MEDDELELSE FRA KOMMISSIONEN TIL EUROPA-PARLAMENTET, DET EUROPÆISKE RÅD, RÅDET, DET EUROPÆISKE ØKONOMISKE OG SOCIALE UDVALG OG REGIONSUDVALGET Færdighedsunionen

EN EN
EUROPEAN
COMMISSION
Brussels, 5.3.2025
COM(2025) 90 final
COMMUNICATION FROM THE COMMISSION TO THE EUROPEAN
PARLIAMENT, THE EUROPEAN COUNCIL, THE COUNCIL, THE EUROPEAN
ECONOMIC AND SOCIAL COMMITTEE AND THE COMMITTEE OF THE
REGIONS
The Union of Skills
Offentligt
KOM (2025) 0090 - Meddelelse
Europaudvalget 2025
1
The Union of Skills
Europe’s competitive strength lies in its people. Our human capital is key to the EU’s prosperity,
its economic resilience and unique social market economy. It is key toincreasing our productivity
growth, making our industries more competitive and innovative, to attracting additional
investments, and to a a dynamic single market and enhanced economic security. Putting people
first and investing in skills pays off many times over. In the context of the global competition for
talent, and a shrinking working age population in the EU, Europe’s competitiveness relies on
future-oriented skills, contributing to economic social and territorial cohesion. Human capital is
also essential to promote preparedness and security in the present geopolitical situation.
To be competitive and prepared for the future, the EU needs to support and prepare its people with
the skills and competences needed for success in learning, work, and life, as highlighted by the
Competitiveness Compass for the EU 1
. Europe’s social market economy, with its strong
foundations in education, training, research, innovation and democracy, can serve as a solid base.
1. The problem: the need for more and better skills
The Union of Skills2
aims to support the development of quality, inclusive and adaptable education,
training and skills systems to increase the EU’s competitiveness. Enhanced skills intelligence at
EU level will be of key importance in this context, for effective and targeted policies.
Skills shortages and gaps, insufficient transformation speed and fragmented and inefficient
governance are hampering the EU’s competitiveness, as underlined by the Draghi3
, Letta4
and
Niinistö 5
reports. They are are a barrier to productivity growth and innovation, hindering
decarbonisation and digitalisation efforts.
1.1 Skills shortages and gaps
Europe does not produce enough skilled graduates from higher education and vocational education
and training, nor does it enable enough people to upskill or reskill throughout their working lives.
Moreover, in the global competition for talent, Europe struggles to be an attractive destination.
Skill shortages are often exacerbated in less developed, remote and outermost regions. Persons
with disabilities or with a migrant background often encounter additional obstacles in developing
their skills, resulting in untapped potential in the EU labour force.
1
Communication from the Commission to the European Parliament, the European Council, the Council, the European
Economic and Social Committee and the Committee of the Regions, A Competitiveness Compass for the EU, COM
(2025) 30 final.
2
Skills should be understood in a broad sense through the entire communication. It encompasses skills, knowledge
and competences for life, well beyond the skills needed for the labour market.
3
The future of European Competitiveness, report by Mario Draghi.
4
Much more than a market – Speed, Security, Solidarity, Empowering the Single Market to deliver a sustainable future
and prosperity for all EU Citizens, report by Enrico Letta.
5
Safer Together: Strengthening Europe’s Civilian and Military Preparedness and Readiness, Report by Sauli Niinistö,
former President of the Republic of Finland, in his capacity as Special Adviser to the President of the European
Commission.
2
Starting at school: Europe is lagging behind in basic skills. 15-year olds’ performance in
mathematics, reading and science has dropped, continuing a downward trend, as shown by recent
PISA data 6
. Similarly, nearly half of young people in Europe are lacking basic digital skills.
Source: European Commission 2024: https://op.europa.eu/en/publication-detail/-/publication/d9d9adad-c71b-11ee-
95d9-01aa75ed71a1/language-en
In vocational education and training: Vocational education and training (VET) has traditionally
been a path towards quality jobs and fulfilling careers in middle skilled occupations. Vocational
qualifications are in high demand, notably where acute labour shortages persist7
. Green skills are
among many much needed skills developed through VET, and are key for a successful green
transition and circular economy. Overall, out of the most widespread shortages occupations in the
EU, two thirds are crafts occupations that typically require vocational education and training8
.
Shortages in these fields, and other key sectors like agriculture and fisheries, may even worsen,
as the share of young workers (aged under 30) in these occupations is low, rendering the need for
generational renewal more acute.
In higher education: More than half of new job openings by 2035 will be in highly skilled
occupations. Yet, Europe does not produce enough highly qualified talent. Europe needs to invest
and support the pooling of resources in higher education to increase access to innovation, cutting-
edge knowledge and high-level skills, including through joint study programmes within alliances
of higher education institution, such as European Universities alliances.
Continuing at adult level: upskilling and reskilling will be essential throughout people’s lives and
careers, yet one in five adults struggles to read and write9
, and less than 40% of the adult population
take part in education or training10
, far below the 60% target set for 2030. This share is much lower
6 Report of PISA 2022 study outlines worsening educational performance and deeper inequality
7
EURES Report on labour shortages and surpluses 2023: https://www.ela.europa.eu/en/publications/labour-
shortages-and-surpluses-europe-2023
8 Increasing skills gaps are also a problem to be addressed for preserving cultural heritage.
9
Do Adults Have the Skills They Need to Thrive in a Changing World?, Survey of Adult Skills 2023, OECD:
https://www.oecd.org/en/publications/do-adults-have-the-skills-they-need-to-thrive-in-a-changing-world_b263dc5d-
en.html
10
Adult Learning Statistics, Eurostat: https://ec.europa.eu/eurostat/statistics-
explained/index.php?title=Adult_learning_statistics
3
among low-skilled adults (18.4%). Almost half the adult population does not have basic digital
skills despite more than 90% of jobs requiring them11
. Time constraints, financial considerations,
care responsibilities and motivation are some of the obstacles preventing adults from taking part
in further learning.
Gender gap: While overall more young women than men graduate from higher education, there
are almost twice as many men than women studying science, technology, engineering and
mathematics (STEM), both in higher education and in vocational education and training. This
impacts strongly on gender segregation in the labour market and restricts the EU’s innovation
potential.
Financial and entrepreneurial skills gap: Europeans lack the necessary financial and
entrepreneurial skills to invest more and to launch and grow successful startups. This significantly
limits the innovation and growth potential of the EU.
Global competition for talent: The EU is less attractive to talented third country nationals than
other OECD members such as Canada, the US and Australia12
. Moreover, some of the EU’s top
talent finds better opportunities overseas for starting-up or for excelling in academia.
Acute skills gaps and risk of labour shortages in sectors in rapid transformation and during crises:
Europe faces skills gaps and potential shortages in critical sectors in the event of disasters and
crises. There is not enough mapping of workforce needs, training of new labour force segments or
sufficient inflows of skilled workers.
1.2 Transformation speed gap
Education and training systems in Europe are lagging the rapid technological transformations and
the changing skills needed to take forward the decarbonisation of the economy13
and to reduce
dependencies in strategic sectors.
Europe faces a growing challenge in meeting the demand for skilled talent in STEM fields,
especially in strategic sectors like clean and circular technologies, digital technologies, aerospace,
and defence, including in traditonal sectors increasingly relying on digital tools requiring STEM
skills. While we produce highly qualified professionals, their quantity is insufficient to bridge the
gaps. Nearly four out of five SMEs in the EU struggle to find workers with the necessary skillsets
- with start-ups and scale-ups severely impacted - particularly in breakthrough technologies such
as AI, semi-conductors and quantum computing. These shortages impact all sectors, including
transport, food, and energy, limiting economic growth and stifling innovation.
The decline in basic skills among 15-year-olds is closely linked to the lack of specialist teachers
in mathematics and science, highlighting the urgent need to attract teachers and trainers and
supporting them better through continuous professional development in these critical areas. Also,
as younger generations’ needs and expectations evolve, a fresh vision for education and career
pathways may be necessary to align with the changing landscape of work and innovation.
11 The State of the Digital Decade 2024 report highlights that only 55.6% of EU’s population has at least basic digital
skills (compared to the target of 80%) and at the current pace, the number of ICT specialists will reach just 12 million
by 2030, well below the 20 million target.
12
Talent attractiveness 2023, OECD: https://www.oecd.org/en/data/tools/talent-attractiveness-2023.html
13
The “EU industrial action plan for the automotive sector” aims to tackle challenges on innovation and leadership in
future technologies, clean transition and decarbonisation and the skills needed to achieve them.
4
Equally important is to equip people – in all corners of Europe and of all generations - with the
skills needed to address pressing societal challenges – such as climate change, pressures on
democratic institutions and threats to our internal security, including cybersecurity and hybrid
threats – while also ensuring they can seize the opportunities presented by the green and digital
transition .
Ultimately, Europe must better utilise the existing skills by improving the recognition of
qualifications across borders and acknowledging competencies gained outside formal education.
Many individuals struggle to have their skills recognised when moving within the EU or arriving
from third countries, leading to underutilised talent.
1.3 Fragmented governance and skills intelligence
Skills policies are closely interlinked with education, labour, economic and financial policy, and
social inclusion. However, these domains are often governed by different ministries or departments,
both at national and regional levels, each with its own priorities.
Moreover, a multitude of stakeholders address skills from a variety of perspectives in an
insufficiently coordinated manner: education and training systems, industry, public employment
services, social partners, civil society.
This fragmentation hampers smart investment and does not allow for adequate skills intelligence.
Insufficient consolidation, lack of foresight and of effective collaboration between different
agencies with expertise on skills intelligence makes it difficult to match skills future demand and
supply, including with a view to facilitate legal migration.
While Member States’ efforts on education and skills have increased, the challenges are too
great and urgent to be tackled by Member States alone. Action at EU level can accelerate the
skills and education transformation that Europe needs to tackle skills gaps, speed gaps and
decision-making gaps. It is also paramount to closely associate candidate countries, as well as
potential candidates and neighbourhood countries, to the reforms and to relevant initiatives laid
out in the Union of Skills, as these countries also face similar challenges.
These are the three reasons why Europe needs a radical step change in ambition and action. The
Union of Skills is an ambitious strategy to deliver education and skilling in the EU, supported by
a new cooperation model to bring forward bold solutions, based on a clear set of objectives (section
2), key actions (section 3), financial means (section 4), and more effective governance (section 5).
2. The Union of Skills: objectives
The Union of Skills aims to ensure that everyone in Europe, no matter where they are, is
empowered to build solid skills foundations and engage in lifelong upskilling and reskilling,
in line with the European Pillar of Social Rights. Its goal is to support European education and
training systems to provide equal opportunities for everyone, including all young people,
regardless of their background and place of residence, to access education, lifelong learning,
quality jobs and navigate transitions and crises. Stronger educational foundations and skills also
underpin EU values such as democracy, human rights, solidarity, social inclusion and diversity,
helping people become more resilient to mis- and disinformation, radicalisation and recruitment
into crime and empowering them to contribute to a greener, fairer, and more cohesive Europe.
5
The second objective is to support companies to be competitive and resilient, making it easier for
employers and particularly for SMEsto find people with the skills they need to create sustainable
growth and quality jobs. It is also a call for companies to invest in upskilling and reskilling their
workers of all generations to adapt to ever-changing challenges and opportunities. At the same
time, it recognises that companies - especially SMEs and start-ups /scale-ups - need the right
incentives and support to make these investments feasible.
Finally, the Union of Skills will work to make skills and qualifications - regardless of where
they are acquired in Europe - transparent, trusted, and recognised across the single market,
allowing individuals to exercise their right to free movement and enabling employers, notably
SMEs, to recruit effectively across borders. It is also a call to Member States to work towards fast
recognition of skills and qualifications acquired outside the EU.
3. Key strands of the Union of Skills
To achieve the objectives set out above, the Union of Skills will:
- Build skills for quality jobs and lives through a strong educational foundation, with an
inclusive lifelong learning approach.
- Upskill and reskill an agile workforce mastering the digital and clean transition, notably those
with lower and middle skills.
- Circulate skills with the free movement of people across the EU, unlocking the single market’s
full potential.
- Attract, develop and retain talent.
Building
skills
for quality
lives and jobs
Circulating
skills
across the EU
for
competitiveness
Upskilling
and
reskilling
for the digital &
green transition
Attracting,
developing
and retaining
talent
for Europe’s future
6
The Union of Skills will build on actions taken already under the European Education Area14
,
the European Skills Agenda15 and the European Research Area. On this basis, the Commission
will engage with education and training, employment and labour market actors, social partners and
other stakeholders to bring education and skilling governance under the Union of Skills. The
Commission fully recognises the primary role of Member States in this matter, as established in
the TFEU Articles 165 and 166, and will act within its competences when implementing these
actions.
A. Building skills for life through a solid educational foundation
The sharp decline in the basic skills of our young people – including digital skills – is a ticking
bomb in our education systems, and for Europe’s competitiveness. The PISA 2022 survey
highlights troubling trends: 30% of 15-year-olds in the EU lack minimum proficiency in
mathematics, while around 25% struggle in reading and science16
. Some 43% of eighth graders
are struggling with basic digital literacy confirming a downward trend17
.
While on average, the EU is on track to reach the 2030 EU-level target to reduce early school
leaving to below 9%, boys, young people with disabilities and learners from a migrant background
are at higher risk of leaving school early. Additionally, the EU is further away from the 2030 EU-
level target of below 15% for the share of underachievers compared to 10 years ago. Socio-
economic background remains a strong predictor of education outcomes, with disadvantaged
learners at 6.1 times higher risk of severe underachievement in basic skills when compared to their
more advantaged peers18
. Gender gaps exist in reading, with girls more likely to be among top
performers in all EU countries, and underachievement slightly more common among boys in
science. Gaps can be observed in rural areas in comparison to urban areas, notably in relation to
reading19
and digital skills20
. The share of rural young people with a higher education degree is
limited in comparison to urban areas21
.
This puts the EU at risk of falling further behind in the global technological race, where artificial
intelligence (AI), automation and cybersecurity needs are reshaping industries and societies. In
defence, aerospace and fusion technologies, advanced STEM skills are essential to reduce
dependence on non-EU suppliers and develop next-generation capabilities. However, between
2015 and 2022, there was an overall decrease (-7%) of doctoral graduates in STEM fields, with
numbers falling for natural science, mathematics and statistics (-13.1%) and, for ICT- information,
and communication technologies (-25.5%); and only increasing in engineering, manufacturing and
construction (+9.4%).
14
Resolution on a strategic framework for European cooperation in education and training for the period 2021-2030.
OJ C 497, 10.12.2021.
15
European Skills Agenda: https://employment-social-affairs.ec.europa.eu/policies-and-activities/skills-and-
qualifications/european-skills-agenda_en
16
The twin challenge of equity and excellence in basic skills in the EU: An EU comparative analysis of the PISA 2022
results
17
International Computer and Information Literacy Study (ICILS) in Europe, 2023
18
Education and Training Monitor 2024
19
For further details on school education in rural areas, see OECD (2021), ‘Delivering quality education in rural
communities.’
20
Even if it improved during the recent years, a gap of 15% remains (COM/2024/450 final).
21
Eurostat (2022).
7
Furthermore, promoting STEAM approaches, which integrate science, technology, engineering,
arts, and mathematics by breaking down disciplinary barriers, fosters creative thinking. This
skillset is highly sought after by employers22
. It also facilitates digital and financial literacy by
endowing students with the skills needed to understand how the digital and financial systems work.
At the same time, there is an urgent need to address gender disparities, as women remain
underrepresented in many STEM fields, including in engineering and computer science, while men
are underrepresented in sectors like health, welfare, and the teaching profession.
It is crucial to make the teaching profession more attractive and gender balanced, to tackle teacher
shortages, notably in STEM, and retain talent, and to ensure that teachers are better equipped to
handle underachievement and technological change. For example, only 40% of teachers are
prepared to use digital technologies in teaching. While 68% of teenagers already use AI, education
systems lack the necessary frameworks to integrate AI effectively into learning23
.
Building skills for life, including media, digital literacy, critical thinking or basic cybersecurity, is
vital for Europe’s overall preparedness in the face of crises, including in terms of democratic
resilience. In this context, learners also need strong basic and advanced skills, in particular in
STEM, but also civic knowledge and competences. There is a need to improve the risk
preparedness in education and training systems to ensure that the EU and its Member States can
continue to operate under all circumstances, providing key societal functions.
Non-formal and informal learning, youth work, cultural initiatives, sport participation and
volunteering can also offer valuable opportunities for people to develop knowledge, skills,
attitudes and behaviours to grow and become active citizens.
Key deliverables at EU, national, regional and local level
 Develop solid foundations in education and training
o Step up the support for basic literacy, mathematics, science, digital skills and citizenship via a
Basic Skills Action Plan. By piloting a Basic Skills Support Scheme, the Commission will
work together with interested Member States on a framework of effective intervention
measures, supported by EU funding, for children and young people struggling to acquire basic
skills. A European Innovative School Award will recognise the schools that are
exceptionally innovative in changing curricula to teach students STEM and citizenship skills,
including through cooperation with businesses and local authorities. The Commission
proposes to complement the existing target on basic skills as follows: By 2030,
➢ the share of underachievement in literacy, mathematics, science and digital skills
should be less than 15%, whereas the share of top performance in literacy,
mathematics and science should be at least 15%.
o Based on a review of the Digital Education Action Plan, the Commission will present a 2030
Roadmap on the future of digital education and skills to promote equal access to digital
education for all. A robust EU digital education ecosystem will prepare for the future and
establish long-term partnerships with EU-based EdTech and independently developed
European solutions. An initiative on AI in education and training will lay down an AI literacy
22
World Economic Forum Future of Jobs 2023 report: https://www.weforum.org/publications/the-future-of-jobs-report-
2023
23
Vodafone Foundation 2025 (AI In European Schools)
8
framework and support the integration of AI in education and training provision, addressing
the need for online safety and digital well-being, tackling disinformation and misinformation,
while promoting innovation in education. The Digital Competence Framework will be updated
by the end of 2025 to take into account new emerging technologies, including AI.
o Provide support through a STEM Education Strategic Plan to reverse the trend of declining
performance in STEM skills at school and to attract more students in STEM tracks and careers.
Attracting more girls and women in STEM studies, including digital studies and careers, is a
core objective of this plan. In addition, the Commission proposes a strategic target on
enrolment in STEM: By 2030,
➢ the share of students enrolled in STEM fields in initial medium-level VET should be
at least 45%24, with at least 1 out of every 4 students female25.
➢ the share of students enrolled in STEM fields at tertiary level should be at least
32%26 , with at least 2 out of 5 students female27.
➢ the share of students enrolled in ICT PhD programmes should be at least 5%28, with
at least 1 out of every 3 students female.
o Addressing the attractiveness of teachers’ and academic careers, through:
➢ an EU Teachers and Trainers Agenda, helping Member States tackle teaching shortages,
improving teachers’ working conditions, and improving career prospects.
➢ a European competence framework for academic staff in higher education,
complementing the existing European Competence Framework for Researchers
(ResearchComp). To revalorise pedagogical roles in academia, additional recognition is
needed for innovative teaching, development of lifelong learning and training opportunities
through micro-credentials, creating transnational education opportunities or building
cooperation with employers29
.
 Develop an attractive and innovative vocational education and training (VET) system
Increase the attractiveness, excellence and inclusiveness of VET with a European
Strategy for VET. The Strategy will focus on the role of VET in supporting EU
competitiveness and innovation, economic, territorial and social cohesion, and generational
renewal by addressing skills shortages and mismatches, enhancing the attractiveness, quality
and labour market relevance of VET and supporting mobility and internationalisation,. The
Strategy will also address gender and other stereotypes in making study choices and build on
benefits and labour market outcomes of VET so that VET becomes an equally valued learning
pathway as higher education, including for women.
 Create an inclusive and future-oriented higher education system
24
The share of students enrolled in STEM fields in initial medium-level VET was 36.2% in 2022 (latest available data).
The 2030 EU-level is to build on an average annual increase of about 1.1 percentage points.
25
The share of women enrolled in STEM fields in initial medium-level VET (out of the total STEM enrolment) was 16.1%
in 2022 (latest available data). The 2030 EU-level is to build on an average annual increase of about 1.1 percentage
points.
26
The share of students enrolled in STEM fields at tertiary level was 27.1% in 2022 (latest available data). The 2030
EU-level target is to build on an average annual increase of about 0.6 percentage point.
27
The share of women enrolled in STEM fields at tertiary level (out of the total STEM enrolment) was 31.8% in 2022
(latest available data). The 2030 EU-level target is to build an average annual increase of about 1 percentage point.
28 Up from 3.7% in 2022
29
Council Recommendation of 25 November 2024 on attractive and sustainable careers in higher education.
9
o Present an initiative to increase accessibility of higher education to a wider range of learners
and ages – to meet the increasing demand for higher education graduates in the labour market,
a trend that is forecasted to sharply accentuate with future jobs – and promote support services
for students’ wellbeing, providing targeted support for them to succeed. It will support higher
education institutions and their staff to implement the principles and guidelines and indicators
on wider access and the social dimension of higher education, adopted as part of the Bologna
process in 2024.
o Boost entrepreneurship education at all levels, with more dedicated modules – including
cross-border ones – at universities, in cooperation with their innovative ecosystem. This helps
students build the skills and mindset needed for starting businesses and creating jobs.
Key deliverables
Action Plan on Basic Skills [Q1 2025]
Basic Skills Support Scheme (pilot) [2026]
2030 Roadmap on the future of digital education and skills [Q4 2025]
AI in education initiative [2026]
STEM Education Strategic Plan [Q1 2025]
EU Teachers and Trainers Agenda [2026]
European competence framework for academic staff [2026]
European Strategy for vocational education and training (VET) [2026]
Increasing accessibility of higher education [2027]
Intergenerational fairness strategy [Q1 2026]
B. Upskill and reskill to ensure future-oriented skills
The pace and scope of the ongoing transformations is unprecedented. Skills have always been
one of Europe’s competitive advantages. Ensuring the right tools to upskill and reskill –
responsively and effectively – will help European businesses and employers to be competitive,
facilitate job-to-job transitions, and ensure that no one is left behind.
Upskilling and reskilling are a shared responsibility. Public authorities at EU, national, regional
and local levels have their role to play, but so do businesses, social partners, education and training
providers, civil society organisations, local communities, and individuals.
Future labour market projections reinforce the urgency of action to ensure the skills that
Europe needs. The Commission has already identified 42 occupations with EU-wide shortages.
The largest shortages are in construction trades, transport, some health professions such as nurses
10
and specialist doctors, and care workers30
. They are likely to increase with AI, robotics, data-driven
processes and the clean transition transforming industries31
.
Participation in adult learning remains insufficient as only 39.5% of adults engage in training
annually32
, far below the EU headline target of 60% by 2030. Low-skilled adults, who need
training the most, participate even less. Participation rates are also on average lower in less
developed regions and in regions in transition. Women and vulnerable groups such as persons with
disabilities encounter additional obstacles which hinder their participation in training. In this
context, the Roadmap for Women’s Rights will promote equal opportunities and access to
upskilling and reskilling.
We need to empower older citizens who are willing to continue contributing to the labour market.
Moreover, policy initiatives that mutually benefit several generations should be supported. Multi-
generational workplaces accommodate diverse needs, invest in two-way knowledge and skills
transfers between young and older citizens and are ultimately beneficial to society as a whole.
A large share of upskilling is workplace training provided by employers. In 2020, 67.4% of
companies offered training, but participation varies significantly across sectors, industries and
countries. The training needs of adults to be re-skilled for changing occupations or sectors are
insufficiently met by public employment services.
One major obstacle to taking up training among low skilled adults is lack of motivation33
.Negative
experiences with school-based learning can have a ‘scarring effect’. Alternative approaches are
needed, involving a broader set of actors to stimulate adults to engage in learning activities in
trusted or new environments.
Social dialogue at all levels – European, national and local – is key to shaping skills development
through collective bargaining, running training and development funds, guidance services and
matching jobs with skills. This will be further promoted.
Key deliverables from the public sector level at EU, national or regional level
 Upskilling and reskilling of adults
o Continue to support the implementation of Individual Learning Accounts (ILA)34
to
empower all people to upskill and reskill, regardless of their employment status. ILA can help
people affected by the transitions to acquire the skills needed to move into new occupations.
Many Member States are piloting such schemes but further roll out, evaluation and
consolidation will be needed in the coming years.
o Expand the use of micro-credentials as flexible learning solutions, in line with the European
approach35, to ensure that they are trusted, understandable, issued digitally and comparable
30
Proposal for a Regulation of the European Parliament and of the Council establishing an EU Talent Pool
(COM/2023/716).
31 The energy workforce will have to increase by 50% by 2030 to deploy renewable energies, grid and energy efficiency
technologies.
32
VET Data insights: what is happening with vocational education and training and adult learning in the European
Union, Cedefop: https://www.cedefop.europa.eu/en/data-insights/what-happening-vocational-education-and-training-
and-adult-learning-european-union
33
Lack of motivation among adults was a recurring problem identified by all Member States during the European Year
of Skills.
34
Council Recommendation ref of 16 June 2022 on Individual Learning Accounts (2022/C 243/03)
35
Council Recommendation of 16 June 2022 on A European approach to micro-credentials for lifelong learning and
employability (2022/C 243/02)
11
across sectors and countries. This will require actively engaging all types of micro-credential
providers, notably private training providers, on top of education and training institutions.
Where relevant, micro-credentials should be linked to national and European Qualification
Frameworks. Guidance on quality assurance instruments will enhance trust and take-up of
micro-credentials in recruitment processes. The aim is also to increase the number of joint
micro-credentials issued by Centres of Vocational Excellence, European Universities alliances
and EU Skills Academies, and to increase their business use in recruitment and career
promotion, focusing in particular on strategic sectors.
o Support peer learning activities for Member States on innovative community learning
spaces to engage and motivate adults with low basic skills to upskill by operating in
environments where they feel more comfortable. Encourage Member States to work with
public employment services and social services to support adults in improving their basic skills
and activate them as relevant. Intergenerational approaches could be tested in this context.
o Develop and set up a Skills Guarantee pilot, to ensure that workers in sectors undergoing
restructuring or at risk of unemployment, have the opportunity to develop further their careers
in other sectors and/or companies. By promoting their upskilling and reskilling, in line with
relevant national, regional and/or sectoral transition strategies, the Skills Guarantee will
support their employment prospects and job security.
o Assess, as part of the review of the General Block Exemption Regulation36
, if state aid rules
applicable to training need to be updated to provide better incentives for industry, including
the social economy, to invest in upskilling and reskilling of workers, for a just transition.
 Leveraging public-private partnerships and promoting cooperation in strategic
sectors
o Strengthen and streamline the Pact for Skills to, support strategic sectors in their up and
reskilling, including through the Large-Scale Partnerships in line with the Competitiveness
Compass, Clean Industrial Deal and future Preparedness Union Strategy. Reinforcing the
Large-Scale Partnerships will support the development of sector-specific solutions37
. The
reinforced Pact will tackle the fragmentation of initiatives and improve linkages between them,
such as the EU Skills Academies, European Alliance for Apprenticeships, the Centres of
Vocational Excellence and European Universities alliances. Improvements will be made to
cross-sectoral synergies among Pact members, knowledge and resource sharing along the value
chain (e.g. skills intelligence, occupational profiles, curricula, training modules). Pact
members have pledged to upskill 25 million workers by 2030. The Commission is calling on
Pact members to at least double their commitments.
o Review and implement targeted EU Skills Academies. A review will be made of existing
academies, including Net-Zero Industry Academies, to assess factors of success. Based on this
analysis, a targeted number of academies will be rolled-out, building on the most successful
models, to deliver the skills needed by industry for the green and digital transition and the
36
Commission Regulation (EU) No 651/2014 of 17 June 2014 declaring certain categories of aid compatible with the
internal market in application of Articles 107 and 108 of the Treaty, as amended, consolidated text https://eur-
lex.europa.eu/legal-content/EN/ALL/?uri=CELEX:02014R0651-20230701
37
Large Scale-Partnerships exist in the following sectors: aerospace and defence, agri-food, construction, creative and
cultural industries, digital, energy intensive industries, health, electronics, mobility-transport-automotive, proximity and
social economy, renewable energy, retail, textiles and tourism ecosystems.
12
Clean Industrial Deal. They should target strategic sectors such as defence, automotive, the
circular economy, wind, grids, food, digital fields such as AI, Quantum, Virtual Worlds and
Semiconductors. The Commission will launch the Industry-Academia network of the
Cybersecurity Skills Academy in June 2025 and promote Cyber-campuses for cybersecurity
skills in various Member-States and regions. The European Institute of Innovation and
Technology (EIT) will equip 1 million learners by 2028 with the skills needed in strategic
sectors, in collaboration with businesses, paying particular attention to gender balance
participation.
o Pilot actions, including through Erasmus+, the Digital Europe Programme and the EIT, to set
up transnational university-business partnerships to train people for sectors with severe
skills gaps. Such partnerships could for example support dedicated joint programmes or to
develop jointly micro-credentials, and to support entrepreneurship and mentorship for start-
ups and scale-ups. The EU Startup and Scaleup Strategy will set out additional actions to help
start-ups and scale-ups retain and attract the talent they need to launch and grow in the EU.
o Expand the European Alliance for Apprenticeships to reach 700 pledges by 2030, including
people outside the labour market and apprenticeships for adults to upskill and reskill.
Key deliverables
Pilot a Skills Guarantee for workers [2025]
Roll-out of targeted EU Skills Academies, after a review of existing ones [2026]
Pilot transnational university-business partnerships for sectors with severe skills gaps [2026]
C. Circulate and allocate skills to unlock the full potential of the single market
The single market provides a unique framework for the ‘circulation’ - free movement of people -
with their skills. The EU has developed legislation for the free movement of regulated professions
as well as a number of transparency and labour market tools such as the European Qualifications
Framework (EQF), Europass, ESCO38
, EURES39
. In addition, the European Credit Transfer and
Accumulation System has been developed for post-secondary education under the Bologna
Process.
However, barriers continue to hinder the seamless portability and recognition of people’ skills and
qualifications. By facilitating validation of skills and recognition of qualifications and by
strengthening transnational cooperation, the Union of Skills will support balanced cross-border
mobility and free movement of knowledge and skills. This will increase the matches between the
skillset of the persons and the jobs they take when moving in the EU, reducing brain drain and
countering depopulation tendencies in regions at risk of demographic decline.
Working together with Member States towards a European degree recognised by all Member
States, the Union of Skills will offer the highest quality education and training, pooling together
resources through transnational and transdisciplinary cooperation supported by Erasmus+.
38
European Classification of Skills/ Competences, Qualifications and Occupation
39
European Employment Services
13
Key deliverables at EU, national, regional and local level
 Facilitating portability of skills and qualifications
o Develop a Skills Portability Initiative to open up more opportunities for workers and
businesses to fully capture the potential of the single market. First, explore the need for a
potential legislative proposal to address barriers to the mobility of workers, including in
unregulated professions. This could build on existing transparency tools that seek to ensure
understanding, comparability, trust, acceptance of skills and qualifications across Member
States. It could also promote common European formats for interoperable digital credentials
to enable the understanding and acceptance of skills and qualifications. Second, building on
the Implementation Report of the Professional Qualifications Directive, the Commission will
consider actions to further facilitate, expand and modernise recognition processes for regulated
professions, in particular by leveraging digital tools. Third, it will include exploring whether
to propose common rules for simpler procedures for handling the recognition and validation
of qualifications and skills of third country nationals.
o Develop a common European framework for the automatic recognition of study
qualifications and learning periods abroad in school, VET and higher education. Explore
the possibility of EU accession to the Convention on the Recognition of Qualifications
concerning Higher Education in the European Region (the “Lisbon Recognition
Convention”) 40
. This will aim to reduce the uncertainty of mobile learners about the
recognition of their qualifications and learning outcomes, avoiding lengthy and unpredictable
administrative procedures. They create a level playing field for all learners, independent from
their education and training sector and their country of origin.
 Future-oriented European qualifications
o Facilitate the development of innovative joint European study programmes, including in
disciplines for strategic sectors and key technological domains such as AI, quantum,
semiconductors, data or cybersecurity, potentially through a European degree/label41 based
on commonly agreed criteria. This initiative will foster future-oriented skills and pooling
expertise and knowledge from higher education institutions across the EU, beyond what any
single institution can offer.
o Facilitate the mobility of VET learners and workers by initiating work towards the
development of a potential European VET diploma/label. The diploma could cover initial
VET at upper-secondary and post-secondary level. Supported by Erasmus+, a pilot will engage
Member States and VET providers to test such a European VET diploma/label in 2025-2026.
 Deepened transnational cooperation to deliver future-oriented skills and competences
o Explore the development of a suitable European legal status for alliances of higher
education institutions; and an investment pathway for European Universities alliances, to
ensure sustainable cooperation and funding, pool resources and strengthen partnerships with
businesses and research departments within their innovation ecosystem.
40
CETS 165 - Convention on the Recognition of Qualifications concerning Higher Education in the European Region.
41
Commission Communication on a Blueprint for a European degree
14
o Strengthen transnational cooperation under Centres of Vocational Excellence and contribute
to VET national reforms through private-public partnerships. Continue supporting the creation
of Centres of Vocational Excellence in 2026-2029, based on an evaluation.
o Pilot European School Alliances in 2026 to increase pupil and teacher mobility, cross-border
cooperation between schools and school authorities and innovation. The alliances will serve as
testbeds for innovative teaching methods, curricula and competence frameworks, particularly
for basic skills. The Alliances will support participating schools in becoming learning
organisations for effective basic skills teaching, including in cooperation with local authorities.
 Boosting mobility for all learners
o Strengthen Erasmus+ to make it more inclusive and accessible for all, with a particular focus
on learners with fewer opportunities – including in VET. A bigger outreach will bring a greater
scope for skills development and thereby will more decisively contribute to building a resilient,
competitive, and cohesive Europe.
Key deliverables
Skills Portability Initiative [2026]
Common European framework for the automatic recognition of study qualifications and
learning periods abroad in school, VET and higher education [2027]
Launch of innovative joint European study programmes with a European degree/label [2026]
A legal status for European Universities alliances [2027]
Pilot a European VET diploma [2025-2026]
Pilot European School Alliances [2026]
D. Attract and retain skills from third countries to address skills shortages and develop
top talent in Europe
Europe’s working-age population is expected to shrink by one million adults every year until 2050.
Efforts are needed to encourage labour market participation by as many people of working age as
possible, dismantling persisting barriers and reaching out to groups with fewer opportunities.
However, even then, declining demography means the EU population will not be enough to tackle
labour shortages and to optimise the EU’s innovation potential. The gradual integration of
candidate countries into parts of the Single Market will strengthen the competitiveness of the EU
economy in today’s fierce global competition. Strategic support to education and training in
partner countries as part of Global Gateway Strategy has a transformative impact and enables to
drive sustainability, while also contributing to enhancing competitiveness of European companies,
especially in countries of investment.
Complementing the measures to activate and upskill the EU workforce, the EU must become a
global magnet for talent, to both attract and retain it. To maintain and strengthen its position in
education, research and innovation, Europe must strengthen its attractiveness for top researchers,
specialists in strategic fields, academics and students worldwide, and specialists in strategic fields,
such as those linked to the next wave of frontier technologies. The EU’s ability to compete on a
global scale depends not only on retaining homegrown talent but also on actively drawing talent
15
from outside Europe. By offering world-class education and research infrastructure, competitive
career prospects, and a supportive regulatory and funding environment, the EU can become a
destination of choice for the brightest minds. European Research Council frontier research grants
can be instrumental to attract and retain in the EU brilliant researchers from around the world, by
providing long-term and flexible funding to do frontier research in Europe.
This ambition will be accompanied by equal attention to ensure access to and delivery of quality
jobs, notably in sectors where workers are exposed to a higher risk of unfair, unhealthy and unsafe
working conditions. Proper enforcement of labour mobility rules, including with the support of the
European Labour Authority (ELA), is of paramount importance to build a well-functioning Single
Market and this concerns all workers, including third country nationals, and especially in the
context of posting of workers and in long and complex sub-contracting chains.
Third country nationals legally residing in the EU should be supported in their integration and be
able to use their talents to their full potential, with good working conditions. Cooperation with
partner countries on international labour mobility and skills development should also be reinforced.
The Union of Skills will ensure that Europe arrives at the forefront of global talent attraction for
innovation and promotes diversity and inclusion, taking into account the need to assess security
implications for strategic sectors such as cybersecurity, aerospace and defence.
Key deliverables at EU, national, regional and local levels level
 A Europe talent magnet framework
o Once adopted by the co-legislators, set up the EU Talent Pool, an EU-wide platform
facilitating international recruitment of third country jobseekers residing outside the EU,
and having the skills required to work in EU-wide shortage occupations at all skills levels.
o Make Europe attractive for the best researchers around the world, by pre-empting and
countering brain-drain from the EU both for European and international researchers with:
➢ offering excellent scientific working and employment conditions and career prospects,
notably by focusing on tackling precarity in early research careers, through a Marie
Skłodowska-Curie Action ‘MSCA Choose Europe’. A pilot will be launched in 2025.
Applicants will be able to link MSCA grants to competitions leading to long term positions
in universities and research institutions after the end of the project.
➢ Supporting the implementation of the new framework of research careers42
and of the
European Charter for Researchers, particularly relevant for retaining researchers in Europe
and for attracting back the scientific diaspora.
o Make European education and training systems attractive to brilliant students.
➢ The Commission proposes a new target: By 2030, the annual number of learners from
outside the EU coming to study and obtain a degree at tertiary level in the EU should
be at least 350 00043.
42
Proposal for Council Recommendations for an ERA Policy Agenda 2025-27.
43
The 2030 EU-level target concerns the number of inward degree mobile tertiary graduates from outside the EU. This
figure was 248 827 in 2022 (latest available data), meaning that the 2030 EU-level target requires an approximate 41%
increase by 2030. A linear forecast suggests a 2030 figure of around 328 000, meaning that the 2030 EU-level target
requires an improvement of approximately 7% compared to the linear progression.
16
➢ Pilot virtual study fairs, specifically on STEM and other strategic disciplines, and organise
physical promotion activities under the ‘Study in Europe’ banner, to attract students from
leading institutions in third countries to study in Europe in key disciplines, with the
incentive of Erasmus Mundus and the Digital Europe Programme scholarships, and
European Universities alliances.
o Facilitate the attraction and integration of skilled third-country nationals.
➢ The Commission will present later this year a Visa Strategy which will include measures
to support the arrival of top students, researchers and trained workers from third
countries, for example through a better implementation of the Students and Researchers
Directive44 and the BlueCard Directive. Stronger support to Member States and their
consulates is also needed, to ensure that long-stay visas and residence permits can be issued
in a timely manner. EU funding will facilitate improved coordination between migration
and education authorities.
➢ A key factor for attracting talent is creating the right conditions in Europe for their
integration and supporting family life. The Commission will review later this year the EU
Action Plan on Integration and Inclusion and will explore ways of better supporting
integration and family reunification measures, in particular for skilled workers and
researchers.
➢ ‘Train to hire programmes’ are critical to address workforce needs in Europe and contribute
to the skills development of partner countries. Such programmes are being developed as
part of Talent Partnerships and should be further developed as part of the Multipurpose
Legal Gateway Offices set up jointly with interested Member States to provide additional
support to employers in finding the skills they need, in particular in sectors of shared interest,
such as construction, care, ICT, transport, bioeconomy, tourism, agriculture, or culture.
Such programmes should be based on a public-private partnership and should be mutually
beneficial both for the EU and partner countries. The upcoming New Pact for the
Mediterranean offers particular opportunities in this regard.
Key deliverables
Launch of the EU Talent Pool IT Platform
Marie Sklodowska-Curie Action ‘MSCA Choose Europe’ Pilot [Q4 2025]
A new Visa Strategy [Q4 2025]
Launch of Multipurpose Legal Gateway Offices [2026]
4. Investing in education and skills – mobilising public and private investment
Education and skills are an investment - not a cost - which yields benefits many times over.
Investment in a well-educated population and workforce not only enables people to get access to
and keep quality jobs. It is also an investment in the EU’s competitiveness and preparedness,
44
Directive (EU) 2016/801 of the European Parliament and of the Council of 11 May 2016 on the conditions of entry
and residence of third-country nationals for the purposes of research, studies, training, voluntary service, pupil
exchange schemes or educational projects and au pairing (recast)
17
enhanced economic and inclusive growth and resilience, social and territorial cohesion, and,
ultimately, strengthening the European social model and the protection of European values and
democracy.
The current seven-year budget (2021-2027) allocates investment in education and skills through
programmes such as the European Social Fund Plus (ESF+), which supports skills with EUR 42
billion, the Recovery and Resilience Facility (EUR 67.7 billion for both human capital investment
and infrastructure), European Regional Development Fund (EUR 8.7 billion), Erasmus+ (EUR
26.1 billion), Just Transition Fund (EUR 2.3 billion) and InvestEU (leveraging over EUR 1 billion).
It is important that Member States take advantage of the mid-term review of the cohesion policy
programmes 2021-2027 to reinforce their investments on education and skills, in support of
ambitious reforms to implement the Union of Skills.
Future EU funding will continue to support investments in education and skills at EU level.
By leveraging best practices, pilot projects, and lessons learned at the EU level, alongside
improved coordination with European policy priorities, we will maximise the added value of
investments in sectors critical to European competitiveness.
The EU budget is only one part of the picture. Given the scale of the challenge – and the reward
in terms of competitiveness, prosperity and resilience – it is crucial to leverage financing and
initiatives beyond EU funds in both the public and private sector.
In 2022, general government expenditure on all levels of education was 4.7 % of GDP (EU
average). 0.1 % of GDP was spent on adult learning.
Member States and the private sector need to invest more in education, training, upskilling and
reskilling.
Key deliverables at EU national, regional, and private sector levels level
o Fully use the possibilities under InvestEU and launch a new joint “EU Invest in Talent”
Platform, in cooperation with the European Investment Bank Group, and open to all
international financial institutions and national promotional banks, involving blending EU
funding and lending from main investors towards fostering investments at all levels of
education in Europe, together with scaling up finance and impact. Under the platform,
coordinate private-sector initiatives and boost private sector investment in training,
upskilling and reskilling, in key industrial ecosystems by reinforcing the Pact for Skills, the
EU Skills Academies and by setting-up transnational university-business partnerships. Centres
of Vocational Excellence and European Universities alliances are also excellent vehicles for
stimulating private sector investment in developing future-oriented skills.
o Encourage Member States to use the newly introduced possibility for an extended
adjustment path in the reviewed economic governance framework to include growth-
enhancing reforms and investment in education, training, upskilling and reskilling reforms,
which contribute to increase productivity and labour market participation.
o Continue and reinforce the work on social investment, including with the Social Investment
Hub45
, by promoting mutual learning as well as technical support to Member States to
45 See Council Conclusions on the role of labour market, skills and social policies for resilient economies (11066/24)
and Voluntary guiding principles for EU Member States for evaluating economic effects of reforms and investments in
the labour market, skills and social policy domains (10779/24)
18
implement social, labour market and skills reforms and investments and improve capacity to
measure their social and economic returns on productivity and fiscal sustainability.
o Explore best practice to further support quality jobs and promote the reskilling of the
workforce through public procurement.
o Evaluate the quality and relevance of investment in education and training, supported by
the Learning Lab on Investing in Quality Education and Training46
.
o Encourage Member States to make appropriate use of the financing possibilities for
education and training offered by the ESF+.
5. Governance
Delivering on the Union of Skills will require increased ambition, collective responsibility and
ownership, anticipation, a coordinated steer, investment, and effective reform implementation at
multiple levels. For this, the Union of Skills will build on a strong structure and governance,
delivering on the priority of developing a strong human capital, as a horizontal enabler, in support
of the EU’s competitiveness and preparedness priorities. In this regard, the Union of Skills will be
aligned to the new steering mechanism for competitiveness as outlined in the Competitiveness
Compass, which will allow to integrate swiftly and effectively the issues pertaining to skills,
including in the concrete sectors identified as critical to European competitiveness.
The Union of Skills governance, to be fully implemented as soon as possible, will build on a strong,
timely and relevant coherent and coordinated skills and education intelligence platform – the
European Skills Intelligence Observatory. With the objective of simplifying and consolidating
an informed and agile policy-making process in this area, the Union of Skills will build on a close
cooperation among all relevant stakeholders, notably the social partners, the private sector and the
education and training institutions, through a European Skills High-Level Board.
Because human capital, education and skills are a core matter for ensuring European
competitiveness, the Commission intends to introduce a new EU-27 Recommendation on
education and skills in the European Semester cycle. The Recommendation would build on the
input from the Observatory and the High-Level Board, to guide the Member States and all relevant
actors in the field of human capital, in education and skills and contribute to making sure that
reforms and investments – public and private alike – deliver on most stringent needs in a strategic
and effective way.
The main elements of the Union of Skills governance are outlined below.
 Providing the necessary data for a well-informed policy: A European Skills
Intelligence Observatory
Timely and accurate skills intelligence is crucial for ensuring informed policy action and effective
funding. Through a newly created European Skills Intelligence Observatory, the Commission will
provide strategic data and foresight regarding skills (current and future) stocks, use and needs, in
concrete sectors and regions, and the performance of education and training systems. This timely
data reporting will allow to have early warning alerts regarding skills shortages in critical or
strategic sectors for the EU.
46
The Learning Lab on Investing in Quality Education and Training
19
The Commission43
is taking steps to improve skills intelligence and data gathering in close
coordination with Eurostat and with the relevant EU Observatories and agencies47
(Eurofound,
European Labour Authority and Cedefop), which gather a wealth of data, including the annual
labour shortages and surpluses report and the skills online vacancy analysis tool, producing near
‘real-time’ intelligence and skills forecasting. Other relevant data sources include the sectoral skills
intelligence gathered through the Pact for Skills and ‘Blueprint’ skills alliances, the European
graduate tracking, the Education and Training Monitor, the European higher education sector
observatory, the Research and Innovation Careers Observatory (ReICO), the European Data Space
for Skills, and the Eurydice network.
The European Skills Intelligence Observatory will allow to centralise all these granular, real-time
and comparable data in a one-stop-shop, providing the necessary inputs to the High-Level Skills
Board and feeding the work of the European Semester.
 Driving the change - A European Skills High Level Board
Building on the findings of the European Skills Intelligence Observatory, and to support work at
political level, the Commission will establish an ad hoc European Skills High Level Board. The
Board, chaired by the European Commission, will bring together the key stakeholders, including
business leaders, education and training providers and social partners to provide comprehensive,
cross-sectoral insights and guidance on skills to the EU policy makers, ensuring a coordinated
vision and the identification of the bold action necessary to strengthen our human capital, building
on the findings of the European Skills intelligence observatory.
The Board will support the work of the Commission towards a EU-27 Recommendation on human
capital and on the country-specific recommendations. As relevant, it will take into account the
recommendations of the Digital Decade Board on digital basic skills, as well as of other relevant
bodies. By bringing together the main relevant stakeholders, the Board will facilitate speedy action
on the ground, while simplifying and reducing the times of discussion and consultation of different
bodies and institutions at EU and national levels. The Board will have a dynamic and agile
structure, being able to respond quickly to the evolving situation on the EU sectoral skills
landscape and convening the relevant stakeholders depending on different urgent issues to be
discussed.
 Towards a dedicated EU 27 Recommendation on human capital: education and skills
in the European Semester
Skills are key enablers of sustainable competitiveness. The Union of Skills will therefore be
anchored in the competitiveness steering mechanism that will comprise the Competitiveness
Coordination Tool and the streamlined European Semester.
The introduction of the Social Convergence Framework in the European Semester48
in 2024
brought increased attention to social imbalances and risks for upward social convergence. Further
tailored analysis and advice on the human capital policy of the Member States can be added to the
Social Convergence Framework, to meaningfully improve and update the monitoring and analysis
47
A data lakehouse is currently under construction to merge all the data of the agecies and is coordinated by Eurofound.
The lakehouse is under pilot phase and the work is currently focused on merging data on skills.
48
Regulation (EU) 2024/1263 of the European Parliament and of the Council of 29 April 2024 on the effective
coordination of economic policies and on multilateral budgetary surveillance and repealing Council Regulation (EC)
No 1466/97
20
of employment, social and education and skills outcomes. The Commission intends to introduce a
horizontal EU-27 recommendation on human capital to all Member States, underpinned by the
findings of the European Skills Intelligence Observatory and the analysis of the European
Commission, supported by the European Skills High-Level Board.
The EU-27 recommendation should have a particular focus on education and skills structural
issues, as well as its relationship with the rapidly evolving labour market and competitiveness. Its
aim is to provide a contribution to the agenda setting for issues related to human capital for the EU
as a whole, as well as an input for the relevant policy debates in the Council and to inform the
Tripartite Social Summit. This should be complementary to the other elements of the European
Semester, including notably the Joint Employment Report, the Employment Guidelines, and will
feed into the country reports and the country-specific recommendations.
At institutional level, the Commission will steer a closer collaboration and linkages to guarantee
coherence between the different elements of the European Semester to and encourage closer
collaboration between the relevant Council formations, notably education, employment and
economic ministries, to address the skills human capital challenge at EU and national levels in a
whole-of-government approach.
At policy implementation level, a simplified European Education Area governance structure could
be closely integrated into the Union of Skills governance, to build on the effective cooperation
between the different authorities to bring about the systemic change needed for higher impact.
Strong and agile governance structures would reinforce support for Member States in the
implementation of evidence-based reforms. In the first half of 2025, the Commission will publish
an evaluation report on the European Education Area, which will inform the review by the Council.
6. Conclusion – the way forward
The Competitiveness Compass for the EU highlights that the foundation of Europe’s
competitiveness, and preparedness for the future, is its people, with skills as an enabling condition.
The Union of Skills proposes a new approach, combining education, training and employment
policies, united around a common vision on competitiveness. It takes forward four strands of action
on skills that will boost innovation, decarbonisation, preparedness, democracy, and social fairness.
The Union of Skills will frame the work of the Commission for this entire mandate. The challenge
ahead is enormous and can only be tackled if all actors assume collective responsibility and step
up in a whole-of-government approach addressing both the supply and demand side of skills
(including skills development, recognition, the links with working conditions, demography,
company practices) including Member States, social partners, the business community,
universities and schools.
Full commitment – based on a strong delivery mechanism and governance anchored in a coherent
and lean competitiveness steering mechanism to inform decisions for investment and refoms at
EU and national level, which will comprise the Competitiveness Coordination Tool and the
streamlined Semester, supported by EU and national funds with a strengthened role for public and
private partnerships – is the only way forward as clearly identified by the Union of Skills. This
will be based on a strong delivery mechanism and governance through the European Semester,
supported by EU and national funds, with a strengthened role for public and private
partnerships.The Commission invites the European Parliament, the European Council, the Council
21
and social partners to endorse the Union of Skills and to actively contribute to delivering on the
initiatives it contains.