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The mission of the association is to voice the interests of providers of vocational education and training and adult education within the European Union, and to reach common European goals on the European policy level, in the member states of the European Union and European countries which do not form part of the European Union.




To become the principal VET-providers' organisation within the EU, the representative organisation for VET which is invariably consulted by the European Commission on issues relating to the achievement of the Lisbon goals, the subsequent targets emanating from the Copenhagen process and related policy. EUproVET aims to be a key driver for the achievement of current and future VET and Lifelong Learning targets across Europe through the facilitation of clear and consistent two-way communication between policy makers and VET providers at European level. As an important step to realising this ambition, EUproVET will support and assist with the establishment of VET-associations in other European countries.

Importance and value of VET

To ensure that the importance and value of VET in Europe is fully acknowledged, that the VET pathway achieves parity of esteem with other learning pathways and that this is reflected in the equitable and realistic distribution of public funding at European as well as at national level. To achieve this goal, it will also be necessary to promote the recognition of VET as being crucial to the welfare, cohesion and prosperity of European societies. It is essential that study advisors, parents and other stake-holders are effectively and comprehensively informed about the significant opportunities offered by VET.

Accommodating learner needs

To create learning environments which will provide students at all levels with appropriate challenges as well as opportunities for them to acquire knowledge, skills, competencies and competences through both learning through doing and theory. This dual approach is essential to ensuring that students neither underachieve nor leave school early and that, as adults, they are willing to return to education and training as often as necessary to enable them to achieve their full potential in a constantly changing world and to succeed in a competitive global labour-market. All young people should be able to pursue the educational pathway most suited to their aptitudes and aspirations, without feeling that they are, in any sense, taking a lesser option, whatever choices they make.

Recognition of Prior Learning

To promote and facilitate the extent to which prior learning is recognised, irrespective of how or where this is acquired, for the purpose of access, transfer, progression and certification. This is a key factor in ensuring that when learners of all ages wish to upgrade their qualifications, they are able to build on their existing knowledge, skills, competencies and competences, rather than being obliged to undertake additional education and training programmes which may not themselves add value to the individual. 


To promote the recognition of VET as a legitimate and important access route to Higher Education, as well as directly to the labour market. 


To promote transnational mobility for students, young workers/apprentices and staff within VET institutions as well as those involved in VET in the workplace. International experience will help to equip them for the global labour market as future employees or entrepreneurs or (in the case of staff) to enhance their professional practice. 

Shared responsibility

To encourage employers, trade unions and other industry bodies to recognise their responsibilities as partners with VET institutions in relation to the development of a skilled workforce which is able to cope with current and future challenges. This goal requires the achievement of greater integration between the workplace and the education/training environment and enhanced co-operation on the design and implementation of VET education and training programmes. This will ensure that such programmes are as relevant as possible to the needs of the workplace whilst, at the same time, catering to the educational needs of individual workers from a citizenship, community and family perspective. 

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