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The Copenhagen process: enhanced European cooperation in vocational education and training

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The Copenhagen process: enhanced European cooperation in vocational education and training

Outline of the Community (European Union) legislation about The Copenhagen process: enhanced European cooperation in vocational education and training

Topics

These categories group together and put in context the legislative and non-legislative initiatives which deal with the same topic.

Education training youth sport > Vocational training

The Copenhagen process: enhanced European cooperation in vocational education and training

Document or Iniciative

Declaration of the European Ministers of Vocational Education and Training, and the European Commission, convened in Copenhagen on 29 and 30 November 2002, on enhanced European cooperation in vocational education and training – “The Copenhagen Declaration ” [Not published in the Official Journal].

Summary

The Copenhagen Declaration set the priorities of the Copenhagen process on enhanced European cooperation in vocational education and training (VET). This process aims to improve the performance, quality and attractiveness of VET in Europe. It seeks to encourage the use of the various vocational training opportunities within the lifelong learning (LLL) context and with the help of the LLL tools.

The Copenhagen process consists of:

  • a political dimension, aiming to establish common European objectives and reform national VET systems;
  • the development of common European frameworks and tools that increase the transparency and quality of competences and qualifications and facilitate mobility;
  • cooperation to foster mutual learning at European level and to involve all relevant stakeholders at national level.

The priorities set by the Copenhagen Declaration provide the basis for voluntary cooperation in VET. With the target of 2010, they aim at:

  • reinforcing the European dimension in VET;
  • increasing information, guidance and counselling on, as well as the transparency of, VET;
  • developing tools for the mutual recognition and validation of competences and qualifications;
  • improving quality assurance in VET.

Maastricht Communiquéof 14 December 2004 on the future priorities of enhanced European cooperation in VET

The Maastricht Communiqué confirms the success of the Copenhagen process in raising the visibility and profile of VET at the European level. At the same time, it develops the priorities set by the Copenhagen Declaration. In addition, and for the first time, specific priorities for national level work on VET are provided:

  • application of common instruments and references in reforming and developing VET systems and practices;
  • increasing public/private investment in VET;
  • drawing support from European funds (such as social and regional development) to develop VET;
  • development of VET systems to cater for the needs of disadvantaged people and groups;
  • establishment of open learning approaches as well as flexible and open VET frameworks to enable mobility between different educational levels and contexts;
  • improving the relevance and quality of VET in collaboration with all relevant stakeholders;
  • development of learning-conducive environments both in educational institutions and in the workplace;
  • promotion of VET teachers’ and trainers’ continuous competence development.

Helsinki Communiquéof 5 December 2006 on enhanced European cooperation in vocational education and training

The Helsinki Communiqué evaluates the Copenhagen process, as well as reviews its priorities and strategies. Since the adoption of the Maastricht Communiqué, progress has been achieved on the common European frameworks and tools for VET. The EUROPASS single framework for the transparency of qualifications and competencies was adopted and work is underway on the European Qualifications Framework, the European Credit System for VET (ECVET) and the European Quality Assurance Reference Framework for VET. Strengthened action is now needed on the following priorities:

  • improving the image, status, attractiveness and quality of VET;
  • developing, testing and implementing common European tools for VET, so that they will be in place by 2010;
  • taking a systematic approach to strengthening mutual learning and cooperation, in particular with the use of consistent and comparable data and indicators;
  • involving all stakeholders in the implementation of the Copenhagen process.

Bordeaux Communiquéof 26 November 2008 on enhanced European cooperation in vocational education and training

The Bordeaux Communiqué reviews the priorities and strategies of the Copenhagen process in light of a future education and training programme post-2010. The process has proved to be effective in promoting the image of VET, while maintaining the diversity of national VET systems. Nevertheless, new impetus is needed, in particular regarding the:

  • implementation of VET tools and schemes to promote cooperation at the European and national levels;
  • further improvement of the quality of VET systems and promotion of the attractiveness of VET to all target groups;
  • creation of better links between VET and the labour market;
  • consolidation of European cooperation arrangements.

Bruges Communiquéof 7 December 2010 on enhanced European cooperation in vocational education and training for the period 2011-20

The Bruges Communiqué provides long-term strategic objectives for European cooperation in VET for the period 2011-20. These objectives draw from past achievements and aim to respond to current and future challenges, while taking into account the underlying principles of the Copenhagen process.

The Copenhagen process has significantly helped raise awareness of VET at the European and national levels, in particular through the implementation of the common European VET tools, principles and guidelines. It has triggered profound reforms which have lead to a shift to a learning outcomes approach. Nevertheless, there is a need to improve communication in order to better involve all relevant stakeholders, as well as to better link VET to other policies in order to address socio-economic challenges and make mobility and LLL a reality.

For VET to respond to current and future challenges, European education and training systems must:

  • be flexible and of high quality;
  • adapt to labour market evolutions and understand emerging sectors and skills;
  • ensure the provision of tailored and easily accessible continuing training;
  • ensure the sustainability and excellence of VET through a common approach to quality assurance;
  • empower people to adapt to and manage change by enabling them to acquire key competences;
  • be inclusive;
  • facilitate and encourage VET learners’ and teachers’ transnational mobility;
  • secure sustainable funding for VET and ensure the efficient and equitable use of this funding.

The Copenhagen process forms an integral part of the “Education and Training 2020” (ET2020) strategic framework and will contribute to achieving the education-related targets of the Europe 2020 strategy. With these in mind, the global vision for VET calls for European VET systems that are more attractive, inclusive, relevant, accessible, career-oriented, flexible and innovative by 2020. Based on this vision, the 11 long-term strategic objectives for European cooperation in VET for the period 2011-20, together with the 22 short-term deliverables for the period 2011-14 that provide concrete actions at national level for achieving the strategic objectives, call in particular for:

  • the strengthening of the quality and efficiency as well as the attractiveness and relevance of VET;
  • the realisation of LLL and mobility;
  • the development of creativity, innovation and entrepreneurship;
  • the promotion of equity, social cohesion and active citizenship.

Background

The Lisbon European Council of March 2000 recognised the importance of developing high quality VET to promote social inclusion, cohesion, mobility, employability and competitiveness.

The Barcelona European Council of March 2002 called for the creation of a process specific to VET, which would contribute to making European education and training systems a world quality reference by 2010. As a result, the Council adopted in November 2002 a resolution on enhanced cooperation in VET.

Priorities for vocational education and training

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Priorities for vocational education and training

Outline of the Community (European Union) legislation about Priorities for vocational education and training

Topics

These categories group together and put in context the legislative and non-legislative initiatives which deal with the same topic.

Education training youth sport > Vocational training

Priorities for vocational education and training (2011-2020)

Document or Iniciative

Conclusions of the Council and of the Representatives of the Governments of the Member States, meeting within the Council, on the priorities for enhanced European cooperation in vocational education and training for the period 2011-2020 [OJ C 324 of 1.12.2010].

Summary

The Council sets the priorities of the Copenhagen process for the period 2011-2020. The Copenhagen process aims to improve the quality and attractiveness of Vocational Education and Training (VET) by strengthening cooperation at European level.

These updated objectives will help to achieve the priorities and initiatives of the Europe 2020 Strategy. VET is crucial in achieving two of the strategy’s objectives: by 2020, to increase the percentage of 30-34 year olds graduating from tertiary education to at least 40 %, and to reduce the proportion of early school leavers to below 10 %.

A global vision

The Council estimates that, to be completely effective, VET policies must opt for a global approach taking into account social and employment policies.

By 2020, VET systems should be more attractive and accessible to all, providing quality education with high labour market relevance. They must be flexible enough to allow permeability between the different education systems (school education, higher education, etc.). Continuing VET must be easily accessible and more career-oriented. Options for undertaking part of one’s vocational education or training abroad must be increased.

2011-2020 objectives

Several strategic objectives to be achieved by 2020 are defined. Each of them is accompanied by short-term deliverables (2011-2014) to be pursued at national level, together with details of the support provided by the European Union (EU) to achieve them. Six strategic objectives have been identified, namely:

  • making initial VET an attractive learning option. In the short term, national authorities are requested to promote the attractiveness of VET, but also to support activities which enable students to become acquainted with the different vocational trades and career possibilities available.
  • fostering the excellence, quality and relevance of VET to the labour market. Between 2011 and 2014, progress must be made in establishing national quality assurance frameworks. Cooperation between VET institutions and enterprises must also be strengthened, particularly by organising traineeships for teachers in enterprises. VET institutions should receive feedback on the employability of their graduates.
  • enabling flexible access to training and qualifications. At national level and in the short term, it will be necessary to review the use of incentives for participating in VET and the rights and obligations of the stakeholders involved. National authorities should also take appropriate measures to encourage participation in continuing VET. Referencing between the levels of the European Qualifications Framework and those of the national frameworks should be established by 2012.
  • encouraging international mobility in VET. To do so, Member States should specifically encourage students and professionals to participate in a mobility programme, and also encourage local and regional authorities and VET institutions to develop internationalisation strategies. Language learning should be integrated into curricula.
  • promoting innovation, creativity and entrepreneurship, and the use of new technologies. At national level, partnerships between VET institutions, higher education establishments, and design, art, research and innovation centres should be encouraged. VET institutions should be provided with the necessary equipment in terms of new technologies. Promoting practical experience should also encourage entrepreneurship.
  • making VET accessible to all, in particular by improving its contribution to tackling early school leaving. The participation of low-skilled and other ‘at risk’ groups should be encouraged through the use of appropriate guidance and support services, new technologies, and existing monitoring systems.

The Council also defines four transversal objectives:

  • increasing the involvement of VET stakeholders and making the results obtained through European cooperation better known;
  • coordinating the governance of European and national instruments in the areas of transparency, recognition, quality assurance and mobility;
  • intensifying cooperation between VET policy and other relevant policy areas;
  • improving the quality and comparability of data for EU policy-making in VET;
  • making good use of EU support.

Context

The objectives defined in the conclusions have been endorsed by the Bruges Communiquéof 7 December 2010 adopted by the Education Ministers of thirty-three European countries, social partners and the European Commission. This Communiqué constitutes the last update of the Copenhagen process.

This summary is for information only. It is not designed to interpret or replace the reference document, which remains the only binding legal text.