The Council adopted conclusions on establishing a new strategic framework for European cooperation in education and training from 2009 to 2020. The framework aims to support national education reforms and make progress toward four strategic objectives: 1) making lifelong learning a reality, 2) improving quality and efficiency, 3) promoting social inclusion, and 4) enhancing creativity and innovation. European countries will work together on priority areas in three-year cycles and monitor progress through reporting. The conclusions call on member states to cooperate using these guidelines to strengthen education cooperation across Europe.
The Bordeaux Communiqué summarizes the priorities and strategies of the Copenhagen process on enhancing cooperation in European vocational education and training. It discusses progress made since 2002 in developing tools to improve transparency and recognition of skills between countries. Key priorities going forward include implementing these tools at national levels, increasing quality and attractiveness of vocational training systems, better linking training to labor market needs, and strengthening European cooperation on vocational education.
This document summarizes findings from study visits in 2008-2009 related to developing key competences in education and training, with a focus on communication in foreign languages and social/civic competences. Some common approaches identified across countries included early foreign language learning starting in pre-primary levels, using various models of language delivery (separate subjects, bilingual programs, CLIL), and recognizing the value of the Common European Framework of Reference. Challenges included the need for effective organization at all levels and well-trained teachers. Examples of good practices sharing experiences across practitioners and policymakers were identified.
This document summarizes a synthesis seminar on the policy relevance of the study visits programme. Over 50,000 education and training specialists have participated in study visits programmes, gaining new professional experiences and sharing information with peers and policymakers. The study visits programme has increasingly focused on fostering links to European and national policy development. By promoting peer learning, quality programming, and information sharing, the study visits programme aims to actively contribute to the EU's strategic objectives on education and training.
LOGIC - European perspective, lifelong learning strategiesLLL Platform
LOGIC is about implementing the lifelong learning concept in Southern Neighbouring Area: Responding to the changing needs of dynamic economies, TEMPUS. Presentation made by Audrey Frith, to give the European perspective on lifelong learning at the kick off meeting, 10 March 2014. More on: http://www.project-logic.eu/
At the 6th NICE Conference in Bratislava, Dr Laura Gressnerova and Dr Ivan Prelovsky presented the results of an EU-funded project during a symposium on "Innovative Training Projects & Programmes for Career Professionals"
The document summarizes the objectives, actions, and funding opportunities of the Erasmus+ Programme for 2020. The key points are:
- The program aims to contribute to EU strategies like Europe 2020 through support for education, training, youth, and sport.
- Total budget is €3.38 billion, funding a range of actions including learning mobility, cooperation projects, policy reform support, and Jean Monnet/sport activities.
- Key Action 1 supports student/staff exchange and mobility. Key Action 2 funds partnerships, alliances, and capacity building. Key Action 3 helps policy development and innovation.
- Grants are awarded through open and specific calls, with funding rates between 75-100%
The Bologna Process originated from the 1998 Sorbonne Declaration and 1999 Bologna Declaration, where European countries agreed to establish a European Higher Education Area. It has since expanded to include 48 countries. The key goals of the Bologna Process are to promote student mobility, employability, lifelong learning, and the international competitiveness of the European higher education system through initiatives like adopting a three-cycle degree system and recognition of qualifications. Decision-making involves biennial ministerial summits and cooperation between governmental and non-governmental organizations. The Bologna Process and related European Qualifications Framework have shifted education policy to focus on learning outcomes at all levels.
The Bordeaux Communiqué summarizes the priorities and strategies of the Copenhagen process on enhancing cooperation in European vocational education and training. It discusses progress made since 2002 in developing tools to improve transparency and recognition of skills between countries. Key priorities going forward include implementing these tools at national levels, increasing quality and attractiveness of vocational training systems, better linking training to labor market needs, and strengthening European cooperation on vocational education.
This document summarizes findings from study visits in 2008-2009 related to developing key competences in education and training, with a focus on communication in foreign languages and social/civic competences. Some common approaches identified across countries included early foreign language learning starting in pre-primary levels, using various models of language delivery (separate subjects, bilingual programs, CLIL), and recognizing the value of the Common European Framework of Reference. Challenges included the need for effective organization at all levels and well-trained teachers. Examples of good practices sharing experiences across practitioners and policymakers were identified.
This document summarizes a synthesis seminar on the policy relevance of the study visits programme. Over 50,000 education and training specialists have participated in study visits programmes, gaining new professional experiences and sharing information with peers and policymakers. The study visits programme has increasingly focused on fostering links to European and national policy development. By promoting peer learning, quality programming, and information sharing, the study visits programme aims to actively contribute to the EU's strategic objectives on education and training.
LOGIC - European perspective, lifelong learning strategiesLLL Platform
LOGIC is about implementing the lifelong learning concept in Southern Neighbouring Area: Responding to the changing needs of dynamic economies, TEMPUS. Presentation made by Audrey Frith, to give the European perspective on lifelong learning at the kick off meeting, 10 March 2014. More on: http://www.project-logic.eu/
At the 6th NICE Conference in Bratislava, Dr Laura Gressnerova and Dr Ivan Prelovsky presented the results of an EU-funded project during a symposium on "Innovative Training Projects & Programmes for Career Professionals"
The document summarizes the objectives, actions, and funding opportunities of the Erasmus+ Programme for 2020. The key points are:
- The program aims to contribute to EU strategies like Europe 2020 through support for education, training, youth, and sport.
- Total budget is €3.38 billion, funding a range of actions including learning mobility, cooperation projects, policy reform support, and Jean Monnet/sport activities.
- Key Action 1 supports student/staff exchange and mobility. Key Action 2 funds partnerships, alliances, and capacity building. Key Action 3 helps policy development and innovation.
- Grants are awarded through open and specific calls, with funding rates between 75-100%
The Bologna Process originated from the 1998 Sorbonne Declaration and 1999 Bologna Declaration, where European countries agreed to establish a European Higher Education Area. It has since expanded to include 48 countries. The key goals of the Bologna Process are to promote student mobility, employability, lifelong learning, and the international competitiveness of the European higher education system through initiatives like adopting a three-cycle degree system and recognition of qualifications. Decision-making involves biennial ministerial summits and cooperation between governmental and non-governmental organizations. The Bologna Process and related European Qualifications Framework have shifted education policy to focus on learning outcomes at all levels.
The document is a joint declaration by European Ministers of Education establishing the European Higher Education Area. It aims to promote student and teacher mobility, employability, and cooperation between European higher education institutions. Key objectives include adopting easily comparable degree structures based on two main cycles (bachelor's and master's degrees), a credit system to facilitate student mobility, recognition of periods spent studying and teaching abroad, and cooperation in quality assurance. The ministers pledge to achieve these goals to consolidate a European higher education area.
This document establishes "Erasmus+": the Union programme for education, training, youth and sport for 2014-2020. It combines several existing programmes, including Lifelong Learning, Youth in Action, and Erasmus Mundus, into a single programme to increase efficiency, strategic focus, and synergies. The programme aims to support mobility, cooperation, and reforms across the education, training, youth and sport sectors in Europe and beyond. It seeks to contribute to the Europe 2020 strategy's goals on education and employment.
This document provides an overview of Turkey's participation in the Bologna Process for establishing the European Higher Education Area. It describes the origins and objectives of the Bologna Process, outlines Turkey's reforms to harmonize its higher education system, and notes that quality assurance has been a key focus area for Turkey. Stakeholders in Turkey have generally found the Bologna Process to positively impact access to higher education and the modernization of degree structures, though mobility remains an ongoing challenge.
The presentation describes the results of an EU project on Harmonising Approaches to Professional Higher Education in Europe (HAPHE - http://haphe.eurashe.eu).
This document provides information about the Key Action 2 framework of the Erasmus+ program, which supports strategic partnerships, knowledge alliances, sector skills alliances, and capacity building in education and training. It outlines the intended outcomes of projects supported under this Key Action, including innovative approaches, skills development, and internationalization for participating organizations and individuals. Specific priorities are identified for higher education and vocational education and training. An example project evaluation scores the relevance, quality, team/arrangements, impact, and overall proposal. Rules for transfers between expense categories in the project budget are also noted.
This document discusses supporting growth and jobs through modernizing Europe's higher education systems. It outlines key issues and actions needed to: [1] Increase attainment levels of higher education graduates and researchers to meet projected job growth; [2] Enhance the quality and relevance of skills developed in higher education; [3] Strengthen governance and funding to support excellence; and [4] Boost collaboration between education, research, and business. The EU will support modernization efforts through specific actions while responsibility lies primarily with member states and education institutions.
The document discusses reforms to education in the UK for 14-19 year olds. It aims to develop awareness of new diploma qualifications available, which integrate academic and vocational skills. The reforms were informed by reviews recommending that the UK improve skills training to meet long-term economic needs and redefine what it means to be an educated adult. New diplomas and pathways have been introduced, along with requirements for students to participate in education or training to age 18.
ICT and Education Lessons Learned from the LLP Peter Birch EDEN conferencePeter Birch
The document summarizes key activities and initiatives under the Lifelong Learning Programme between 2007-2013. It discusses the objectives and structure of the Programme, including its sectoral and transversal programs. Specifically, it outlines several projects funded by Key Activity 3 on ICT, which aimed to foster innovative ICT-based learning approaches. It also describes two projects selected under the 2012 European Cooperation in Education and Training call that focused on areas like creative classrooms and ePortfolios.
The document discusses future challenges facing the implementation of the Bologna Process reforms in European higher education. It identifies four main challenges:
1. Measuring student workload and linking it to learning outcomes in qualifications frameworks for credit transfer and mobility.
2. Satisfying employer concerns about the applicability of new degrees to the 21st century workforce.
3. Reconciling diverse national approaches in functionally separating first degree cycles from traditional structures.
4. Expanding access to higher education and student services to strengthen the social dimension, while increasing funding through new sources.
This document summarizes the goals and outcomes of projects supported under the Erasmus+ Key Action 2 (KA2) framework. KA2 supports strategic partnerships in education, training, and youth across Europe. The goals are to develop innovative practices, transfer knowledge, and implement joint initiatives. Intended outcomes for participating organizations include adopting new approaches, developing open and collaborative environments, and increasing international engagement. Intended impacts on individuals include improved skills, greater intercultural understanding, and more active participation in society.
The document discusses major reforms underway in European higher education through the Bologna Process to create a more compatible and coherent system across countries. It outlines the key drivers for change, achievements so far including new degree structures and quality assurance systems, ongoing challenges, and debates around the future direction. The reforms are increasingly taking on a global dimension and influencing other regions, which could impact Canada as an international study destination.
This document discusses the progress and future of the Bologna Process, which aims to create a European Higher Education Area by 2010. It provides background on the Bologna Process and its 10 action lines to increase mobility, degree comparability, and quality assurance across 46 European countries. While significant reforms have been achieved, such as the widespread adoption of the three-cycle degree system, further work remains regarding lifelong learning, the research-education link, and the global dimension. Looking ahead, the completion of the Bologna Process in 2010 will mark the start of a new phase, with priorities including lifelong learning, research, public responsibility, and mainstreaming the global context of higher education.
The document discusses the implementation of the Bologna Process in European higher education. It provides background on the goals of the Bologna Process to create a European Higher Education Area and increase compatibility between university systems. It then discusses some of the challenges in implementing the Bologna reforms, including squeezing degree content into shorter timeframes, lack of coordination between countries, and insufficient resources at universities to accommodate increased student numbers. It also summarizes criticisms from students, doctoral candidates, and experts about issues like overcrowding, lack of available master's programs, and an overemphasis on job preparation over broad education.
This document discusses the state of the Bologna Process and outlines perspectives for international cooperation in higher education. It notes that 48 countries have collaborated to implement core principles of the European Higher Education Area through commitments like quality assurance standards. Looking ahead to the 2018 ministerial conference, it aims to further implementation, address new challenges like digitalization, and develop an international cooperation policy by revising the Bologna Policy Forum to enhance mobility and address global issues through partnerships with other regions. Specific actions are proposed to prepare common tools and strengthen partnerships before 2018.
The document discusses the European Higher Education Area (EHEA) and Macedonia's prospects within it. It provides background on the EHEA, which aims to make higher education systems across Europe more comparable, compatible, and coherent. The EHEA now includes 49 countries and over 10,000 institutions. The document then examines Macedonia's participation in the EHEA through various programs and agreements. While progress has been made, challenges remain for Macedonia to meet goals like increasing student mobility abroad to 20% by 2020. The document concludes by recommending ways to strengthen Macedonia's involvement in the EHEA going forward.
The document summarizes the key reforms and goals of the Bologna Process for creating the European Higher Education Area (EHEA). The main goals are to increase compatibility, comparability, and mobility between higher education systems in Europe through implementing three main cycles of degrees (bachelor's, master's, doctorate), adopting a qualifications framework, recognizing qualifications, ensuring quality assurance, and facilitating lifelong learning. The Bologna Process involves 46 European countries working closely with higher education institutions and other stakeholders to reform higher education and align systems.
Croatia is working to improve its education and training system at the European, national, and local levels. At the European level, Croatia is participating in programs to improve quality assurance, develop a qualifications framework, create new curricula, and boost local employment partnerships. At the national level, challenges include educational programs that lack appropriate learning outcomes and an ineffective admissions policy. Needed actions involve planning qualifications in advance based on future economic needs. At the local level, infrastructure like school renewal is managed by counties and municipalities while curricula are set nationally, and schools have innovation freedom.
Com296 a new impetus for european cooperation in vocational education and tra...home
This document discusses ways to strengthen vocational education and training (VET) across Europe in order to support the Europe 2020 strategy for smart, sustainable, and inclusive growth. It proposes that by 2020, VET systems should provide high-quality, accessible options for both initial vocational education and continuing training. Systems should be flexible, recognize skills from various learning experiences, and support mobility and lifelong learning. Reforms aim to ensure VET equips people with skills relevant to the labor market and aids economic recovery, while promoting social inclusion.
E slp policy forum 28 may 2021 by esteban vazquez cano (uned)EADTU
The document discusses recommendations for institutional, governmental, and EU policymakers regarding microcredentials and short learning programs (SLPs). It recommends that policymakers: (1) build frameworks for recognizing continuing education qualifications, (2) foster international collaboration on common frameworks, and (3) develop strategic plans for microcredentials that are stackable to degree programs. It also provides specific recommendations at the institutional, government, and EU levels to integrate microcredentials and SLPs and develop lifelong learning.
The document is a joint declaration by European Ministers of Education establishing the European Higher Education Area. It aims to promote student and teacher mobility, employability, and cooperation between European higher education institutions. Key objectives include adopting easily comparable degree structures based on two main cycles (bachelor's and master's degrees), a credit system to facilitate student mobility, recognition of periods spent studying and teaching abroad, and cooperation in quality assurance. The ministers pledge to achieve these goals to consolidate a European higher education area.
This document establishes "Erasmus+": the Union programme for education, training, youth and sport for 2014-2020. It combines several existing programmes, including Lifelong Learning, Youth in Action, and Erasmus Mundus, into a single programme to increase efficiency, strategic focus, and synergies. The programme aims to support mobility, cooperation, and reforms across the education, training, youth and sport sectors in Europe and beyond. It seeks to contribute to the Europe 2020 strategy's goals on education and employment.
This document provides an overview of Turkey's participation in the Bologna Process for establishing the European Higher Education Area. It describes the origins and objectives of the Bologna Process, outlines Turkey's reforms to harmonize its higher education system, and notes that quality assurance has been a key focus area for Turkey. Stakeholders in Turkey have generally found the Bologna Process to positively impact access to higher education and the modernization of degree structures, though mobility remains an ongoing challenge.
The presentation describes the results of an EU project on Harmonising Approaches to Professional Higher Education in Europe (HAPHE - http://haphe.eurashe.eu).
This document provides information about the Key Action 2 framework of the Erasmus+ program, which supports strategic partnerships, knowledge alliances, sector skills alliances, and capacity building in education and training. It outlines the intended outcomes of projects supported under this Key Action, including innovative approaches, skills development, and internationalization for participating organizations and individuals. Specific priorities are identified for higher education and vocational education and training. An example project evaluation scores the relevance, quality, team/arrangements, impact, and overall proposal. Rules for transfers between expense categories in the project budget are also noted.
This document discusses supporting growth and jobs through modernizing Europe's higher education systems. It outlines key issues and actions needed to: [1] Increase attainment levels of higher education graduates and researchers to meet projected job growth; [2] Enhance the quality and relevance of skills developed in higher education; [3] Strengthen governance and funding to support excellence; and [4] Boost collaboration between education, research, and business. The EU will support modernization efforts through specific actions while responsibility lies primarily with member states and education institutions.
The document discusses reforms to education in the UK for 14-19 year olds. It aims to develop awareness of new diploma qualifications available, which integrate academic and vocational skills. The reforms were informed by reviews recommending that the UK improve skills training to meet long-term economic needs and redefine what it means to be an educated adult. New diplomas and pathways have been introduced, along with requirements for students to participate in education or training to age 18.
ICT and Education Lessons Learned from the LLP Peter Birch EDEN conferencePeter Birch
The document summarizes key activities and initiatives under the Lifelong Learning Programme between 2007-2013. It discusses the objectives and structure of the Programme, including its sectoral and transversal programs. Specifically, it outlines several projects funded by Key Activity 3 on ICT, which aimed to foster innovative ICT-based learning approaches. It also describes two projects selected under the 2012 European Cooperation in Education and Training call that focused on areas like creative classrooms and ePortfolios.
The document discusses future challenges facing the implementation of the Bologna Process reforms in European higher education. It identifies four main challenges:
1. Measuring student workload and linking it to learning outcomes in qualifications frameworks for credit transfer and mobility.
2. Satisfying employer concerns about the applicability of new degrees to the 21st century workforce.
3. Reconciling diverse national approaches in functionally separating first degree cycles from traditional structures.
4. Expanding access to higher education and student services to strengthen the social dimension, while increasing funding through new sources.
This document summarizes the goals and outcomes of projects supported under the Erasmus+ Key Action 2 (KA2) framework. KA2 supports strategic partnerships in education, training, and youth across Europe. The goals are to develop innovative practices, transfer knowledge, and implement joint initiatives. Intended outcomes for participating organizations include adopting new approaches, developing open and collaborative environments, and increasing international engagement. Intended impacts on individuals include improved skills, greater intercultural understanding, and more active participation in society.
The document discusses major reforms underway in European higher education through the Bologna Process to create a more compatible and coherent system across countries. It outlines the key drivers for change, achievements so far including new degree structures and quality assurance systems, ongoing challenges, and debates around the future direction. The reforms are increasingly taking on a global dimension and influencing other regions, which could impact Canada as an international study destination.
This document discusses the progress and future of the Bologna Process, which aims to create a European Higher Education Area by 2010. It provides background on the Bologna Process and its 10 action lines to increase mobility, degree comparability, and quality assurance across 46 European countries. While significant reforms have been achieved, such as the widespread adoption of the three-cycle degree system, further work remains regarding lifelong learning, the research-education link, and the global dimension. Looking ahead, the completion of the Bologna Process in 2010 will mark the start of a new phase, with priorities including lifelong learning, research, public responsibility, and mainstreaming the global context of higher education.
The document discusses the implementation of the Bologna Process in European higher education. It provides background on the goals of the Bologna Process to create a European Higher Education Area and increase compatibility between university systems. It then discusses some of the challenges in implementing the Bologna reforms, including squeezing degree content into shorter timeframes, lack of coordination between countries, and insufficient resources at universities to accommodate increased student numbers. It also summarizes criticisms from students, doctoral candidates, and experts about issues like overcrowding, lack of available master's programs, and an overemphasis on job preparation over broad education.
This document discusses the state of the Bologna Process and outlines perspectives for international cooperation in higher education. It notes that 48 countries have collaborated to implement core principles of the European Higher Education Area through commitments like quality assurance standards. Looking ahead to the 2018 ministerial conference, it aims to further implementation, address new challenges like digitalization, and develop an international cooperation policy by revising the Bologna Policy Forum to enhance mobility and address global issues through partnerships with other regions. Specific actions are proposed to prepare common tools and strengthen partnerships before 2018.
The document discusses the European Higher Education Area (EHEA) and Macedonia's prospects within it. It provides background on the EHEA, which aims to make higher education systems across Europe more comparable, compatible, and coherent. The EHEA now includes 49 countries and over 10,000 institutions. The document then examines Macedonia's participation in the EHEA through various programs and agreements. While progress has been made, challenges remain for Macedonia to meet goals like increasing student mobility abroad to 20% by 2020. The document concludes by recommending ways to strengthen Macedonia's involvement in the EHEA going forward.
The document summarizes the key reforms and goals of the Bologna Process for creating the European Higher Education Area (EHEA). The main goals are to increase compatibility, comparability, and mobility between higher education systems in Europe through implementing three main cycles of degrees (bachelor's, master's, doctorate), adopting a qualifications framework, recognizing qualifications, ensuring quality assurance, and facilitating lifelong learning. The Bologna Process involves 46 European countries working closely with higher education institutions and other stakeholders to reform higher education and align systems.
Croatia is working to improve its education and training system at the European, national, and local levels. At the European level, Croatia is participating in programs to improve quality assurance, develop a qualifications framework, create new curricula, and boost local employment partnerships. At the national level, challenges include educational programs that lack appropriate learning outcomes and an ineffective admissions policy. Needed actions involve planning qualifications in advance based on future economic needs. At the local level, infrastructure like school renewal is managed by counties and municipalities while curricula are set nationally, and schools have innovation freedom.
Com296 a new impetus for european cooperation in vocational education and tra...home
This document discusses ways to strengthen vocational education and training (VET) across Europe in order to support the Europe 2020 strategy for smart, sustainable, and inclusive growth. It proposes that by 2020, VET systems should provide high-quality, accessible options for both initial vocational education and continuing training. Systems should be flexible, recognize skills from various learning experiences, and support mobility and lifelong learning. Reforms aim to ensure VET equips people with skills relevant to the labor market and aids economic recovery, while promoting social inclusion.
E slp policy forum 28 may 2021 by esteban vazquez cano (uned)EADTU
The document discusses recommendations for institutional, governmental, and EU policymakers regarding microcredentials and short learning programs (SLPs). It recommends that policymakers: (1) build frameworks for recognizing continuing education qualifications, (2) foster international collaboration on common frameworks, and (3) develop strategic plans for microcredentials that are stackable to degree programs. It also provides specific recommendations at the institutional, government, and EU levels to integrate microcredentials and SLPs and develop lifelong learning.
This document outlines the strategic objectives for European cooperation in vocational education and training (VET) from 2011-2020. It begins with an overview of current challenges like unemployment, skills mismatches, and an aging population. It then discusses achievements of the previous Copenhagen process and outlines a vision for VET by 2020. The main body presents 11 strategic objectives, including improving quality/efficiency of VET, increasing attractiveness and relevance, promoting mobility, and strengthening policy cooperation. Specific short-term deliverables are also listed to advance progress toward the objectives by 2014.
Eu - Innovative practices in education for sustainable development - oct 2008Andrea Vitali
The European Strategy for Sustainable Development recognises the important role that education and training systems should play in order to achieve the objectives of sustainable development. Education and training should contribute to all three axes of sustainable development, namely the social, economic and environmental dimensions. The aim of this study was to prepare an inventory of innovative good practices for the purpose of stimulating exchange of good and innovative practices in education for sustainable development. The study has been commissioned by the European Commission, DG Education and Culture, Unit A2Lifelong Learning: Creativity and Innovation. The inventory illustrates how the concept of Sustainable Development has been translated and implemented in educational and training programmes in formal, informal and non-formal contexts.
This document summarizes the key findings and policy relevance of the 2014 Education and Training Monitor report. It finds that while 19 EU member states cut education spending in 2012, underinvestment risks undermining Europe's economic growth potential. It also notes that education systems need to better develop students' employability and address inequalities to fully realize their potential. Additionally, reducing early school leaving remains important to help more individuals complete qualifications and protect against poverty. The Monitor provides evidence to inform the European Semester process and help progress education targets.
The document discusses e-training of teachers and trainers in Europe. It begins by defining the territory, noting the importance of teacher training given their role in modern societies. It then outlines three main innovation paradigms in teacher training: 1) a vision for a well-qualified, lifelong learning profession; 2) goals of the Lisbon Agenda to improve education systems; 3) trends promoting continuous training through peer learning, schools as learning organizations, and school-company partnerships. The document analyzes what was hoped for through initiatives like eLearning and what progress actually occurred, including increased access to technology in schools and the development of projects and networks. Present challenges in using ICT for e-training are also discussed.
The document summarizes the key findings of the 2013 Education and Training Monitor report. It discusses how the economic crisis has challenged European education systems through public finance consolidation and youth unemployment. Specifically, it notes that 16 member states decreased education spending between 2008-2011, with cuts most prevalent in tertiary education. The employment rate of recent graduates has also declined since 2008. It emphasizes that skills and qualifications will be key to Europe's economic success but that current skills levels in Europe do not fully meet labor market needs. Overall the report examines investments, outcomes and efficiency in European education and training systems.
Turkish National Commission for UNESCO position on education post 2015IAU-HEEFA
This presentation outlines UNESCO’s position on the post 2015 education agenda which advocates both for a separate education agenda and for a stand-alone education goal within the SDGs. It also sees education as a transversal goal to be recognized and integrated into the other development goals.
Given at the IAU Seminar on higher education for Education and e-accessibility (IAU HEEFA-ICT4IAL) held on 18-19 November 2014, Ankara, Turkey.
Entrepreneurship Education: A Guide for EducatorsManual de empreendedorismoMario Verissimo
This manual aims to showcase a selection of examples of inspiring practice featured through the two events to a wider audience. It highlights the enablers and the successfactors of the examples, and provides contact details for more information.
This document is a guide for educators on entrepreneurship education prepared by the European Commission in 2013. It highlights the importance of entrepreneurship education for developing skills like creativity, initiative, and collaboration. The guide showcases examples of practices for initial teacher education programs and continuing professional development programs that prepare teachers to provide entrepreneurship education. It emphasizes the key role teachers play and the need to support them through innovative programs, entrepreneurial schools, and ongoing training initiatives. The guide aims to inspire educators to take action to enable teachers to provide entrepreneurship education.
1. The document discusses innovations and trends in higher education in Europe, including increased blended learning combining online and in-person education, growth in continuing education and open education through MOOCs and OERs, and more diversified educational pathways to accommodate various student needs.
2. It proposes increased collaboration between European universities on short learning programs, including recognition of credits between institutions and development of joint programs, to provide flexible options for lifelong learning.
3. A network of experts across European universities aims to accelerate adoption of new teaching and learning methods through staff training, pilot programs, and institutional innovation planning.
The document outlines the agenda and goals of the E-CoP round table meeting. The round table will discuss innovative learning models for the future, with a focus on extra-curricular learning models that keep students engaged in school and improve academic performance. The E-CoP project aims to investigate successful approaches to education through an online community of practice. Over the course of nearly two years, partners from four European countries will share experiences and analyze different national models to identify best practices and develop guidelines for innovative and flexible learning methodologies.
The document discusses Masters degrees in Europe. It notes that Europe aims to develop strong education systems and synergies between member states from early education through employment. Masters programs in Europe adhere to the Bologna Process, which establishes common structures for higher education across Europe and enhances student mobility. This brings benefits like being eligible for PhD programs after completing a Masters, guaranteed recognition of skills, and opportunities for collaborative degrees and credit transfer between universities. The Bologna Process also aims to modernize education and training to match changing job market needs through cooperation between national systems.
The Commitment of Higher Education to EFAamandasudic
Presentation by Djeneba Traore, Director General, West Africa Institute (WAI), Cape Verde, at International Association of Universities Conference 'From HEEFA to SDG4: Building on Achievements',
Sant Pau Art Nouveau Site
8 - 9 October 2015 - Barcelona, Spain
Emc launch presentation to eadtu conference 2017 - oofhec2017EADTU
The European MOOC Consortium (EMC) aims to strengthen the credibility and uptake of MOOCs in European higher education through several goals: 1) increasing awareness and use of digital education and MOOCs within universities; 2) influencing educational policy; 3) promoting MOOCs to employers and workers for skills development and career changes; 4) strengthening continuing education through MOOC recognition; 5) collaborating between partners to expand course offerings; and 6) conducting joint research on MOOCs in Europe. The EMC represents over 250 higher education institutions and companies and offers almost 1,000 MOOCs.
The document summarizes a new EU initiative called "Opening up Education" which aims to promote innovative teaching and learning through new technologies and open educational resources (OER). The initiative has three main objectives: 1) Creating opportunities for organizations, teachers, and learners to innovate, 2) Supporting stronger use of OER, and 3) Upgrading ICT infrastructures and connectivity. The initiative is supported by various EU programs and aims to address challenges in European education while harnessing opportunities of digital learning.
The document discusses the key reforms and goals of the Bologna Process and the creation of the European Higher Education Area (EHEA). The main goals are to create a common framework of easily comparable degrees across three cycles (bachelor's, master's, doctorate), increase mobility of students and staff, and ensure quality assurance and recognition of qualifications between countries. Key reforms include adopting overarching qualifications frameworks, facilitating the development of joint degrees between institutions, and improving recognition of qualifications and credit transfer systems. The process aims to make European higher education more internationally competitive and attractive while respecting institutional autonomy and academic freedom.
Learning for employment Second report on vocational education and training po...Ghazally Spahat
By 2010, Europeans will live in the most competitive and dynamic knowledge-based economy in the world with more and better jobs and greater social cohesion.
1) The document discusses goals and challenges for European universities in preparing students for the labor market. It aims to make the EU the most competitive knowledge-based economy with more and better jobs.
2) Universities must combine high-quality research and teaching to equip students with knowledge, skills, and competencies needed in the workplace. Degree programs should define learning outcomes and be more student-oriented.
3) Challenges include implementing employability aspects in all degree and lifelong learning programs through clear learning outcomes, flexibility, and training in social and language skills. Universities must engage with employers for feedback to improve programs.
novo plano de sucesso ed assessor 10 2011SHR Moisio
1) O documento descreve o processo SARPIO da Oriflame para vendas e recrutamento, que é baseado em princípios comprovados para crescimento em empresas de multinível.
2) Inclui instruções para começar com sucesso, como mostrar cada novo catálogo para 20 clientes regulares e falar entusiasticamente com 3 pessoas por dia sobre produtos e oportunidades.
3) Detalha a importância de uma lista de nomes e pedir referências, além de fornecer dicas sobre os produtos e como fazer encomendas.
Organização de visitas de estudo (2011 2012)SHR Moisio
Este documento descreve o programa de visitas de estudo organizadas pela Comissão Europeia entre 2011-2012. O objetivo principal destas visitas é encorajar mudanças políticas e de gestão nos sistemas educacionais nacionais para alcançar os objetivos da União Europeia em matéria de educação e formação ao longo da vida. O documento explica o público-alvo, temas, processo de organização e financiamento destas visitas em Portugal.
Promoção e disseminação visitas de estudo organizadoresSHR Moisio
Este documento discute a promoção e disseminação de visitas de estudo. Ele explica que a promoção ocorre antes e durante as visitas, enquanto a disseminação ocorre após para compartilhar os resultados. Ele fornece diretrizes sobre como identificar o público-alvo, definir a motivação, o conteúdo, cronograma e canais de comunicação mais adequados como redes sociais, considerando as características do público.
The document discusses EU policy developments around promoting active inclusion through education and training. It notes that low-qualified individuals have been hit hardest by the economic crisis and face higher risks of poverty and unemployment. EU policy, including the Europe 2020 strategy, emphasizes increasing inclusion through education. Demand for highly-qualified jobs is rising while demand for low-qualification jobs is declining. Current VET policies focus more on inclusion through measures to support vulnerable groups like early school leavers, low-skilled workers, older workers and migrants.
The document discusses promoting social inclusion through education and training. It notes that low-qualified individuals have been hit hardest by the economic crisis and face higher risks of poverty and unemployment. EU policy has increasingly focused on inclusion, early school leaving, and support for vulnerable groups. Support measures discussed include lifelong guidance, school-work alternation programs, parental involvement, and validation of skills to promote inclusion. Effective inclusion requires integrated education, employment, and social policies with cooperation across sectors.
Este documento resume a avaliação qualitativa da primeira fase de candidaturas para o Programa Transversal de Visitas de Estudo em 2010, descrevendo as escalas de avaliação de 5, 10 e 15 pontos, a pontuação geral por seção e item, com foco no conteúdo, relevância e impacto, e aponta os pontos mais fracos das candidaturas apresentadas.
This report from the European Centre for the Development of Vocational Training examines skill mismatch and its implications. It explores what is known about different types of skill mismatch in Europe, their causes and links. The report also discusses the business cycle impact on skill mismatch and implications for productivity, job satisfaction and costs to society. It recommends improving data collection in Europe on skill mismatch through comprehensive surveys to help inform evidence-based policymaking.
This report from the European Centre for the Development of Vocational Training examines skill mismatch and its implications. It explores what is known about different types of skill mismatch in Europe, their causes and links. The report also discusses the business cycle impact on skill mismatch and implications for productivity, job satisfaction and society. It recommends better measuring skill mismatch through surveys to improve data and inform policymaking.
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This document is a handbook for organizers of study visits for education and vocational training specialists under the Lifelong Learning Programme 2007-2013. It provides guidance on coordinating the study visits programme at the European and national levels, the roles and responsibilities of organizers and participants, and how to prepare, run and follow up on a study visit. The handbook aims to help organizers provide a stimulating experience for knowledge exchange between participants and hosts.
Programa Trans Visitas De Estudo OrganizadoresSHR Moisio
Este documento descreve o programa de Visitas de Estudo para 2010/2011, com o objetivo de promover o intercâmbio de informação entre especialistas da educação sobre temas como competências-chave, acesso e qualidade na educação, empregabilidade e mobilidade. O público-alvo inclui decisores, diretores, professores, investigadores e parceiros sociais. As visitas ocorrerão em países do Programa de Aprendizagem ao Longo da Vida e seguirão padrões de qualidade como conteúdo relevante e organização cuidadosa.
Programa Transversal Visitas De Estudo (2009)SHR Moisio
Este documento descreve o programa de visitas de estudo para 2009/2010, com objetivos de apoiar a cooperação educacional na Europa, facilitar o intercâmbio de informações entre especialistas, e fornecer atualizações sobre sistemas educacionais. Participantes elegíveis incluem especialistas, diretores de escolas, inspectores, e outros. Os procedimentos de seleção avaliam a adequação do perfil do candidato e motivação, enquanto o processo de matching emparelha candidatos aprovados com visitas. Um relatório final é requerido após cada visita.
1. COU CIL OF
THE EUROPEA U IO EN
Council Conclusions on a strategic framework for European
cooperation in education and training
("ET 2020")
2941th EDUCATIO , YOUTH A D CULTURE Council meeting
Brussels, 12 May 2009
The Council adopted the following conclusions:
"THE COUNCIL OF THE EUROPEAN UNION,
RECALLING
the endorsement by the March 2002 Barcelona European Council of the 'Education and Training
2010' work programme which - in the context of the Lisbon Strategy - established for the first time
a solid framework for European cooperation in the field of education and training, based on
common objectives and aimed primarily at supporting the improvement of national education and
training systems through the development of complementary EU-level tools, mutual learning and
the exchange of good practice via the open method of coordination;
and ACKNOWLEDGING
that cooperation under the aforementioned work programme, including the Copenhagen process and
initiatives in the context of the Bologna process, have led to significant progress being made -
notably in support of national reforms of lifelong learning, the modernisation of higher education
and the development of common European instruments promoting quality, transparency and
mobility - but that substantial challenges still remain, if Europe is to achieve its ambition to become
the most competitive and dynamic knowledge-based economy in the world;
PRESS
Rue de la Loi 175 B – 1048 BRUSSELS Tel.: +32 (0)2 281 8239 / 6319 Fax: +32 (0)2 281 8026
press.office@consilium.europa.eu http://www.consilium.europa.eu/Newsroom
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2. EMPHASISES that
1. Education and training have a crucial role to play in meeting the many socio-economic,
demographic, environmental and technological challenges facing Europe and its citizens
today and in the years ahead.
2. Efficient investment in human capital through education and training systems is an essential
component of Europe's strategy to deliver the high levels of sustainable, knowledge-based
growth and jobs that lie at the heart of the Lisbon strategy, at the same time as promoting
personal fulfilment, social cohesion and active citizenship.
RECOGNISES that
1. While valuing European diversity and the unique opportunities which this affords, and while
fully respecting the Member States' responsibility for their education systems, an updated
strategic framework for European cooperation in education and training - building on the
progress made under the 'Education and Training 2010' work programme - could further
enhance the efficiency of such cooperation and provide continuing benefits and support for
Member States' education and training systems up to the year 2020.
2. Education and training have made a substantial contribution towards achieving the long-term
goals of the Lisbon strategy for growth and jobs. In anticipation of future developments with
this process, efforts should therefore be maintained to ensure that education and training
remain firmly anchored in the broader strategy. It is also essential that the framework for
European cooperation should remain flexible enough to respond to both current and future
challenges, including those arising under any new strategy after 2010.
NOTES WITH INTEREST
the communication from the Commission to the European Parliament, the Council, the European
Economic and Social Committee and the Committee of the Regions on An updated strategic
framework for European cooperation in education and training1.
AGREES that
1. In the period up to 2020, the primary goal of European cooperation should be to support the
further development of education and training systems in the Member States which are aimed
at ensuring:
(a) the personal, social and professional fulfilment of all citizens;
(b) sustainable economic prosperity and employability, whilst promoting democratic
values, social cohesion, active citizenship, and intercultural dialogue.
2. Such aims should be viewed in a worldwide perspective. Member States acknowledge the
importance of openness to the world at large as a prerequisite for the global development and
prosperity which - through the provision of excellent and attractive education, training and
research opportunities - will help the European Union achieve its objective of becoming a
world-leading knowledge economy.
1
Doc. 17535/08 + ADD 1 + ADD 2
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3. 3. European cooperation in education and training for the period up to 2020 should be
established in the context of a strategic framework spanning education and training systems as
a whole in a lifelong learning perspective. Indeed, lifelong learning should be regarded as a
fundamental principle underpinning the entire framework, which is designed to cover learning
in all contexts - whether formal, non-formal or informal - and at all levels: from early
childhood education and schools through to higher education, vocational education and
training and adult learning.
Specifically, the framework should address the following four strategic objectives (detailed
further below):
1. Making lifelong learning and mobility a reality;
2. Improving the quality and efficiency of education and training;
3. Promoting equity, social cohesion and active citizenship;
4. Enhancing creativity and innovation, including entrepreneurship, at all levels of
education and training.
4. The periodic monitoring of progress towards a set objective provides an essential contribution
towards evidence-based policy making. The strategic objectives outlined above should
accordingly be accompanied during the period 2010 - 2020 by indicators and by reference
levels for European average performance ("European benchmarks"), as set out in Annex I to
this document. Building on the existing benchmarks, these will help to measure at European
level the overall progress made and to show what has been achieved.
■ Strategic objective 1: Making lifelong learning and mobility a reality
The challenges posed by demographic change and the regular need to update and develop
skills in line with changing economic and social circumstances call for a lifelong approach to
learning and for education and training systems which are more responsive to change and
more open to the wider world. While new initiatives in the field of lifelong learning may be
developed to reflect future challenges, further progress with ongoing initiatives is still
required, especially in implementing coherent and comprehensive lifelong learning strategies.
In particular, work is needed to ensure the development of national qualifications frameworks
based on relevant learning outcomes and their link to the European Qualifications Framework,
the establishment of more flexible learning pathways - including better transitions between
the various education and training sectors, greater openness towards non-formal and informal
learning, and increased transparency and recognition of learning outcomes. Further efforts are
also required to promote adult learning, to increase the quality of guidance systems, and to
make learning more attractive in general - including through the development of new forms of
learning and the use of new teaching and learning technologies.
As an essential element of lifelong learning and an important means of enhancing people's
employability and adaptability, mobility for learners, teachers and teacher trainers should be
gradually expanded with a view to making periods of learning abroad - both within Europe
and the wider world - the rule rather than the exception. In so doing, the principles laid down
in the European Quality Charter for Mobility should be applied. To achieve this will require
renewed efforts on the part of all concerned, for instance with regard to securing adequate
funding.
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4. ■ Strategic objective 2: Improving the quality and efficiency of education and
training
High quality education and training systems which are both efficient and equitable are crucial
for Europe's success and for enhancing employability. The major challenge is to ensure the
acquisition of key competences by everyone, while developing the excellence and
attractiveness at all levels of education and training that will allow Europe to retain a strong
global role. To achieve this on a sustainable basis, greater attention needs to be paid to raising
the level of basic skills such as literacy and numeracy, making mathematics, science and
technology more attractive and to strengthening linguistic competences. At the same time,
there is a need to ensure high quality teaching, to provide adequate initial teacher education,
continuous professional development for teachers and trainers, and to make teaching an
attractive career-choice. It is also important to improve the governance and leadership of
education and training institutions, and to develop effective quality assurance systems. High
quality will only be achieved through the efficient and sustainable use of resources - both
public and private, as appropriate - and through the promotion of evidence-based policy and
practice in education and training.
■ Strategic objective 3: Promoting equity, social cohesion and active
citizenship
Education and training policy should enable all citizens, irrespective of their personal, social
or economic circumstances, to acquire, update and develop over a lifetime both job-specific
skills and the key competences needed for their employability and to foster further learning,
active citizenship and intercultural dialogue. Educational disadvantage should be addressed
by providing high quality early childhood education and targeted support, and by promoting
inclusive education. Education and training systems should aim to ensure that all learners -
including those from disadvantaged backgrounds, those with special needs and migrants -
complete their education, including, where appropriate, through second-chance education and
the provision of more personalised learning. Education should promote intercultural
competences, democratic values and respect for fundamental rights and the environment, as
well as combat all forms of discrimination, equipping all young people to interact positively
with their peers from diverse backgrounds.
■ Strategic objective 4: Enhancing creativity and innovation, including
entrepreneurship, at all levels of education and training
As well as engendering personal fulfilment, creativity constitutes a prime source of
innovation, which in turn is acknowledged as one of the key drivers of sustainable economic
development. Creativity and innovation are crucial to enterprise development and to Europe's
ability to compete internationally. A first challenge is to promote the acquisition by all
citizens of transversal key competences such as digital competence, learning to learn, a sense
of initiative and entrepreneurship, and cultural awareness. A second challenge is to ensure a
fully functioning knowledge triangle of education-research-innovation. Partnership between
the world of enterprise and different levels and sectors of education, training and research can
help to ensure a better focus on the skills and competences required in the labour market and
on fostering innovation and entrepreneurship in all forms of learning. Broader learning
communities, involving representatives of civil society and other stakeholders, should be
promoted with a view to creating a climate conducive to creativity and better reconciling
professional and social needs, as well as individual well-being.
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5. FURTHER AGREES that
1. In endeavouring to achieve the above strategic objectives and thereby ensure an effective
contribution to national reforms, the following principles should be observed in the period up
to 2020:
(a) European cooperation in education and training should be implemented in a lifelong
learning perspective making effective use of the open method of coordination (OMC)
and developing synergies between the different education and training sectors. While
fully respecting Member States' responsibility for their educational systems and the
voluntary nature of European cooperation in education and training, the OMC should
draw on:
- the four strategic objectives for European cooperation outlined above;
- common reference tools and approaches;
- peer learning and the exchange of good practice, including the dissemination of
outcomes;
- periodic monitoring and reporting;
- evidence and data from all relevant European agencies2, European networks, and
international organisations3;
- making full use of the opportunities available under Community
programmes, particularly in the field of lifelong learning.
(b) European cooperation in education and training should be pertinent and concrete. It
should produce clear and visible outcomes which should be presented, reviewed and
disseminated on a regular basis and in a structured manner, thereby establishing a basis
for continuous evaluation and development.
(c) The Copenhagen process in the field of vocational education and training is an
important aspect of European cooperation under the open method of coordination. The
aims and priorities pursued under this process should contribute to achieving the
objectives set out in this framework.
(d) In order to support Member States' efforts to modernise higher education and develop a
European Higher Education Area, close synergy with the Bologna process should also
be aimed for, in particular with regard to quality assurance, recognition, mobility and
transparency instruments.
(e) Where relevant, cross-sectoral cooperation should be sought between EU initiatives in
education and training and those in related policy areas - particularly employment,
enterprise, social policy, youth policy and culture. With specific regard to the
knowledge triangle, special attention should be paid to the synergies between education,
research and innovation, as well as to complementarity with the aims of the European
Research Area.
2
In particular, Cedefop and the European Training Foundation.
3
.B. Whenever reference to the OECD is made or implied in this text, it is to be
understood that the right of participation of all Member States in the work of that
organisation should be ensured.
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6. (f) Well-functioning cooperation using new, transparent ways of networking is needed not
only between the relevant EU institutions, but also with all relevant stakeholders, who
have a considerable contribution to make in terms of policy development,
implementation and evaluation.
(g) Policy dialogue with third countries and cooperation with international organisations
should be reinforced, thereby providing a source of fresh ideas and comparison.
(h) Where appropriate, financial resources from the European Structural Funds may be used
to enhance education and training systems in accordance with the overall strategic
objectives and Member States' priorities.
2. The success of the open method of coordination in education and training depends on the
political commitment of Member States and on effective working methods at European level.
From this perspective, and with a view to greater flexibility, the working methods used in the
context of European cooperation should be based on the following:
(a) Work cycles: the period up to 2020 will be divided up into a series of cycles, with the
first cycle covering the 3 years from 2009 to 2011.
(b) Priority areas: for each cycle, a number of priority areas for European cooperation
based on the strategic objectives will be adopted by the Council on the basis of a
Commission proposal. The European priority areas will be designed to allow either for
broad cooperation between all the Member States or for closer cooperation between a
more limited number of Member States, in accordance with national priorities. The
priority areas for the first cycle under this new framework are set out in Annex II hereto.
(c) Mutual learning: European cooperation in the aforementioned priority areas can be
carried out by such means as peer learning activities, conferences and seminars, high
level fora or expert groups, panels, studies and analyses and web-based cooperation and,
where appropriate, with the involvement of relevant stakeholders. All of these initiatives
should be developed on the basis of clear mandates, time schedules and planned outputs
to be proposed by the Commission in cooperation with the Member States (see also
paragraph (f) below).
(d) Dissemination of results: to enhance visibility and impact at national and European
level, the outcomes of cooperation will be widely disseminated among all relevant
stakeholders and, where appropriate, discussed at the level of Directors-General or
Ministers.
(e) Progress reporting: At the end of each cycle - and in the case of the first under the new
framework, no earlier than the beginning of 2012 - a joint Council-Commission report
should be drawn up. This will evaluate the overall progress in achieving the objectives
under this framework during the most recent cycle and/or in a particular thematic area
which would be defined by the Commission in cooperation with the Member States (see
also paragraph (f) below). Joint reports should be based on national reports drawn up by
the Member States, as well as on existing information and statistical data. The joint
reports may be developed to include factual analyses of the different situations in
individual Member States, with their full agreement. The joint reports should also serve
as the basis for establishing a fresh set of priority areas for the following cycle.
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7. (f) Monitoring of the process: To promote the delivery of results through the open method
of coordination as well as ownership of the method at both national and European level,
the Member States and the Commission will work closely together in steering, taking
forward and evaluating the process and its outcomes.
3. The strategic framework - including benchmarks and working methods - may be reviewed and
any necessary adjustments made by the Council in the light of any major new developments
in Europe, particularly decisions taken on the EU strategy for growth and jobs beyond 2010.
ACCORDINGLY INVITES THE MEMBER STATES to
1. Work together, with the support of the Commission and using the open method of
coordination as outlined in these conclusions, to enhance European cooperation in education
and training in the period up to 2020 on the basis of the four strategic objectives, the
principles and working methods described above, and of the priority areas agreed for each
cycle (those for the first cycle 2009-2011 being outlined in Annex II hereto).
2. Consider, on the basis of national priorities, the adoption of measures at national level aimed
at achieving the objectives outlined in the strategic framework and contributing to the
collective achievement of the European benchmarks identified in Annex I hereto. Further
consider whether inspiration can be drawn from mutual learning at European level, when
devising national education and training policies.
INVITES THE COMMISSION to
1. Work with and support the Member States - during the period up to 2020 - in cooperating
within this framework on the basis of the four strategic objectives, the principles and working
methods described above, and the benchmarks and agreed priority areas outlined respectively
in Annexes I and II hereto.
2. Examine, in particular through the joint progress reports, the degree to which the objectives of
this framework have been met. In addition, conduct an evaluation during 2010 of the progress
made in achieving the benchmarks adopted under the “Education and Training 2010” work
programme.
3. Conduct work on proposals for possible benchmarks in the areas of mobility, employability
and language learning, as indicated in Annex I hereto.
4. Work with the Member States to examine how to improve existing indicators, including those
on early leavers from education and training, and report back to the Council by the end of
2010 on the extent to which the coherent framework of indicators and benchmarks adopted by
the Council in May 20074 might be adjusted, so as to ensure its coherence with the strategic
objectives under this framework. In this context, special attention should be paid to the areas
of creativity, innovation and entrepreneurship.
______________________
4
Council conclusions of 25 May 2007 on a coherent framework of indicators and benchmarks
for monitoring progress towards the Lisbon objectives in education and training [OJ C 311,
21.12.2007, pp. 13-15.]
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8. A EX I
Reference levels of European average performance
("European benchmarks")
As a means of monitoring progress and identifying challenges, as well as contributing to evidence-
based policy making, a series of reference levels of European average performance ("European
benchmarks") should support the strategic objectives outlined in the above conclusions for the
period 2010 - 2020.
These benchmarks build on the existing ones5 adopted under the "Education and Training 2010"
work programme. They should be based solely on comparable data and take account of the differing
situations in individual Member States. They should not be considered as concrete targets for
individual countries to reach by 2020. Rather, Member States are invited to consider, on the basis of
national priorities and whilst taking account of changing economic circumstances, how and to what
extent they can contribute to the collective achievement of the European benchmarks through
national actions.
On this basis, the Member States agree to the following five benchmarks:
Adult participation in lifelong learning
With a view to increasing the participation of adults in lifelong learning, particularly that of the
low-skilled:
§ By 2020, an average of at least 15 % of adults should participate in lifelong learning6.
Low achievers in basic skills
With a view to ensuring that all learners attain an adequate level of basic skills, especially in
reading, mathematics and science:
§ By 2020, the share of low-achieving 15-years olds in reading, mathematics and science7
should be less than 15%.
5
Council conclusions of 5-6 May 2003 on reference levels of European average performance in
education and training (Benchmarks) (doc. 8981/03).
6
i.e. The percentage of the population aged 25-64 participating in education and training during
the 4 weeks prior to the survey (Eurostat/Labour Force Survey). Benefit can also be drawn
from the information on adult participation in lifelong learning gathered by the Adult
Education Survey .
7
Source: OECD/PISA. (The right of participation of all Member States in such work should be
ensured.)
The relevant indicators will be monitored separately.
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9. Tertiary level attainment
Given the increasing demand for higher education attainment, and whilst acknowledging the equal
importance of vocational education and training:
§ By 2020, the share of 30-34 year olds with tertiary educational attainment8 should be
at least 40%.
Early leavers from education and training
As a contribution to ensuring that a maximum number of learners complete their education and
training:
§ By 2020, the share of early leavers from education and training9 should be less than 10%.
Early childhood education
With a view to increasing participation in early childhood education as a foundation for later
educational success, especially in the case of those from disadvantaged backgrounds:
§ By 2020, at least 95% of children between 4 years old and the age for starting compulsory
primary education should participate in early childhood education.
* * *
In addition, the Council invites the Commission to work further in the following areas:
Mobility
Given the widely acknowledged added value of learning mobility, and with a view to
increasing such mobility, the Commission is invited to submit to the Council a proposal for a
benchmark in this area by the end 2010, focusing initially on physical mobility between
countries in the field of higher education, taking both quantitative and qualitative aspects into
account and reflecting the efforts made and the objectives agreed within the Bologna process,
as highlighted most recently at the Leuven and Louvain-la-Neuve conference10. At the same
time, the Commission is invited to study the possibility of extending such a benchmark to
include vocational education and training and teacher mobility.
8
i.e. The percentage of those aged 30-34 who have successfully completed tertiary level
education (ISCED levels 5 and 6). (EUROSTAT, UOE).
9
i.e. The share of the population aged 18-24 with only lower secondary education or less and
no longer in education or training. (EUROSTAT/Labour Force Survey). Efforts should be
made to improve the quality of data, including by examining the feasibility of using additional
data sources.
10
Communiqué of the Conference of European Ministers responsible for Higher Education,
Leuven and Louvain-la Neuve, Belgium, 28-29 April 2009.
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10. Employability
Given the importance of enhancing employability through education and training in order to
meet current and future labour market challenges, the Commission is invited to submit to the
Council a proposal for a possible European benchmark in this area by the end of 2010.
Language learning
In view of the importance of learning two foreign languages from an early age, as highlighted
in the March 2002 Barcelona European Council conclusions, the Commission is invited to
submit to the Council – by the end of 2012 - a proposal for a possible benchmark in this area,
based on the ongoing work on language competences.11
__________________
11
Council conclusions on the European Indicator of Language Competence (OJ C 172,
25.7.2006, p. 1).
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11. A EX II
PRIORITY AREAS FOR EUROPEA COOPERATIO I EDUCATIO A D
TRAI I G DURI G THE FIRST CYCLE: 2009 - 2011
With a view to achieving the four strategic objectives under the "ET 2020" framework, the
identification of priority areas for a specific work cycle should improve the efficiency of European
cooperation in education and training, as well as reflect the individual needs of Member States,
especially as new circumstances and challenges arise.
The priority areas, as referred to in paragraphs 2(b) and 2(c) in the "further agrees" section above
and detailed below, reflect the need to:
(i) pursue cooperation in areas where key challenges remain;
(ii) develop cooperation in areas regarded as particularly important during this particular
work cycle.
Member States will select, in accordance with national priorities, those areas of work and
cooperation in which they wish to participate in joint follow-up work. If Member States deem
necessary, the work on specific priority areas can continue in subsequent work cycles.
Strategic objective 1: Making lifelong learning and mobility a reality:
Pursue work on :
• Lifelong learning strategies: Complete the process of implementation of national lifelong
learning strategies, paying particular attention to the validation of non-formal and informal
learning and guidance.
• European Qualifications Framework: In accordance with the April 2008 Recommendation of
the European Parliament and of the Council12, relate all national qualifications systems to the
EQF by 2010, and support the use of an approach based on learning outcomes for standards and
qualifications, assessment and validation procedures, credit transfer, curricula and quality
assurance.
Develop cooperation on :
• Expanding learning mobility: Work together to gradually eliminate barriers and to expand
opportunities for learning mobility within Europe and worldwide, both for higher and other
levels of education, including new objectives and financing instruments, and whilst taking into
consideration the particular needs of disadvantaged persons.
12
OJ C 111, 6.5.2008.
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12. Strategic objective 2: Improving the quality and efficiency of education and training:
Pursue work on :
• Language learning: To enable citizens to communicate in two languages in addition to their
mother tongue, promote language teaching, where relevant, in VET and for adult learners, and
provide migrants with opportunities to learn the language of the host country.
• Professional development of teachers and trainers: Focus on the quality of initial education
and early career support for new teachers and on raising the quality of continuing professional
development opportunities for teachers, trainers and other educational staff (e.g. those involved
in leadership or guidance activities.).
• Governance and funding: Promote the modernisation agenda for higher education (including
curricula) and the quality assurance framework for VET, and develop the quality of provision,
including staffing, in the adult learning sector. Promote evidence-based policy and practice,
placing particular emphasis on establishing the case for sustainability of public and, where
appropriate, private investment.
Develop cooperation on :
• Basic skills in reading, mathematics and science: Investigate and disseminate existing good
practice and research findings on reading performance among school pupils and draw
conclusions on ways of improving literacy levels across the EU. Intensify existing cooperation to
improve the take-up of maths and science at higher levels of education and training, and to
strengthen science teaching. Concrete action is needed to improve the level of basic skills,
including those of adults.
• " ew Skills for ew Jobs": Ensure that the assessment of future skill requirements and the
matching of labour market needs are adequately taken on board in education and training
planning processes.
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13. Strategic objective 3: Promoting equity, social cohesion and active citizenship:
Pursue work on :
• Early leavers from education and training: Strengthen preventive approaches, build closer
cooperation between general and vocational education sectors and remove barriers for drop-outs
to return to education and training.
Develop cooperation on :
• Pre-primary education: Promote generalised equitable access and reinforce the quality of
provision and teacher support.
• Migrants: Develop mutual learning on best practices for the education of learners from migrant
backgrounds.
• Learners with special needs: Promote inclusive education and personalised learning through
timely support, the early identification of special needs and well-coordinated services. Integrate
services within mainstream schooling and ensure pathways to further education and training.
Strategic objective 4: Enhancing innovation and creativity, including entrepreneurship, at all
levels of education and training:
Pursue work on :
• Transversal key competences: In accordance with the December 2006 Recommendation of the
European Parliament and of the Council13, take greater account of transversal key competences
in curricula, assessment and qualifications.
Develop cooperation on :
• Innovation-friendly institutions: Promote creativity and innovation by developing specific
teaching and learning methods (including the use of new ICT tools and teacher training).
• Partnership: Develop partnerships between education and training providers and businesses,
research institutions, cultural actors and creative industries, and promote a well-functioning
knowledge triangle.
______________________
13
OJ L 394, 30.12.2006, p. 10.
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