Individual learning accounts Evaluation

38 submissions in the snapshot (32 from organisations), portal total 38. Feedback list on the portal.

32 of 32 organisation submissions analysed; the model reads them as: opposes 1 supports 11 wants changes 15 5 held back for review (low confidence).

• TERRAGORA Company, FRA; register: Professional consultancies model reads as: wants changes source
  • Allow automatic top-ups and greater flexibility in individual learning accounts when training projects are coherent and qualifying.

    Finally, I believe that individual learning accounts should offer more flexibility and allow for automatic abundance when the training project is coherent, qualifying and part of a genuine re-training approach.

    machine translation by the Commission, original in FR
  • Reassess funding ceilings to ensure effective access to relevant training, especially for vulnerable groups.

    Funding ceilings should be reassessed to ensure effective access to the most relevant training, in particular for people over the age of 45, workers with disabilities or people forced to retrain as a result of illness.

    machine translation by the Commission, original in FR
  • Strengthen coaching, support quality, and human monitoring for beneficiaries undergoing retraining.

    In addition to funding, the quality of support also needs to be strengthened.

    machine translation by the Commission, original in FR
• Micro company, CYP Company, CYP model reads as: wants changes source
  • Establish a single European Digital Learning Platform instead of 27 separate national systems.

    Instead, the European Union should establish one single European Digital Learning Platform, providing equal access to learning opportunities for every European citizen through a common digital ecosystem.

  • Provide every European citizen with a European Learning Wallet securely linked to their EU Digital Identity.

    Every citizen should have a European Learning Wallet, securely linked to their EU Digital Identity.

  • Make all learning programmes available in every official EU language through professional translation, subtitles, or AI interpretation.

    To ensure equal opportunities, all learning programmes should be available in every official EU language through professional translation, subtitles or AI-powered real-time interpretation.

• ACV-CSC Trade union, BEL model reads as: wants changes source
  • ILAs should require separate reporting on direct-cost funding entitlements and paid training leave.

    An ILA should require separate reporting on funding entitlements (a personal budget covering direct costs) and paid training leave whatever its source, specifying accumulation, individual ownership and portability.

  • Traceability, clear registration responsibilities, and remedies must be instituted to make training rights enforceable.

    Introduce safeguards on traceability, registration responsibilities and accessible remedies.

  • Support should consider covering income loss during training alongside paid training leave.

    Consider broadening eligible support to cover income loss during training, alongside stronger paid training leave arrangements.

• Ministero del lavoro e delle politiche sociali Public authority, ITA model reads as: opposes source
  • Focus policy efforts on existing national lifelong learning instruments rather than introducing an individual learning account system.

    Looking ahead, Italy does not foresee the introduction of a dedicated ILA scheme. Policy efforts will continue to focus on strengthening the effectiveness, accessibility and coordination of existing lifelong learning instruments, with the aim of expanding access to personalised training and guidance opportunities throughout working life.

• Project Management Institute (PMI) NGO, BEL; register: Non-governmental organisations, platforms and networks and similar model reads as: supports source
  • Publicly supported learning should meet transparent, outcomes-based quality standards across formal, vocational, and international professional systems.

    Publicly supported learning should meet transparent, outcomes-based quality criteria, whether it is provided through formal education, vocational training or an internationally recognised professional system.

  • Greater transparency and consistent recognition principles should be established for internationally recognised credentials in funding schemes.

    Greater transparency and more consistent recognition principles would help individuals understand which learning opportunities are eligible, and would allow them to retain the value of their skills when moving between jobs, sectors or Member States, while fully respecting national competences.

  • A learning account framework should be open, accessible, grounded in quality and labour market relevance, and portable across the EU.

    PMI supports a framework for learning accounts that is open and accessible, grounded in quality and labour market relevance, and increasingly portable across the European Union.

• Micro company, IRL NGO, IRL model reads as: wants changes source
  • Assess whether existing arrangements adequately serve workers in remote and coastal communities.

    The evaluation should consider whether current arrangements adequately serve workers in remote and coastal communities, including those employed in small-scale fisheries and the wider marine economy.

  • Encourage flexible and accessible learning opportunities tailored to the needs of coastal industries.

    Future implementation should encourage flexible and accessible learning opportunities, including modular training, online and blended delivery, recognition of prior experience, and programmes tailored to the needs of coastal industries.

  • Support both occupational skills and broader competencies through training.

    Training should support both occupational skills and broader competencies, including digital technologies, business development, environmental sustainability, marine safety and regulatory compliance.

• Ministry of education, research, development and youth of SR Public authority, SVK model reads as: supports source
  • Focus the evaluation on key implementation issues including outcomes, communication, targeting, stakeholder involvement, administrative burden, and sustainable financing.

    Based on the Slovak pilot experience, several issues deserve particular attention in the evaluation: - the need to distinguish between uptake, completion and actual outcomes of learning; - transparent and user-friendly communication of eligibility conditions; - the balance between broad individual access and targeted support for groups most in need; - the effective involvement of stakeholders in system design, implementation and monitoring; - administrative burden for education providers and public authorities; - and the last but not least, the need for sustainable financing and reliable monitoring systems.

  • Continue EU-level cooperation through peer learning, evidence exchange, and practical guidance.

    Slovakia supports further EU-level cooperation in this area, particularly through continued peer learning, exchange of implementation evidence and practical guidance for Member States.

  • Take into account early implementation phases and reflect institutional learning and capacity development in evaluation conclusions.

    Conclusions should therefore reflect not only immediate quantitative results, but also institutional learning, system-building effects and the gradual development of implementation capacity.

• Employers’ Association of the Tourism Industry of the Republic of Moldova - APIT Business association, MDA model reads as: wants changes source
  • Focus the evaluation on implementation quality and measurable outcomes in the tourism sector.

    From the tourism-sector perspective, the evaluation should focus on implementation quality and measurable outcomes.

  • Strengthen links between individual learning accounts and regional as well as sectoral skills ecosystems.

    We also recommend stronger links between ILAs and sectoral and regional skills ecosystems, including the Pact for Skills, Regional Skills Partnerships, EU Skills Academies and Centres of Vocational Excellence.

  • Incorporate structured mutual learning and pilot opportunities for EU candidate countries into the evaluation.

    Finally, the evaluation should consider structured mutual learning and pilot opportunities for EU candidate countries.

• Principia Association NGO, ROU; register: Non-governmental organisations, platforms and networks and similar model reads as: wants changes source
  • Extend the duration of training subsidies beyond 12 months to cover the entire duration of studies.

    In order to eliminate this disparity, we consider that the subsidy you intend to grant, which we regard as a means of supporting continuing adult education and training, should not be limited to a period of 12 months. On the contrary, that period should cover the entire duration of the studies that an adult wishes to pursue.

    machine translation by the Commission, original in RO
  • Clarify the precise funding sources and mechanisms behind the use of NextGenerationEU funds.

    Specify that funding for the continuous professional development of adults will come from NextGenerationEU funds; however, where exactly this money comes from?

    machine translation by the Commission, original in RO
• CEOE - Spanish Bussines Organizations Business association, ESP; register: Trade and business associations model reads as: wants changes source
  • Focus the debate on individual learning accounts on measurable outcomes rather than solely on creating new instruments.

    Precisely because of the importance of these objectives, we believe that the debate on Individual Learning Accounts should focus on the outcomes to be achieved and not exclusively on the instruments being created.

  • Address the creation of any new labour right within the framework of social dialogue.

    Furthermore, the CEOE considers that the creation of any new labour right must necessarily be addressed within the framework of social dialogue.

  • Integrate any development of individual learning accounts into existing national systems, avoid duplication, and ensure financial sustainability.

    For this reason, the CEOE argues that any development of Individual Learning Accounts must be integrated into existing national systems, avoid duplication, ensure financial sustainability and maintain a direct link with the real needs of the productive sector.

• AGE Platform Europe NGO, BEL model reads as: wants changes source
  • Ensure individual learning accounts are genuinely inclusive and accessible to people of all ages without retirement-related barriers.

    ILAs must be genuinely inclusive and accessible to people of all ages.

  • Provide learning entitlements, information, and guidance measures that explicitly reach older workers and older adults.

    We therefore call for learning entitlements, information and guidance measures that explicitly reach older workers and older adults, as well as accessible, adaptable and high-quality training opportunities that respond to the diversity of learners.

  • Support lifelong learning for everyone under individual learning accounts without leaving anyone behind based on age.

    To achieve the European target of increasing adult participation in learning, ILAs must support lifelong learning for everyone, leaving no one behind on the basis of age.

• YouthProAktiv NGO, BEL; register: Non-governmental organisations, platforms and networks and similar model reads as: supports source
  • The evaluation should examine accessibility and usability in practice, especially for vulnerable groups.

    The Commission should examine how easy individual learning accounts are to understand and use in practice, particularly for people with lower levels of education, limited digital skills or fewer opportunities.

  • Individual learning accounts should support accessible and personalised career guidance.

    Guidance should therefore be accessible, personalised and connected to reliable information on skills demand.

  • The evaluation should verify if learning entitlements are paired with realistic opportunities for paid training leave.

    The evaluation should therefore examine whether access to learning entitlements is accompanied by realistic opportunities to take time for training.

• Handwerkskammer Koblenz Business association, DEU; register: Trade and business associations model reads as: supports source
  • Support should be universal across working age but differentiated for groups with special needs.

    All people of working age should have access to training entitlements, with a higher amount being allocated to people with special needs, such as the low-skilled, atypical workers or those in sectors undergoing major structural change.

    machine translation by the Commission, original in DE
  • The EU should respect national competence in education and leave Member States room for manoeuvre.

    The EU should limit itself to the formulation of objectives and the exchange of best practices, while the specific design, e.g. in terms of support structures, quality assurance and the supply landscape, is the responsibility of the Member States.

    machine translation by the Commission, original in DE
  • Training quality should be guaranteed via established national structures such as chambers and social partners.

    The quality of training provision should be ensured through established national systems.

    machine translation by the Commission, original in DE
• Confederazione Italiana Libere Professioni Trade union, BEL; register: Trade unions and professional associations model reads as: wants changes source
  • Training rights should be portable and follow individuals irrespective of their employment status.

    The right to training should therefore be personal and portable, following individuals throughout their professional careers, regardless of transitions between employment, self-employment, professional activity, unemployment or inactivity.

  • Representative professional organisations should be structurally involved in the governance of ILAs.

    Confprofessioni also calls for the structured involvement of representative professional organisations in the governance of ILAs, including the definition of quality criteria, the design of training provision, skills validation and monitoring.

  • ILAs should be coordinated with broader European and national skills-development tools.

    Finally, ILAs should be better coordinated with other European and national skills-development instruments, including micro-credentials, funding mechanisms, career guidance and skills certification systems.

• Micro company, MLT NGO, MLT model reads as: wants changes source
  • The evaluation must explicitly incorporate Social Impact Assessment and a social rights perspective.

    The MSA recommends that the evaluation explicitly incorporate Social Impact Assessment (SIA) and a social rights perspective.

  • The scheme should be assessed on whether it reaches individuals experiencing greater barriers to learning.

    Particular attention should therefore be given to whether Individual Learning Accounts are reaching people who may experience greater barriers to lifelong learning, including low-paid and precarious workers, unemployed persons, workers in small enterprises, people with lower qualifications and persons with caring responsibilities.

  • Evaluation criteria should focus on reducing social inequalities and enhancing substantive access.

    The MSA recommends evaluating Individual Learning Accounts not only according to participation and employment outcomes, but also according to their contribution to reducing social inequalities and strengthening substantive access to lifelong learning.

• Micro company, IRL NGO, IRL model reads as: wants changes source
  • Ensure individual learning account systems are accessible to self-employed workers, small business owners, and traditional primary industries such as fishing.

    We encourage the Commission to ensure that future learning-account systems are accessible to **self-employed workers, small business owners and workers in traditional primary industries**, including fishing.

  • Provide training through flexible, modular, and locally delivered formats that accommodate irregular and seasonal work patterns.

    Training should therefore be available through flexible, modular and locally delivered programmes, including blended and online learning where appropriate.

  • Support upskilling within existing occupations and early diversification prior to displacement.

    Future systems should support both **upskilling within existing occupations and early diversification into new economic opportunities**.

• European federation for family employer and home care Other, BEL; register: Non-governmental organisations, platforms and networks and similar model reads as: supports source
  • Promote sectoral and collective financing mechanisms supported by public funding in fragmented, multi-employer sectors.

    EFFE therefore calls for the future implementation of ILAs to promote sectoral and collective financing mechanisms, complemented where appropriate by public funding, particularly in sectors characterised by fragmented employment and multiple employers.

  • Recognise fragmented and multi-employer sectors as a specific implementation challenge and support sectoral learning ecosystems.

    EFFE therefore encourages the European Commission to recognise fragmented and multi-employer sectors as a specific challenge in the implementation of ILAs and to support the development of sectoral learning ecosystems combining individual rights, collective financing, representative organisations, guidance, quality training and continuity-of-support mechanisms.

• Finance Denmark/Employer Business association, DNK model reads as: wants changes source
  • Adopt a model-neutral approach in the evaluation that respects national competences and diverse lifelong learning systems.

    Finance Denmark encourages the Commission to adopt a model-neutral ap-proach in its evaluation, recognising the diversity of national lifelong learning systems, particularly in light of the fact that education is a national compe-tence.

  • Examine the effectiveness of diverse approaches including social partner-based competence funds rather than promoting a single model.

    Finance Denmark therefore recommends that the evaluation examines the ef-fectiveness of different approaches to upskilling and reskilling, including social partner-based schemes, and focuses on identifying the solutions that best sup-port the skills development needs of both employers and employees.

• ENSIE, European Network of Social Integration Enterprises NGO, BEL; register: Non-governmental organisations, platforms and networks and similar model reads as: supports source
  • Assess the success of individual learning accounts by their ability to reach individuals facing the greatest barriers to training and employment.

    Nevertheless, the success of ILAs should not be assessed only in terms of the number of accounts or training activities undertaken, but also according to their capacity to reach people facing the greatest barriers to training and employment.

  • Recognise Work Integration Social Enterprises as relevant actors and partners within enabling frameworks.

    WISEs should be recognised as relevant actors in skills development and as partners within ILA enabling frameworks, particularly because of their capacity to connect skills development with employment and individualised support.

  • Connect individual entitlements with guidance, skills assessment, validation, and certification to foster inclusion.

    Strengthening access to diverse learning opportunities and connecting individual entitlements with guidance, skills assessment, validation and certification would contribute to ensuring that ILAs not only increase participation in adult learning, but also support social inclusion and sustainable labour-market integration for workers with support needs.

• Renewable Energy Skills Partnership Other, BEL model reads as: supports source
  • Facilitate the use of EU-developed training via national learning accounts.

    1. Make EU-developed training easier to use through national learning accounts.

  • Ensure that learning accounts cover time away from work rather than solely course fees.

    2. Make sure the account covers the time, not only the course.

  • Maintain strict quality assurance under all funding decisions.

    4. Quality assurance must prevail under any funding decision.

• European Confederation of Independent Trade Unions (CESI) Trade union, BEL; register: Trade unions and professional associations model reads as: wants changes source
  • The evaluation should clearly differentiate between enabling framework measures and the actual establishment of individual learning accounts.

    The evaluation should therefore distinguish clearly between measures that contribute to the Recommendations enabling framework and the actual establishment of an individual learning account.

  • Individual learning accounts must supplement rather than replace employers' training obligations or public funding.

    They must supplement and must not replace employers obligations to provide job-related training, collective training rights, paid training leave or publicly funded education and training.

  • The cost and time burden of adapting to transitions must not be shifted onto individual workers.

    The cost and time burden of adapting to technological, organisational and environmental change must not be transferred from employers and public authorities to individual workers.

• Ministry of Labor and Solidarities Public authority, FRA model reads as: supports source
• CITEVE Academic or research institution, PRT model reads as: wants changes source
  • A future ILA should provide adequate and flexible funding tailored to diverse needs and longer pathways.

    A future ILA should provide meaningful and flexible funding adapted to different circumstances and skills needs.

  • The user journey should be simplified and digitised to lower administrative barriers.

    An ILA should provide a simple user journey: identify skills needs find eligible training choose training use funding record and recognise skills.

  • ILAs must be integrated with career guidance, skills recognition, and labour-market intelligence.

    ILAs should therefore be connected to career guidance, skills assessment and recognition, and labour-market intelligence.

• Le Forem- Direction des Relations Internationales-Experte relations extérieures Public authority, BEL model reads as: wants changes source
  • Eligible training courses should be guided by lists or catalogues to match actual labour-market needs.

    This is why several European systems provide lists or catalogues of eligible training courses.

    machine translation by the Commission, original in FR
  • Public resources must be safeguarded against deadweight loss and targeted at vulnerable groups.

    care must be taken to ensure that public resources actually benefit those least involved in continuing training (low-skilled, older workers, people far from employment, vulnerable groups).

    machine translation by the Commission, original in FR
• Bulgarian Industrial Capital Association Business association, BGR model reads as: supports source
  • Real-life piloting must be conducted before introducing a comprehensive regulatory framework.

    BICA considers real-life piloting essential before introducing a comprehensive regulatory framework.

  • ILAs should integrate into existing VET and employment policies rather than creating a parallel system.

    Finally, ILAs should be integrated with existing employment, vocational education and training, adult learning, digital and green skills, and active labour market policies rather than create a parallel training system.

  • The EU framework should establish common principles while allowing Member States flexibility.

    The EU framework should establish common principles for individual learning rights while allowing Member States sufficient flexibility to design, finance, administer, and test models adapted to their national economic and institutional contexts.

• U.Di.Con. APS UNIONE PER LA DIFESA DEI CONSUMATORI Consumer organisation, ITA; register: Non-governmental organisations, platforms and networks and similar model reads as: supports source
  • Ensure individual learning accounts are effectively accessible to all, focusing on those facing the greatest barriers to training.

    In order for individual learning accounts to be a real opportunity, U.Di.Con. considers it necessary to ensure their effective accessibility to all, with a particular focus on those who face the greatest difficulties in accessing training.

    machine translation by the Commission, original in IT
  • Prevent digital exclusion by investing in digital, STEM, and AI skills development.

    Particular attention must also be paid to the digital dimension, avoiding that the use of online portals and services leads to new forms of exclusion for citizens with less digital skills. From this perspective, it seems strategic to invest in the development of digital, STEM and AI skills, both to accompany employment changes and to foster broader digital inclusion.

    machine translation by the Commission, original in IT
  • Evaluate the instrument based on training quality, reach, and practical usage rather than solely the number of beneficiaries.

    The evaluation of the effectiveness of the instrument should therefore consider not only the number of beneficiaries, but also the quality and effectiveness of the pathways, the ability to reach those most in need of retraining and the practical possibility of using the available learning rights.

    machine translation by the Commission, original in IT
• The Ministry of Education and Science Public authority, LVA model reads as: supports source
  • The evaluation should draw upon the evidence base and lessons learned from the completed Latvian pilot.

    It provides an important evidence base for decisions on the future development of the ILA approach in Latvia.