in social inclusion, citizenship.

Presentation of Tampada project outcomes

The introduction was followed by a presentation by Pauline, Project and Policy coordinator at LLLP, of the main Tampada project results (download her presentation). In her presentation, she outlined why there is a need for better monitoring and assessment of wider benefits of learning in adult education focusing on the European context. She raised the challenge that even though awareness on those benefits is increasing, initiatives to systematically measure them remain scare, fragmented, time-bounded and overall, insufficiently spread.

The main results from Tampada are the publication of an “Evidence collection toolkit and framework for tracking and monitoring the progress of disadvantaged learners”, which defines AE outcomes under 4 areas: Development of self and life skills, Health and wellbeing, Employability, employment and learning, and Social, community and citizenship. The Toolkit also includes a 6-steps methodology that adult learning providers can follow to measure learners’ lifelong and lifewide progress.

This Toolkit has been transformed in a user-friendly digital assessment tool that AEPs and educators can use to measure their learners’ progress. Stakeholders interested in using the tool can express their interest here in a Google Form.

Finally, Pauline shared some recommendations from the project addressed to adult education stakeholders and policy-makers for further development of initiatives like Tampada. A Policy report is upcoming and will soon be published on the project website.

Panel discussion with three speakers

The project presentation was followed by a panel discussion involving a researcher from the Free University of Brussels (VUB and Chair of adult education at Unesco), a representative of adult education in Belgium-Flanders, as well as a policy-maker from the European Commission (Adult learning unit at DG EMPL). Maurice De Greef presented impressive research studies and their results (download presentation) on measuring adult learning outcomes.

Karine Nicolay presented the project of the national coordinator in Flanders for the European Agenda of Adult Learning (Lang Leven Leren) and the Erasmus+ project GOAL (Guidance and Orientation for Adult Learners) and she emphasised as well the importance of open recognition (download presentation). Finally, Martina Ni Cheallaigh shared some European policy achievements, for instance with the Upskilling pathways Recommendation. She also mentioned a few other important EU policies such as the 2020 publication of the European Skills Agenda as well as the upcoming promising revision of the EU agenda of adult learning this year by the Slovenian Presidency of the EU (2nd semester of 2021).

Cedefop-OECD Symposium on Apprenticeships for greener economies and societies

Cedefop are pleased to announce that the call for papers for the 2021 joint Cedefop-OECD symposium on Apprenticeships for greener economies and societies is now open.

Deadline for abstract submissions: 3 May.

Cedefop’s work also contributes to the ongoing EU debates on apprenticeship quality, three years after the adoption of the Council Recommendation on the European Framework for quality and effective apprenticeship. See our latest publications on the analysis of apprenticeship schemes against the Framework criteria, the need for comparable statistics on apprenticeship participation and the importance of having a clear identity and purpose for apprenticeship.

EU Conference – Wider Benefits of Learning: Why and How to Measure them? – 25 March 2021

The Lifelong Learning Platform is pleased to invite you to a 1h30 online conference to share solutions on how can adult education providers better monitor and measure the progress of disadvantaged learners.

Date: 25 March 2021 – 11:00-12:30pm CET (online)


This conference is the final event of the Tampada project, a European project coordinated by Derbyshire County Council (UK) which ran for 30 months between 2018 and 2021 and involved five partner organisations from five EU countries (UK, GR, SI, SE, BE). The scope of the conference is to bring together policy makers, representatives of the adult education sector and of civil society and researchers on wider benefits of education and on the use of data in education at EU level. The event will consist of a presentation of the Tampada project results, featuring a panel of experts and interaction with the audience.


As a result of a field research, the project partners published two key publications – a Toolkit and a Manual – that aim at supporting adult education providers in measuring learners’ lifelong and lifewide progress. The two publications include guidelines to support organisations with measuring the ‘wider benefits of learning’ – in terms of learners’ well-being (eg self-confidence, health), social outcomes (eg network, social inclusion) and well-being, among others.

Based on these findings, partners have created a multilingual digital tool that teachers and educators can fill in to measure learners’ progress and compare the results across classes, schools, and countries. This tool was piloted and tested from September 2020 to January 2021 in 4 countries (Greece, UK, Sweden, and Slovenia) and at the event, there will be a presentation on how the digital tool works.

Following the presentation of these results, EU level policy recommendations issued from the project findings will be the basis of a panel discussion gathering three panelists representing the EU institutions and other key stakeholders. The panelists will discuss what is happening at EU level, between the graduate tracking system initiative,  the digitalisation in the European Education Area and the challenge of data monitoring and collection.

The event will include time for interaction and discussion between speakers and the audience.

Contact us for more information: projects [at]