19.12.2009 EN Official Journal of the European Union C 311/1 COUNCIL RESOLUTION of 27 November 2009 on a renewed framework for European cooperation in the youth field (2010-2018) 2009/C 311/01 THE COUNCIL OF THE EUROPEAN UNION, RECALLING the Resolution of the Council and of the Representatives of the Governments of the Member States, meeting within the Council, of 27 June 2002 establishing a framework for European cooperation in the youth field (1), which included the application of the open method of coordination and mainstreaming of youth issues into other policies, and the European Youth Pact adopted by the March 2005 European Council (2) as one of the instruments contributing to the achievement of the Lisbon objectives for growth and jobs; the Renewed Social Agenda which targets youth and children as a main priority (3); and ACKNOWLEDGING the conclusions of the Council and of the Representatives of the Governments of the Member States, meeting within the Council, of 11 May 2009 on the evaluation of the current framework for European cooperation in the youth field and on future perspectives for the renewed framework (4); WELCOMES the communication from the Commission to the Council, the European Parliament, the European Economic and Social Committee and the Committee of the Regions entitled An EU strategy for youth – Investing and empowering. A renewed open method of coordination to address youth challenges and opportunities (5); RECOGNISES that 1. Young women and men have a crucial role to play in meeting the many socio-economic, demographic, cultural, environmental and technological challenges and opportunities facing the European Union and its citizens today and in the years ahead. Promoting the social and professional integration of young women and men is an essential component to reach the objectives of Europe’s Lisbon strategy for growth and jobs, at the same time as promoting personal fulfilment, social cohesion and active citizenship. 2. The EU Youth Report 2009 (6) shows that, although a majority of today’s young Europeans enjoy good living conditions, there are still challenges to be met such as youth unemployment, young people not participating in education or training, poverty among youth, low levels of participation and representation of young people in the democratic process and various health problems. Economic downturns, such as the one which began in 2008, tend to have a significant negative impact on young people and the effects risk being long term. 3. The current framework for European cooperation in the youth field has proved to be a valuable platform for the Member States in addressing youth-related issues and that the open method of coordination, the mainstreaming of youth issues into other policy areas and initiatives such as the European Youth Pact (7) have facilitated a flexible approach in a manner suited to the youth field, with due regard for the competences of the Member States and the principle of subsidiarity. 4. A renewed framework setting out a strategy for European cooperation in the youth field over the next decade - while building on the progress made and experiences gained to date and while continuing to respect the Member States’ responsibility for youth policy - would further enhance the efficiency and effectiveness of such cooperation and provide increased benefits to young people in the European Union, especially in the context of the post-2010 Lisbon Strategy. 5. It is of vital importance to enable all young women and men to make the best of their potential. This entails not only investing in youth, by putting in place greater resources to develop policy areas that affect young people in their daily lives and improve their well being, but also empowering youth by promoting their autonomy and the potential of young people to contribute to a sustainable development of society and to European values and goals. It also calls for greater cooperation between youth policies and relevant policy areas, in particular education, employment, social inclusion, culture and health. ACCORDINGLY AGREES that 1. In the period up to and including 2018, the overall objectives of European cooperation in the youth field should be to: (i) create more and equal opportunities for all young people in education and in the labour market; and to (ii) promote the active citizenship, social inclusion and solidarity of all young people. 2. The main fields of action in which initiatives should be taken are outlined below and detailed in Annex I hereto: — Education and training, — Employment and entrepreneurship, — Health and well-being, — Participation, — Voluntary activities, — Social inclusion, — Youth and the world, — Creativity and culture. 3. While fully respecting Member States’ responsibility for youth policy and the voluntary nature of European cooperation in the youth field, achieving the two interrelated overall objectives implies a dual approach involving the development and promotion of both: (i) specific initiatives in the youth field - i.e. policies and actions specifically targeted at young people in areas such as non-formal learning, participation, voluntary activities, youth work, mobility and information; and (ii) mainstreaming initiatives - i.e. initiatives to enable a cross-sectoral approach where due account is taken of youth issues when formulating, implementing and evaluating policies and actions in other policy fields which have a significant impact on the lives of young people. Building on the example of the European Youth Pact, a youth dimension should continue to be integrated in the post-2010 Lisbon Strategy and the Renewed Social Agenda as well as in relevant EU strategies and programmes, such as the new Strategic Framework for European cooperation in Education and Training, the Employment Guidelines, the Health Strategy and the Agenda for Culture. UNDERLINES that 1. European Youth Policy cooperation should be firmly anchored in the international system of human rights. A number of guiding principles should be observed in all policies and activities concerning young people, namely the importance of: (a) promoting gender equality and combating all forms of discrimination, respecting the rights and observing the principles recognised inter alia in Articles 21 and 23 of the Charter of Fundamental Rights of the European Union; (b) taking account of possible differences in the living conditions, needs, aspirations, interests and attitudes of young people due to various factors, paying particular attention to those who, for different reasons, may have fewer opportunities; (c) recognising all young people as a resource to society, and upholding the right of young people to participate in the development of policies affecting them by means of a continuous structured dialogue with young people and youth organisations. FURTHER AGREES that 1. In the period up to 2018 European cooperation in the youth field should be implemented by means of a renewed open method of coordination, and should draw on the overall objectives, dual approach and main fields of action outlined above. 2. European cooperation in the youth field should be evidence based, pertinent and concrete. It should produce clear and visible results which should be presented, reviewed and disseminated on a regular basis and in a structured manner, thereby establishing a basis for continuous evaluation and development. 3. The success of the open method of coordination in the youth field depends on the political commitment of Member States and on effective working methods at national and EU level. From this perspective, the working methods used in the context of European cooperation should be based on the following: (i) Work cycles: The period up to 2018 will be divided into a series of 3-year cycles, with the first cycle covering the years from 2010 to 2012; (ii) Priorities: For each of these cycles, a number of priorities for European cooperation will be chosen which contribute to the fields of action identified under this framework. The priorities will be adopted by the Council on the basis of the relevant joint Council/Commission report - as referred to hereafter - and in cooperation with the representatives of the two Presidency trios covering the work cycle in question. These priorities for European cooperation will be designed to allow for cooperation between all the Member States or for closer cooperation between a more limited number of Member States (clusters), in accordance with national priorities. The priorities for the first part of the first work cycle under this new framework are set out in Annex II hereto. The priorities for the second part of this cycle will be presented and adopted by the Council at a later date; (iii) Implementation instruments: For the framework of cooperation to be effectively implemented, there is a need both for instruments in the specific youth field and for instruments in other related policy fields. In the specific youth field, the instruments are outlined in sub-paragraphs (a)-(g). These should be used to support the dual approach, i.e. to implement specific initiatives in the youth field, as well as to promote a cross-sectoral approach to support mainstreaming of a youth perspective in other related policy fields. In the mainstreaming work, the instruments should be used as a basis for dialogue with, and support for, other policy fields in order for these to integrate a youth perspective where and when relevant. (a) Knowledge building and evidence-based youth policy: Youth policy should be evidence-based. Better knowledge and understanding of the living conditions, values and attitudes of young women and men needs to be gathered and shared with other relevant policy fields so as to enable appropriate and timely measures to be taken. Such knowledge can be promoted inter alia via support to the European Knowledge Centre for Youth Policy and its correspondents, EU-wide analytical capacity (Eurydice), youth research, studies, special European youth surveys and networks of researchers. The EU Youth Report will also be an essential contribution towards evidence-based policy making. Cooperation between relevant authorities, youth researchers, young people, youth organisations and those active in youth work should be promoted; (b) Mutual learning: Mutual learning is a key element in this framework of cooperation. It provides the opportunity to identify and learn from good practices in different Member States. Mutual learning will be carried out by such means as peer learning activities, conferences and seminars, high level forums or expert groups as well as through, studies and analyses, and web-based networks, with the involvement of relevant stakeholders. The subjects of these activities should be closely linked to the priorities for the respective three year work cycles. All of these initiatives should be developed with clear objectives and on the basis of clear mandates, time schedules and planned outputs to be proposed by the Commission in cooperation with the Member States. Policy dialogue with third countries and cooperation with international organisations such as the Council of Europe, OECD (8) and the United Nations should be continued, thereby providing a source of reference and inspiration; (c) Progress reporting: The European Union Youth Report should be drawn up by the Commission at the end of each work cycle - and in the case of the first under the new framework, in 2012. The EU Youth Report shall consist of two parts: A joint Council-Commission report (political part), and supporting documents (statistical and analytical part). The EU Youth report will evaluate progress made towards the overall objectives of the framework, as well as progress regarding the priorities defined for the most recent work cycle and identify good practises. The EU Youth Report should be based on national reports drawn up by the Member States in the youth field and in other relevant policy areas, as well as on other existing information and statistical data. Duplication of reporting obligations should be avoided. The EU Youth Report should also serve as a basis for establishing a set of priorities for the following work cycle; (d) Dissemination of results: To enhance visibility and impact of cooperation under this framework at local, regional, national and European level, the outcomes of cooperation should be widely disseminated among all relevant stakeholders and, where appropriate, discussed at the level of Directors-General or Ministers; (e) Monitoring of the process: To promote the delivery of results through the open method of coordination, as well as ownership of the method at both national and EU level, the Member States and the Commission will work closely together in steering, taking forward and evaluating the process and its outcomes. In this context, work should be carried out on the basis of existing indicators which have a bearing on the situation of young people in fields such as education, employment, health, social inclusion and, where appropriate, proposals should be developed on potential new indicators for consideration by the Council; (f) Consultations and structured dialogue with young people and youth organisations: The structured dialogue with young people and youth organisations, which serves as a forum for continuous joint reflection on the priorities, implementation and follow-up of European cooperation in the youth field, should be pursued and developed. The themes of the dialogue should be aligned with the overall objectives of European cooperation in the youth field and the priorities for each work cycle. Clear objectives and realistic procedures should be established for each cycle of dialogue in order to ensure continuity and follow-up. The dialogue should be as inclusive as possible and developed at local, regional, national and EU level and include youth researchers and those active in youth work. Structured dialogue with young people and youth organisations in other policy fields should also be supported. The implementation of the structured dialogue is further outlined in Annex III; (g) Mobilisation of EU Programmes and Funds: Effective use should be made of available EU funds such as the Structural Funds, and of relevant programmes such as the Youth in Action, Lifelong Learning, Culture, Progress, Media, Erasmus for Young Entrepreneurs and Competitiveness and Innovation programmes as well as the relevant EU Programmes and Funds in the areas of external relations and development cooperation. 4. For each 3 year cycle, instruments should, as far as possible, be used for work towards the priorities. 5. Under this framework of cooperation, supporting and developing youth work should be regarded as cross-sectoral issues. Youth work is a broad term covering a large scope of activities of a social, cultural, educational or political nature both by, with and for young people. Increasingly, such activities also include sport and services for young people. Youth work belongs to the area of ‘out-of-school’ education, as well as specific leisure time activities managed by professional or voluntary youth workers and youth leaders and is based on non-formal learning processes and on voluntary participation. The ways in which youth work can contribute to achieving the overall objectives identified above - as well as be supported and recognised as an added value for its economic and social contribution - should be further examined and discussed under this framework. Among the issues to be discussed are: appropriate training for youth workers and leaders, the recognition of their skills using the appropriate European instruments, support for the mobility of youth workers and leaders and the promotion of innovative services and approaches for youth work. 6. The renewed framework for European cooperation in the youth field may be reviewed and necessary adjustments made by the Council in the light of any major new developments in Europe, particularly decisions taken on a post-2010 Lisbon Strategy. ACCORDINGLY INVITES THE MEMBER STATES to 1. Work together, with the support of the Commission and using the open method of coordination as outlined in this Resolution, to enhance European cooperation in the youth field in the period up to 2018 on the basis of the overall objectives, the fields of action, the dual approach, principles and implementation instruments described above, and of the priorities agreed for each work cycle. 2. Adopt, on the basis of national priorities, measures at national level which can contribute to achieving the overall objectives outlined in the renewed framework, as well as consider whether inspiration can be drawn from mutual learning at EU level, when devising national policies in the youth field and other related policy areas. INVITES THE COMMISSION to 1. Work with and support the Member States - during the period up to 2018 - in cooperating within this framework on the basis of the overall objectives, the fields of action, the dual approach, principles and implementation instruments described above, and the priorities agreed for each work cycle. 2. Examine, in particular through the EU Youth Report, the degree to which the overall objectives of this framework have been met. In this context the Commission is invited to set up a working group to discuss, in consultation with relevant policy areas, existing data on the situation of young people and the possible need for development of indicators in fields where they do not exist, or where no youth perspective is apparent. The results of this work and proposals on potential new indicators should be submitted for consideration by the Council no later than December 2010. 3. Propose a flexible framework for peer-learning activities and launch studies relevant to the overall objectives and priorities, as well as to regularly report to the Council on these various activities. 4. Prepare in 2017, in association with Member States, a final evaluation report covering this framework of cooperation. The final evaluation report should be discussed by the Council in 2018. (1) OJ C 168, 13.7.2002, p. 2. (2) 7619/1/05. (3) 11517/08. (4) 9169/09. (5) 9008/09. (6) 9008/09 ADD 4. (7) 7619/05: Annex I to the European Council conclusions, 22-23 March 2005. (8) The right of participation in such work of all Member States should be ensured. ANNEX I YOUTH-RELATED AIMS AND POSSIBLE INITIATIVES FOR MEMBER STATES AND THE COMMISSION Many of the fields of action listed in paragraph 2 of the ACCORDINGLY AGREES section above and detailed further below clearly have their own overall objectives and priorities and are outlined in separate cooperation frameworks and strategies, and are addressed within their respective open methods of coordination. Efforts are however needed to ensure that a youth perspective is suitably maintained in each field. With this purpose in mind, this Annex proposes in section (A) a number of initiatives for all fields, followed in section (B) by a series of specific youth-related aims intended to clarify the youth dimension in each of the fields of action listed, together with a non-exhaustive list of possible initiatives which can be taken by Member States and/or the Commission within their respective competences and with due regard for the principle of subsidiarity. (a) General initiatives The following general initiatives should be considered in all the fields of action identified: — Developing and strengthening cooperation between policy makers in the respective fields of action and youth policy makers, inter alia through improved dialogue and the sharing of knowledge and expertise, — Encouraging and supporting the involvement and participation of young people and youth organisations in policy making, implementation and follow-up, — Providing quality guidance and counselling services, — Improving access to quality youth information and disseminating information through all possible channels at local, regional, national level, as well as through Europe-wide organisations such as Eurodesk, ERYICA and EYCA and other European networks, — Strengthening cooperation with local and regional authorities, — Supporting the development of better knowledge about the situation of young people, for instance through support to youth research, research networks, specific studies, etc., — Supporting the development of youth work and recognising its value, — Making effective use of, and facilitating access of young people to, available EU funds and programmes, — Supporting development of experimental projects and programmes to try out new and innovative ideas and to exchange good practices, — Recognising the value of bilateral and multilateral cooperation for European cooperation in the field of youth policy, — Including, where appropriate, a children’s policy dimension, having regard to their rights and protection taking into account that the life and future prospects of young people are significantly determined by the opportunities, support and protection received during childhood. (b) Youth-related aims and possible initiatives for each field of action EDUCATION AND TRAINING Aim: Equal access for young people to high quality education and training at all levels and opportunities for lifelong learning should be supported. As a complement to formal education, non-formal learning for young people should be promoted and recognised, and better links between formal education and non-formal learning developed. Young people’s transition between education and training and the labour market should be facilitated and supported, and early school leaving reduced. Initiatives by Member States and the Commission within their respective spheres of competence — Support the development of youth work and other non-formal learning opportunities as one of a range of actions to address early school leaving, — Fully use the range of tools established at EU level for the transparency and validation of skills and the recognition of qualifications (1), — Promote learning mobility of all young people, — Address gender and other stereotypes via formal education and non-formal learning, — Use formal education and non-formal learning to promote cohesion and understanding across different groups, promote equal opportunities and narrow the gaps in achievement, — Develop participative structures in education as well as cooperation between schools, families and local communities, — Encourage formal education and non-formal learning in support of young people’s innovation, creativity and entrepreneurship, — Make a broader public aware of the value of non-formal learning outcomes. The Commission will further develop Europass as a European instrument for the transparency of skills, including tools for the self-assessment of skills and the recording of competences by third parties such as Europass-Mobility Promoter Organisations. EMPLOYMENT AND ENTREPRENEURSHIP Aim: Young people’s integration into the labour market, either as employees or as entrepreneurs, should be supported. The transition from education and training, or from unemployment or inactivity, to the labour market should be facilitated and supported. Opportunities to reconcile working life with family life should be improved. In the post-2010 Lisbon Strategy a youth perspective needs to be ensured, and work carried out in line with the overall objectives of the European Youth Pact needs to be continued. Initiatives by Member States and the Commission within their respective spheres of competence — Increase and improve investments in the provision of suitable skills for those jobs in demand on the labour market, with better matching in the short term and better anticipation in the longer term of the skills needed, — Take the specific situation of young people into account when devising flexicurity strategies, — Promote cross-border professional and vocational opportunities for young people, — Develop short-term measures in their recovery plans to stimulate the integration of young people in the labour market as well as structural measures taking into account youth, — Develop career guidance and counselling services, — Lower barriers to the free movement of workers across the EU, — Promote quality internships and apprenticeships to facilitate the entry to, and progress within, the labour market, — Improve childcare and promote sharing of responsibilities between partners in order to facilitate reconciliation between professional and private life for both young women and young men, — Support young people’s entrepreneurship inter alia via entrepreneurship education, support to ‘start up’ funds, mentoring programmes, and encourage recognition of junior enterprise, — Support development of European networks and structures to promote youth entrepreneurship, — Promote entrepreneurship in the field of sustainable development. HEALTH AND WELL-BEING Aim: The health and well-being of young people should be supported, with a focus on the promotion of mental and sexual health, sport, physical activity and healthy life styles, as well as the prevention and treatment of injury, eating disorders, addictions and substance abuse. Initiatives by Member States and the Commission within their respective spheres of competence — Follow up the Council Resolution on the health and well-being of young people (2) and encourage youth fitness and physical activity by applying the EU Physical Activity Guidelines (3), — Take into account that health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity in activities to promote the health and well-being of young people, — Encourage healthy lifestyles for young people via physical education, education on nutrition, physical activity and collaboration between schools, youth workers, health professionals and sporting organisations, — Emphasise the role of sport as an activity supporting teamwork, intercultural learning, fair play and responsibility, — Increase knowledge and awareness of youth workers and youth leaders of health issues, — Mobilise stakeholders at local level in order to detect and help young people at risk and to signpost them to other services, where needed, — Encourage peer-to-peer health education, — Promote the protection of children and young people, in particular regarding the competences concerning new media and their protection against certain dangers arising from the use of new media, while also recognising the benefits and opportunities new media can offer young people, e.g. through the follow-up of the Council conclusions of 21 May 2008 and 27 November 2009 on media literacy in the digital environment, — Facilitate access to existing health facilities by making them more youth friendly. PARTICIPATION Aim: Young people’s participation in representative democracy and civil society at all levels and in society at large should be supported. Initiatives by Member States and the Commission within their respective spheres of competence — Develop mechanisms for dialogue with youth and youth participation on national youth policies, — Encourage use of already existing, or development of, guidelines on youth participation, information and consultation in order to ensure the quality of these activities, — Support politically and financially youth organisations, as well as local and national youth councils and promote recognition of their important role in democracy, — Promote the participation of more and a greater diversity of young people in representative democracy, in youth organisations and other civil-society organisations, — Make effective use of information and communication technologies to broaden and deepen participation of young people, — Support various forms of ‘learning to participate’ from early age through formal education and non-formal learning, — Further develop opportunities for debate between public institutions and young people. The Commission will revise the European Youth Portal and promote greater outreach to young people. VOLUNTARY ACTIVITIES Aim: Young people’s voluntary activities should be supported and better recognised for their value as an important form of non-formal learning. Obstacles to voluntary activities should be removed and the cross-border mobility of young people promoted. Initiatives by Member States and the Commission within their respective spheres of competence — Promote the recognition of skills acquired through voluntary activities through instruments such as Europass, Youthpass and Member State funded instruments, — Implement the Council Recommendation on the mobility of young volunteers in Europe (4), — Raise awareness about the value of voluntary activities, including through peer-to-peer processes, — Promote protection of young volunteers and quality in voluntary activities, — Engage young people and youth organisations in the planning, delivery and evaluation of the future European Year of Voluntary Activities Promoting Active Citizenship (2011), — Promote intergenerational solidarity through voluntary activities. SOCIAL INCLUSION Aim: The social exclusion and poverty of young people and the transmission of such problems between generations should be prevented and mutual solidarity between society and young people strengthened. Equal opportunities for all should be promoted and all forms of discrimination combated. Initiatives by Member States and the Commission within their respective spheres of competence — Realise the full potential of youth work and youth centres as means of inclusion, — Adopt a cross-sectoral approach when working to improve community cohesion and solidarity and reduce the social exclusion of young people, addressing the interlinkages between e.g. young people’s education and employment and their social inclusion, — Support the development of intercultural awareness and competences for all young people and combat prejudice, — Support information and education activities for young people about their rights, — Address the issues of homelessness, housing and financial exclusion, — Promote access to quality services — e.g. transport, e-inclusion, health, social services, — Promote specific support for young families, — Engage young people and youth organisations in the planning, delivery and evaluation of European Year of Combating Poverty and Social Exclusion (2010). YOUTH AND THE WORLD Aim: Young people’s participation in and contribution to global processes of policy-making, implementation and follow-up (concerning issues such as climate change, the UN Millennium Development Goals, human rights, etc.) and young people’s cooperation with regions outside of Europe should be supported. Initiatives by Member States and the Commission within their respective spheres of competence — Raise the awareness of young people about global issues such as sustainable development and human rights, — Provide opportunities for young people to exchange views with policy-makers on global issues (e.g. via participation in international meetings, virtual platforms/forums, etc.), — Foster mutual understanding among young people from all over the world through dialogue and by means of supporting actions such as training courses, exchanges, and meetings, — Encourage young people to participate in ‘green volunteering’ and ‘green’ patterns of consumption and production (e.g. recycling, energy conservation, hybrid vehicles, etc.), — Promote entrepreneurship, employment, education and volunteering opportunities with regions outside of Europe, — Promote cooperation with, and exchanges between, those active in youth work on different continents, — Encourage young people to participate in development cooperation activities either in their country of residence or abroad. CREATIVITY AND CULTURE Aim: Young people’s creativity and capacity for innovation should be supported through better quality access to and participation in culture and cultural expressions from an early age, thereby promoting personal development, enhanced learning capabilities, intercultural skills, understanding and respect for cultural diversity and the development of new and flexible skills for future job opportunities. Initiatives by Member States and the Commission within their respective spheres of competence — Support the development of creativity among young people by following up the Council conclusions on promoting a Creative Generation: developing the creativity and innovative capacity of children and young people through cultural expression and wider access to culture (5), — Widen quality access to culture and creative tools, particularly those involving new technologies, and develop opportunities for youth people to experience culture and express and develop their creativity within or outside school, — Make new technologies readily available to empower young people’s creativity and capacity for innovation, and attract interest in culture, the arts and science, — Provide access to environments where young people can develop their creativity and interests and spend a meaningful leisure time, — Facilitate long-term synergies between policies and programmes in the fields of culture, education, health, social inclusion, media, employment and youth with the view to promoting young people’s creativity and capacity for innovation, — Promote specialised training in culture, new media and intercultural competences for youth workers, — Promote partnerships between culture and creative sectors and youth organisations and youth workers, — Facilitate and support development of young people’s talent and entrepreneurial skills with a view to enhancing their employability and future job opportunities, — Promote young people’s knowledge about culture and cultural heritage in the different EU Member States, including through the use of new technologies. (1) The former being ensured through tools such as Europass, EQF or ECVET, and the latter by Directive 2005/36/EC. (2) OJ C 319, 13.12.2008, p. 1. (3) Recommended Policy Actions in Support of Health-Enhancing Physical Activity, 2008. (4) OJ C 319, 13.12.2008, p. 8. (5) 14453/09. ANNEX II PRIORITIES FOR EUROPEAN COOPERATION IN THE YOUTH FIELD DURING THE PERIOD 1 JANUARY 2010-30 JUNE 2011 Overall priority — Youth Employment The overall thematic priority for European cooperation in the youth field for the period 1 January 2010-30 June 2011 will be youth employment. During these 18 months, this topic will be discussed in the framework of the structured dialogue. Specific priorities should, wholly or partially, contribute to the overall thematic priority. 1 January 2010-30 June 2010 — Social Inclusion During the first half of 2010 the following issues will be highlighted: — Strengthening the European Youth Pact within the context of the post-2010 Lisbon Strategy, — Social inclusion of young people with fewer opportunities, — The role of local and regional authorities in youth policy, — Cooperation with the Latin American countries. 1 July 2010-31 December 2010 — Youth Work During the second half of 2010 the following issues will be highlighted: — Youth work and the accessibility of youth work and activities to the poorest children and young people, — Young people’s access to culture. 1 January 2011-30 June 2011 — Participation During the first half of 2011 the following issues will be highlighted. — Citizenship and participation of young people, with an emphasis on social, economic, cultural and political participation and human rights, — Voluntary activities of young people their contribution to the development of local communities. ANNEX III IMPLEMENTATION OF THE STRUCTURED DIALOGUE The overall guiding principles for the structured dialogue with young people and youth organisations are outlines in paragraph 3 (iii) (f) of the FURTHER AGREES section above. In this annex the implementation of the structured dialogue at national and EU level is further developed. The structured dialogue should be based on work-cycles of 18 months with an overall theme corresponding to the overall priorities for European cooperation for the 18 month period in question. Each Presidency may also choose a specific priority theme, linked to the overall theme, for its term of office. The structured dialogue should involve consultations with young people and youth organisations at all levels in the Member States, and at EU Youth Conferences organised by Presidency countries and during the European Youth Week. With a view to improving the implementation of the structured dialogue, within their respective competences and with due regard to the principle of subsidiarity: — the Commission is invited to convene a European Steering Committee for each 18-month period consisting of inter alia representatives of the Trio Presidency countries’ Ministries for Youth Affairs, National Youth Councils and National Agencies for the Youth in Action Programme, as well as representatives of the European Commission and the European Youth Forum. Where appropriate, youth researchers and youth workers will be consulted. The European Steering Committee is responsible for the overall coordination of the structured dialogue. The Steering Committee will set up a support structure with trainers and facilitators that can give methodological support and provide continuity in the organisation of the structured dialogue at the EU level, — Member States are invited to support the establishment of a small National Working Group. These groups can, where applicable, utilise existing structures and be composed of inter alia representatives of Ministries for Youth Affairs, National Youth Councils, local and regional youth councils, youth organisations, those active in youth work, diverse young people and youth researchers. Member States are encouraged to, whenever possible, give National Youth Councils a leading role in these groups. The National Working Groups would have the task of securing the participatory process in the Member States, — The Commission and Member States are invited, in cooperation with all actors involved, to continuously follow-up the structured dialogue and to gather and disseminate good practices.

Summary: European cooperation in the youth field (2010-18) European cooperation in the youth field (2010-18) SUMMARY OF: Resolution on a renewed system for EU cooperation in the youth field WHAT IS THE AIM OF THE RESOLUTION? It sets out a renewed framework for an improved cooperation between EU countries in the youth field for the period 2010-18. It follows on from a first framework adopted in 2002 for the period 2002-09. KEY POINTS The main objective of this renewed framework or EU youth strategy is to improve the efficiency of the cooperation and actions already put in place and provide increased benefits to young people in the EU.This strategy has 2 main objectives: to provide more and equal opportunities for young people in education and in the labour market; to encourage young people to actively participate in society. These objectives should be met by promoting dialogue between youth and policymakers in order to increase active citizenship, foster social integration and ensure young people’s inclusion in EU policy development. To this end, specific initiatives, targeting young people, and mainstreaming initiatives are encouraged in 8 specific fields: education and training; employment and entrepreneurship; health and well-being; participation of young people in the EU’s democratic process and in society in the context of a specific EU structured dialogue; voluntary activities; social inclusion; youth and the world with actions directed to help young people to engage themselves outside the EU or become more involved in areas such as climate change, international cooperation and human rights; creativity and culture. Role of EU countries and the European CommissionThe resolution calls on the European Commission and EU countries to adopt measures that contribute to achieving the objectives of the youth strategy. Actions in such fields must be applied through an open method of coordination, which requires political commitment from EU countries and specific working methods.The main implementation instruments of the EU youth strategy are: mutual learning between the EU countries, evidence-based focus, monitoring and reporting, dialogue with youth and the mobilisation of EU programmes, such as the Erasmus+ programme. The EU youth strategy also encourages them to take due account of youth issues in other policy fields impacting on the lives of young people, such as youth employment (including the youth guarantee scheme) and social inclusion (EU platform against poverty and social exclusion). BACKGROUND For more information, see: Youth portal (European Commission) EU youth strategy (European Commission) EU youth report (European Commission). MAIN DOCUMENT Council Resolution of 27 November 2009 on a renewed framework for European cooperation in the youth field (2010-2018) (OJ C 311, 19.12.2009, pp. 1-11). RELATED DOCUMENTS Resolution of the Council and of the Representatives of the Governments of the Member States, meeting within the Council, on a European Union Work Plan for Youth for 2016-2018 (OJ C 417, 15.12.2015, pp. 1-9) Resolution of the Council and of the representatives of the Governments of the Member States, meeting within the Council, of 20 May 2014 on the overview of the structured dialogue process including social inclusion of young people (OJ C 183, 14.6.2014, pp. 1-4).Resolution of the Council and of the Representatives of the Governments of the Member States, meeting within the Council, of 20 May 2014 on a European Union Work Plan for Youth for 2014-2015 (OJ C 183, 14.6.2014, pp. 5-11). last update 23.11.2017


8.7.2009 EN Official Journal of the European Union C 155/11 RECOMMENDATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL of 18 June 2009 on the establishment of a European Credit System for Vocational Education and Training (ECVET) (Text with EEA relevance) 2009/C 155/02 THE EUROPEAN PARLIAMENT AND THE COUNCIL OF THE EUROPEAN UNION, Having regard to the Treaty establishing the European Community, and in particular Article 149(4) and Article 150(4) thereof, Having regard to the proposal from the Commission, Having regard to the opinion of the European Economic and Social Committee (1), Having regard to the opinion of the Committee of the Regions (2), Acting in accordance with the procedure laid down in Article 251 of the Treaty (3), Whereas: (1) The development and recognition of citizens′ knowledge, skills and competence are crucial for their personal and professional development and for competitiveness, employment and social cohesion in the Community. In this respect, they should facilitate transnational mobility for workers and learners and contribute towards meeting the requirements of supply and demand in the European labour market. Participation in borderless lifelong learning for all, and transfer, recognition and accumulation of individuals′ learning outcomes achieved in formal, non-formal and informal contexts, should therefore be promoted and improved at the Community level. (2) The Lisbon European Council in 2000 concluded that increased transparency of qualifications should be one of the main components necessary to adapt education and training systems in the Community to the demands of the knowledge society. Furthermore, the Barcelona European Council in 2002 emphasised the importance of improving transparency and recognition methods in the area of vocational education and training (‘VET’). (3) VET schemes, one of the main areas of lifelong learning, are directly linked to general and higher education, and to the employment and social policies of each Member State. Through their cross-sectoral impact, they promote not only the competitiveness of the European economy and fulfilment of the needs of the labour market but also social cohesion, equality and the participation and involvement of citizens. (4) Council Resolution of 19 December 2002 on the promotion of enhanced European cooperation in vocational education and training (4) (‘the Copenhagen process’), and the 2004 joint interim report of the Council and the Commission on the implementation of the Education and Training 2010 work programme (5), stress the importance of a credit transfer system for vocational education and training, while the 2008 joint progress report of the Council and the Commission (6) stresses the need to step up efforts to improve the quality and attractiveness of VET. (5) The Conclusions of the Council and the Representatives of the Governments of the Member States meeting within the Council of 15 November 2004 on the Future priorities of enhanced European Cooperation in Vocational Education and Training gave priority to the development and implementation of a European credit transfer system for VET in order to allow learners to build upon the achievements resulting from their learning pathways when moving between vocational training systems. (6) The purpose of this Recommendation is to create a European Credit System for Vocational Education and Training (‘ECVET’) intended to facilitate the transfer, recognition and accumulation of assessed learning outcomes of individuals who are aiming to achieve a qualification. This will improve the general understanding of citizens′ learning outcomes and their transparency, transnational mobility and portability across and, where appropriate, within Member States in a borderless lifelong learning area, and will also improve the mobility and portability of qualifications at national level between various sectors of the economy and within the labour market; furthermore, it will contribute to the development and expansion of European cooperation in education and training. (7) ECVET should be based on the principles and technical specifications set out in Annex II. Furthermore, it should be underpinned by the common principles for quality assurance set out in the Council conclusions of 28 May 2004 on Quality Assurance in Vocational Education and Training and the Recommendation of the European Parliament and of the Council of 18 June 2009 on the establishment of a European Quality Assurance Reference Framework for Vocational Education and Training (7). (8) ECVET is applicable for all learning outcomes which should in principle be achievable through a variety of education and learning paths at all levels of the European Qualifications Framework for lifelong learning (‘EQF’), and then be transferred and recognised. This Recommendation therefore contributes to the wider objectives of promoting lifelong learning and increasing the employability, openness to mobility and social inclusion of workers and learners. It particularly facilitates the development of flexible and individualised pathways and also the recognition of those learning outcomes which are acquired through non-formal and informal learning. (9) Transparent quality assurance principles, exchange of information and development of partnerships between institutions competent for qualifications, VET providers and other relevant stakeholders should help to build mutual trust and should facilitate the implementation of this Recommendation. (10) This Recommendation should facilitate the compatibility, comparability and complementarity of credit systems used in VET and the European Credit Transfer and Accumulation System (‘ECTS’), which is used in the higher education sector, and thus should contribute to greater permeability between levels of education and training, in accordance with national legislation and practice. (11) The validation of assessed non-formal and informal learning outcomes should be promoted in accordance with the Council conclusions of 28 May 2004 on common European principles for the identification and validation of non-formal and informal learning. (12) This Recommendation complements the Recommendation of the European Parliament and of the Council of 23 April 2008 on the establishment of the European Qualifications Framework for lifelong learning (8) which recommends that Member States promote close links between the EQF and existing or future European systems for credit transfer and accumulation in higher education and VET. While the main objective of the EQF is to increase the transparency, comparability and portability of acquired qualifications, ECVET is aimed at facilitating the transfer, recognition and accumulation of learning outcomes of individuals on their way to achieving a qualification. (13) This Recommendation takes into account Decision No 2241/2004/EC of the European Parliament and of the Council of 15 December 2004 on a single Community framework for the transparency of qualifications and competences (Europass) (9) and Recommendation of the European Parliament and of the Council of 18 December 2006 on trans-national mobility within the Community for education and training purposes: European Quality Charter for Mobility (10). (14) This Recommendation should facilitate the involvement of competent local and regional authorities in the exercise of linking national or other qualifications frameworks and systems to ECVET, where appropriate. (15) This Recommendation should be without prejudice to Directive 2005/36/EC of the European Parliament and of the Council of 7 September 2005 on the recognition of professional qualifications (11) which confers rights and obligations on both the relevant national authority and the migrant. Using ECVET should not affect access to the labour market, where professional qualifications have been recognised in accordance with Directive 2005/36/EC. Moreover, ECVET does not imply any new entitlement for citizens to obtain the automatic recognition of either learning outcomes or points. (16) The introduction and implementation of ECVET is voluntary, pursuant to Articles 149 and 150 of the Treaty, and can therefore be undertaken only in accordance with existing national laws and regulations. (17) Since the objectives of this Recommendation, namely to support and complement the activities of Member States, to facilitate cooperation between them, to increase transparency and promote mobility and lifelong learning, cannot be sufficiently achieved by the Member States and can therefore, by reason of the scale or effects, be better achieved at Community level, the Community may adopt measures, in accordance with the principle of subsidiarity as set out in Article 5 of the Treaty. In accordance with the principle of proportionality, as set out in that Article, this Recommendation does not go beyond what is necessary in order to achieve those objectives, insofar as it does not replace or define national qualifications systems, qualifications or national credit systems, does not prescribe specific learning outcomes or an individual's competences, and does not aim at or require either the fragmentation or the harmonisation of qualifications systems, HEREBY RECOMMEND THAT MEMBER STATES: 1. promote the European Credit system for Vocational Education and Training (‘ECVET’) as set out in Annexes I and II at all levels of the EQF with reference to VET qualifications, in order to facilitate trans-national mobility and the recognition of learning outcomes in VET and borderless lifelong learning; 2. create the necessary conditions and adopt measures, as appropriate, so that as from 2012 – in accordance with national legislation and practice, and on the basis of trials and testing – it is possible for ECVET to be gradually applied to VET qualifications at all levels of the EQF, and used for the purpose of the transfer, recognition and accumulation of individuals′ learning outcomes achieved in formal and, where appropriate, non-formal and informal contexts; 3. support the development of national and European partnerships and networks involving institutions and authorities responsible for qualifications and diplomas, VET providers, social partners and other relevant stakeholders dedicated to trialling, implementing and promoting ECVET; 4. ensure that stakeholders and individuals in the area of VET have access to information and guidance for using ECVET, whilst facilitating the exchange of information between the Member States. Furthermore, ensure that the application of ECVET to qualifications is properly publicised by the competent authorities and that associated ‘Europass’ documents issued by the competent authorities contain explicit relevant information; 5. apply, in accordance with national legislation and practice, the common principles for quality assurance in VET set out in the Council conclusions of 28 May 2004 on Quality Assurance in Vocational Education and Training when using ECVET, particularly in relation to the assessment, validation and recognition of learning outcomes; 6. ensure that there are functioning coordination and monitoring mechanisms at the appropriate levels, in accordance with the legislation, structures and requirements of each Member State, in order to guarantee the quality, transparency and consistency of the initiatives taken to implement ECVET. ENDORSE THE COMMISSION'S INTENTION TO: 1. support Member States in carrying out the tasks referred to in points 1 to 6 and in using the principles and technical specifications of ECVET as set out in Annex II, in particular by facilitating testing, cooperation, mutual learning, promotion, and the launching of information and consultation exercises, whilst ensuring access to the guidance material for all interested citizens; 2. develop users′ guides and tools, and adapt relevant Europass documents, in collaboration with Member States, national and European experts and users; develop expertise for enhancing the compatibility and complementarity of ECVET and ECTS used in the higher education sector, in collaboration with VET and higher education experts and users at European and national levels; and provide regular information on the developments of ECVET; 3. promote, and participate together with the Member States in, a European ECVET network involving relevant VET stakeholders and national competent institutions for the purpose of disseminating and supporting ECVET within Member States and establishing a sustainable platform for the exchange of information and experience between Member States; establish, from within this network, an ECVET users′ group in order to contribute to the updating of the users′ guide and to the quality and overall coherence of the cooperation process for the implementation of ECVET; 4. monitor and follow up the action taken, including the results of trials and testing, and, after the assessment and evaluation of this action carried out in cooperation with the Member States, report, by 18 June 2014, to the European Parliament and the Council on the experience gained and implications for the future, including, if necessary, a review and adaptation of this Recommendation, involving the updating of the Annexes and guidance material, in cooperation with the Member States. Done at Brussels, 18 June 2009. For the European Parliament The President H.-G. PÖTTERING For the Council The President Štefan FÜLE (1) OJ C 100, 30.4.2009, p. 140. (2) OJ C 325, 19.12.2008, p. 48. (3) Position of the European Parliament of 18 December 2008 (not yet published in the Official Journal) and Council Decision of 11 May 2009. (4) OJ C 13, 18.1.2003, p. 2. (5) OJ C 104, 30.4.2004, p. 1. (6) OJ C 86, 5.4.2008, p. 1. (7) See page 1 of this Official Journal. (8) OJ C 111, 6.5.2008, p. 1. (9) OJ L 390, 31.12.2004, p. 6. (10) OJ L 394, 30.12.2006, p. 5. (11) OJ L 255, 30.9.2005, p. 22. ANNEX I DEFINITIONS For the purposes of this recommendation, the following definitions shall apply: (a) ‘Qualification’ means a formal outcome of an assessment and validation process which is obtained when a competent institution determines that an individual has achieved learning outcomes to given standards; (b) ‘Learning outcomes’ means statements of what a learner knows, understands and is able to do on completion of a learning process and which are defined in terms of knowledge, skills and competence; (c) ‘Unit of learning outcomes’ (unit) means a component of a qualification, consisting of a coherent set of knowledge, skills and competence, that can be assessed and validated; (d) ‘Credit for learning outcomes’ (credit) means a set of learning outcomes of an individual which have been assessed and which can be accumulated towards a qualification or transferred to other learning programmes or qualifications; (e) ‘Competent institution’ means an institution which is responsible for designing and awarding qualifications or recognising units or other functions linked to ECVET, such as allocation of ECVET points to qualifications and units, assessment, validation and recognition of learning outcomes, under the rules and practices of participating countries; (f) ‘Assessment of learning outcomes’ means methods and processes used to establish the extent to which a learner has in fact attained particular knowledge, skills and competence; (g) ‘Validation of learning outcomes’ means the process of confirming that certain assessed learning outcomes achieved by a learner correspond to specific outcomes which may be required for a unit or a qualification; (h) ‘Recognition of learning outcomes’ means the process of attesting officially achieved learning outcomes through the awarding of units or qualifications; (i) ‘ECVET points’ means a numerical representation of the overall weight of learning outcomes in a qualification and of the relative weight of units in relation to the qualification. ANNEX II ECVET — PRINCIPLES AND TECHNICAL SPECIFICATIONS ECVET is a technical framework for the transfer, recognition and, where appropriate, accumulation of individuals’ learning outcomes with a view to achieving a qualification. ECVET tools and methodology comprise the description of qualifications in terms of units of learning outcomes with associated points, a transfer and accumulation process and complementary documents such as learning agreements, transcripts of records and ECVET users’ guides. ECVET is intended to facilitate the recognition of learning outcomes in accordance with national legislation, in the framework of mobility, for the purpose of achieving a qualification. It should be noted that ECVET does not imply any new entitlement for citizens to obtain the automatic recognition of either learning outcomes or points. Its application for a given qualification is in accordance with the legislation, rules and regulations applicable in the Member States and is based on the following principles and technical specifications: 1. Units of learning outcomes A unit is a component of a qualification, consisting of a coherent set of knowledge, skills and competence that can be assessed and validated with a number of associated ECVET points. A qualification comprises in principle several units and is made up of the whole set of units. Thus, a learner can achieve a qualification by accumulating the required units, achieved in different countries and different contexts (formal and, where appropriate, non-formal and informal), while respecting national legislation relating to the accumulation of units and the recognition of learning outcomes. The units that make up a qualification should be: — described in legible and understandable terms by referring to the knowledge, skills and competences contained in them, — constructed and organised in a coherent way with regard to the overall qualification, — constructed in a way that enables discrete assessment and validation of learning outcomes contained in the unit. A unit may be specific to a single qualification or common to several qualifications. The expected learning outcomes defining a unit may be achieved irrespective of where or how these have been achieved. Thus, a unit is not to be confused with a component of a formal learning programme or training provision. The rules and procedures for defining characteristics of units of learning outcomes and for combining and accumulating units for a given qualification are defined by competent institutions and partners involved in the training process according to the national or regional rules. The specifications for a unit should include: — the generic title of the unit, — the generic title of the qualification (or qualifications) to which the unit relates, where applicable, — the reference of the qualification according to the EQF level and, where appropriate, the national qualifications framework (NQF) level, with the ECVET credit points associated with the qualification, — the learning outcomes contained in the unit, — the procedures and criteria for assessment of these learning outcomes, — the ECVET points associated with the unit, — the validity in time of the unit, where relevant. 2. Transfer and Accumulation of learning outcomes, ECVET partnerships In ECVET, units of learning outcomes achieved in one setting are assessed and then, after successful assessment, transferred to another setting. In this second context, they are validated and recognised by the competent institution as part of the requirements for the qualification that the person is aiming to achieve. Units of learning outcomes can then be accumulated towards this qualification, in accordance with national or regional rules. Procedures and guidelines for the assessment, validation, accumulation and recognition of units of learning outcomes are designed by the relevant competent institutions and partners involved in the training process. Credit transfer based on ECVET and applied to learning outcomes achieved in formal learning contexts should be facilitated by establishing partnerships and networks involving competent institutions, each of which is empowered, in their own setting, to award qualifications or units or to give credit for achieved learning outcomes for transfer and validation. The establishment of partnerships aims to: — provide a general framework of cooperation and networking between the partners, set out in Memoranda of Understanding (MoU) through which a climate of mutual trust is established, — assist the partners in the design of specific arrangements for credit transfer for learners. The MoU should confirm that the partners: — accept each other's status as competent institutions, — accept each other's quality assurance, assessment, validation and recognition criteria and procedures as satisfactory for the purposes of credit transfer, — agree the conditions for the operation of the partnership, such as objectives, duration and arrangements for review of the MoU, — agree on the comparability of qualifications concerned for the purposes of credit transfer, using the reference levels established by EQF, — identify other actors and competent institutions that may be involved in the process concerned and their functions. For applying ECVET to learning outcomes achieved in a non-formal and informal learning context or outside the framework of an MoU, the competent institution which is empowered to award qualifications or units or to give credit should establish procedures and mechanisms for the identification, validation and recognition of these learning outcomes through the award of the corresponding units and the associated ECVET points. 3. Learning agreement and personal transcript For applying credit transfer involving two partners and a specific mobile learner, a learning agreement is concluded by the two competent institutions involved in the training and validation process and the learner, in the framework of an MoU. It should: — distinguish between competent ‘home’ and ‘hosting’ institutions (1), — specify the particular conditions for a period of mobility, such as the identity of the learner, the duration of the mobility period, learning outcomes expected to be achieved and the associated ECVET points. The learning agreement should lay down that, if the learner has achieved the expected learning outcomes and these have been positively assessed by the ‘hosting’ institution, the ‘home’ institution should validate and recognise them as part of the requirements for a qualification, according to the rules and procedures established by the competent institution. Transfer between partners can apply to learning outcomes achieved in formal and, where appropriate, non-formal and informal contexts. Thus, the transfer of credit for achieved learning outcomes has three stages: — the ‘hosting’ institution assesses the learning outcomes achieved and awards credit to the learner; the learning outcomes achieved and the corresponding ECVET points are recorded in a learner's ‘personal transcript’ (2), — the ‘home’ institution validates the credit as a suitable record of the learner's achievement, — the ‘home’ institution then recognises the learning outcomes that have been acquired; this recognition gives rise to the award of the units and their corresponding ECVET points, according to the rules of the ‘home’ system. Validation and recognition by the competent ‘home’ institution depend on the successful assessment of learning outcomes by the competent ‘hosting’ institution, in accordance with the agreed procedures and quality assurance criteria. 4. ECVET points ECVET points provide complementary information about qualifications and units in numerical form. They have no value independent of the acquired learning outcomes for the particular qualification to which they refer and they reflect the achievement and accumulation of units. To enable a common approach for the use of ECVET points, a convention is used according to which 60 points are allocated to the learning outcomes expected to be achieved in a year of formal full time VET. In ECVET the allocation of points usually has two phases: ECVET points are allocated first to a qualification as a whole and then to its units. For a given qualification, one formal learning context is taken as a reference and, on the basis of the convention the total number of points is assigned for that qualification. From this total, ECVET points are then allocated to each unit according to their relative weight within the qualification. For qualifications which do not have a formal learning pathway reference, ECVET credit points can be allocated through estimation by comparison with another qualification which has a formal reference context. To establish the comparability of the qualifications, the competent institution should refer to the equivalent EQF level or, possibly, NQF level, or to the similarity of the learning outcomes in a closely related professional field. The relative weight of a unit of learning outcomes, with regard to the qualification, should be established according to the following criteria or to a combination thereof: — the relative importance of the learning outcomes which constitute the unit for labour market participation, for progression to other qualification levels or for social integration, — the complexity, scope and volume of learning outcomes in the unit, — the effort necessary for a learner to acquire the knowledge, skills and competence required for the unit. The relative weight of any given unit common to several qualifications, as expressed in ECVET points, may vary from one of these qualifications to another. Allocations of ECVET points are normally part of the design of qualifications and units. They are produced by the competent institution responsible for the design and maintenance of the qualification or specifically empowered for this task. In countries where there is already a national system of points, the relevant competent institutions establish arrangements for the conversion of national credit points to ECVET points. The successful achievement of a qualification or of a unit triggers the award of the associated ECVET points, independently of the actual time required to achieve them. Usually the transfer of a unit entails the transfer of the corresponding ECVET points so that they are included when the transferred learning outcomes are recognised, in accordance with national or regional rules. It is up to the competent institution to reconsider, where necessary, the ECVET points to be taken into account, as long as the rules and methodologies which are laid down for this purpose are transparent and underpinned by quality assurance principles. Any qualification acquired through non-formal or informal learning for which a formal learning pathway reference can be identified, and the corresponding units, carry the same ECVET points as the reference, since the same learning outcomes are being achieved. (1) The ‘home’ institution is the institution which will validate and recognise learning outcomes achieved by the learner. The ‘hosting’ institution is the one that delivers training for the learning outcomes concerned and assesses the achieved learning outcomes. (2) A personal transcript is a document which details the learners’ assessed learning outcomes, units and ECVET points awarded.

Summary: European Credit system for Vocational Education and Training (ECVET) European Credit system for Vocational Education and Training (ECVET) ECVET is a common methodological framework that facilitates the accumulation and transfer of credits for learning outcomes from one qualifications system to another. It aims to promote transnational mobility and access to lifelong learning. It is not intended to replace national qualification systems, but to achieve better comparability and compatibility among them. ECVET applies to all outcomes obtained by an individual from various education and training pathways that are then transferred, recognised and accumulated in view of achieving a qualification. This initiative makes it easier for European Union (EU) citizens to gain recognition of their training, skills and knowledge in another EU country than their own. ACT Recommendation of the European Parliament and of the Council of 18 June 2009 on the establishment of a European Credit system for Vocational Education and Training (ECVET) (OJ C 155, 8.7.2009, pp. 11-18) SUMMARY The European Commission defines the European Credit system for Vocational Education and Training (ECVET) as a methodological framework that can be used to describe qualifications in terms of units of learning outcomes with associated points . ECVET is a system for the accumulation and transfer of units of learning outcomes in vocational education and training in Europe. It allows attestation and recording of learning outcomes acquired in various contexts, both in other countries and through formal, informal or non-formal learning. Learning outcomes can be transferred to a person's ‘home’ system to be counted towards the obtainment of a qualification. The diversity of national systems that define the levels and content of qualifications is not conducive to transnational mobility of learners. ECVET remedies this situation by facilitating mobility among learners throughout Europe. EU countries were free to adopt this recommendation and implement the system. They were asked to gradually introduce measures voluntarily, with a view to using ECVET from 2012. ECVET is implemented through partnerships and networks based on learning agreements (Memoranda of Understanding), which provide an appropriate framework for credit transfers. With a view to transferring credits, the principles and technical specifications for describing qualifications in terms of units of learning outcomes with associated points are set out in Annex II. A European ECVET network of relevant stakeholders and competent institutions promotes ECVET and allow EU countries to exchange information and experience. From this network, the Commission has established an ECVET users’ group, which contributes to the ECVET users’ guide and the implementation of ECVET. Complementarity with other initiatives for the recognition and transfer of skills ECVET is one of many European initiatives that encourage learner mobility within the European Union (EU), such as Europass and the European Quality Charter for Mobility. ECVET also complements the European Credit Transfer and Accumulation System (ECTS) by linking vocational education and training with higher education. The ECTS was set up in 1989, and has encouraged transparency and the recognition of periods of study spent in other countries. The aim of ECVET is to facilitate the transfer of credits for learning outcomes from one qualifications system to another. It is different from the European Qualifications Framework (EQF), which is a common reference framework. Rather than harmonising these systems, ECVET is designed to make them compatible by providing an interface between existing national provisions on the accumulation, recognition and transfer of credits. ECVET is not concerned with mutual recognition of vocational qualifications, with respect to which the relevant directive imposes binding obligations on EU countries. European Quality Assurance Reference Framework for VET A reference tool to encourage EU countries to exchange best practices in the field of vocational education and training policies was presented together with ECVET. The European Quality Assurance Reference Framework for VET is designed to improve quality management practices at national level within this field by means of a set of common criteria and indicators. KEY TERMS * Qualification: a formal outcome of an assessment and validation process that is obtained when a competent institution determines that an individual has achieved learning outcomes to given standards. * Unit of learning outcomes: a component of a qualification, consisting of a coherent set of knowledge, skills and competence, which can be assessed and validated. * Credit points or ECVET points: a numerical representation of the overall weight of learning outcomes in a qualification and of the relative weight of units in relation to the qualification. last update 22.09.2015