This document is an excerpt from the EUR-Lex website
Enhanced EU cooperation in vocational education and training
WHAT IS THE AIM OF THIS DECLARATION?
The Copenhagen process forms an integral part of the ‘Education and training’ (ET 2020) strategic set of rules and seeks to contribute to achieving the education-related targets of the Europe 2020 strategy.
The process consists of:
The priorities set by the Copenhagen Declaration provide the basis for voluntary cooperation in VET. With the target of 2010, they aimed at:
A succession of communiqués has set out the EU’s success in achieving these goals as well as the steps to improve VET cooperation further.
Maastricht Communiqué 2004 confirmed the success of the Copenhagen process in raising the visibility and profile of VET at the European level. It also developed the priorities set by the Copenhagen Declaration and set out specific priorities for national-level work on VET, including:
Helsinki Communiqué 2006 evaluated the Copenhagen process and reviewed its priorities and strategies. It noted a number of achievements, including:
Bordeaux Communiqué 2008 reviewed the priorities and strategies of the Copenhagen process in light of a future education and training programme post-2010. It found that the process has proved to be effective in promoting the image of VET while maintaining the diversity of national VET systems. However, it called for new impetus, in particular regarding:
Bruges Communiqué 2010 set out long-term strategic objectives for European cooperation in VET for the period 2011-2020, together with the 22 short-term deliverables for the period 2011-2014, which provide concrete actions at national level for achieving these objectives. These objectives, whilst still based on the principles of the Copenhagen process, drew from past achievements but also aimed to respond to current and future challenges.
Its conclusions found that the Copenhagen process had:
It established that for VET to respond to current and future challenges, European education and training systems must, amongst other things:
Riga Conclusions set out a list of new deliverables for the period 2015-2020 based on a review of the results of the deliverables for the period 2011-2014.
The review found that those deliverables had helped both European Union and candidate countries focus and implement reform. 5 priority areas were established for 2015-2020:
* KEY TERMS
Lifelong learning: allows people, at any stage of their life, to take part in stimulating learning experiences
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)
last update 11.10.2016