As part of the so-called Lisbon process, the European Union (EU) has strongly emphasised the importance of education and training systems for the knowledge society. Recommendations aimed at member states have gradually been developed, based on indicators of objectives to be achieved. The open method of coordination has been extended to encompass vocational training. In the field of higher education, we are familiar with the so-called ‘Bologna’ process, which seeks among other things to harmonise the three main levels of education across Europe. Over the past 30 years, the majority of European countries have seen strong growth in the numbers of pupils pursuing their studies to upper secondary. This trend has been continued by the advent of mass higher education. As part of this exchange of good practice between countries, objectives have been set, including in an area entitled ‘making lifelong learning a reality’, another entitled ‘improving equity in education and training’ and a third called ‘key competences for young people’ (Commission Européenne, 2007, pp. 3–4).