Annexes to COM(2011)902 - Draft 2012 Report on the implementation of the Strategic Framework for European cooperation in education and training (ET2020)

Please note

This page contains a limited version of this dossier in the EU Monitor.

dossier COM(2011)902 - Draft 2012 Report on the implementation of the Strategic Framework for European cooperation in education and training ...
document COM(2011)902 EN
date December 20, 2011
annex).

In addition, the Commission suggests to review the working arrangements under ET 2020 that were devised before Europe 2020 and the European Semester were agreed. ET 2020 should be better aligned with Europe 2020; it should be the mechanism to mobilise ET 2020 stakeholders, increase their ownership and harness their expertise in support of Europe 2020, drawing also on evidence and data from relevant European agencies and networks[14].

To increase the contribution of ET 2020 to Europe 2020, the governance of ET 2020 and its working tools could be adjusted as follows:

(1) The Education Council could address the education and training dimension of Europe 2020 at each of its meetings during the European and national semester. The Council could at its February meeting consider the AGS and report to the March European Council. At its subsequent meeting, the Council could examine the common issues emerging from the guidance given by the European Council and its implementation through the National Reform Programmes. In November the Council could concentrate on the follow-up to the outcomes of the European Semester.

(2) Given the integrated nature of Europe 2020, there is scope to step up cooperation between the Education Committee and the High Level Group with the Economic Policy Committee, Employment Committee and Social Protection Committee. Cooperation would ensure that ET 2020 feeds-in into the Europe 2020 process, including in terms of the use of monitoring indicators.

(3) The peer-learning instrument could be used better and linked more closely to Europe 2020. Firstly, to prepare and inform the debate at Council level, an annual peer-review could be held each September/October. It could be organised in close cooperation with the Council presidency and take place within the High-Level Group. This multi-lateral approach could focus on key policy issues emerging during the previous European Semester that give rise to a large number of CSRs. Secondly, Member States that wish to do so could invite peers to an in-depth discussion of specific issues in their country. The Commission would use the Lifelong Learning Programme and its successor to support this activity, including by supporting the participation of internationally renowned experts.

(4) To strengthen the link between Europe 2020 and ET 2020, the Commission could organise every year an exchange of views between stakeholders in the field of education and training. This new Education and Training Forum could in early October discuss progress in modernising education and training systems drawing on the discussion of education issues in the European Semester.

(5) The Commission suggests updating the list of indicators in the field of education and training[15] (see accompanying Staff Working Document), to ensure that those used under ET 2020 are consistent with its objectives. Replacing the existing Progress Report[16], the Commission will present every autumn a new Education and Training Monitor , setting out, in a succinct document, progress on the ET 2020 benchmarks and core indicators, including the Europe 2020 Headline Target on education and training. This document would help inform the debate at Council level.

Finally, all instruments need to be mobilised to achieve the objectives set under Europe 2020 and ET 2020, including the Lifelong Learning Programme , the future Erasmus for all Programme, structural funds and Horizon 2020 .

Annex

Priority areas for European cooperation in education and training in 2012-14

1. Making lifelong learning and mobility a reality

European reference tools

Work together to link national qualifications frameworks to the EQF, establish comprehensive national arrangements to validate learning outcomes; create links between qualification frameworks, validation arrangements, quality assurance and systems for credit accumulation and transfer (ECVET, ECTS); cooperate in projecting demand for skills and better matching of such demand and the provision of learning opportunities (Skills Panorama, European Classification of Skills/Competences, Qualifications and Occupations-ESCO); improve the visibility, dissemination and use of European reference tools in order to accelerate their implementation.

Learning Mobility

Implement the Council Recommendation "Youth on the move – promoting the learning mobility of young people", to promote learning mobility for all learners, within Europe and worldwide, at all levels of education and training, focusing on information and guidance, the quality of learning mobility, removing barriers and promoting teacher mobility.

Lifelong learning strategies

Work together to complete the development of comprehensive national lifelong learning strategies, focusing on partnerships with stakeholders, competence development of low-skilled adults, measures to extend access to lifelong learning and integrate lifelong learning services (guidance, validation etc.).

2. Improving the quality and efficiency of education and training

Basic skills (literacy, Mathematics, Science and Technology), languages

Capitalise on evidence on reading literacy, including the report of the High Level Expert Group on Literacy, to raise literacy levels among school students and adults and to reduce the proportion of low-performing 15 year olds in reading. Address the literacy challenges of using a variety of media, including digital, for all. Exploit and develop the results of cooperation to tackle low performance in mathematics and science at school; pursue work to improve language competences, in particular to support learning mobility and employability.

Professional development of teachers, trainers and school leaders

Improve the quality of teaching staff as this is a key determinant of quality outcomes, focus on the quality of teachers, attracting and selecting the best candidates into teaching, quality in continuing professional development, developing teacher competences and reinforcing school leadership.

Modernising higher education and increasing tertiary attainment levels

Work together to increase the number of graduates, including extending alternative pathways; improving the quality and relevance of higher education; raising the quality of higher education through mobility and cross-border cooperation; strengthening the links between higher education, research and innovation to promote excellence and regional development; improving governance and funding.

Attractiveness and relevance of VET

Work together, in line with the Bruges Communiqué on enhanced European Cooperation in Vocational Education and Training for the period 2011-2020, in particular on making initial VET more attractive, promoting excellence and the labour market relevance of VET, implementing quality assurance mechanisms and improving the quality of teachers, trainers and other VET professionals.

Efficient funding and evaluation

Examine funding mechanisms and evaluation systems, with a view to improving quality, including targeted support to disadvantaged citizens and the development of efficient and equitable tools aimed at mobilising private investment in post-secondary education and training.

3. Promoting equity, social cohesion and active citizenship

Early School Leaving

Help Member States implement the 2011 Council Recommendation on policies to reduce early school leaving, and their national strategies on early school leaving in general education and VET.

Early childhood education and care (ECEC)

Work together, in line with the 2011 Council conclusions on early childhood education and care, to provide widespread equitable access to ECEC while raising the quality of provision; promoting integrated approaches, the professional development of ECEC staff and parental support; developing adequate curricula, and programmes and funding models.

Equity and diversity

Reinforce mutual learning on effective ways to raise educational achievement in an increasingly diverse society, in particular by implementing inclusive educational approaches which allow learners from a wide range of backgrounds and educational needs, including migrants, Roma and students with special needs, to achieve their full potential; enhance learning opportunities for older adults and intergenerational learning.

4. Enhancing creativity and innovation, including entrepreneurship, at all levels of education and training

Partnerships with business, research, civil society

Develop effective and innovative forms of networking, cooperation and partnership between education and training providers and a broad range of stakeholders including, social partners, business organisations, research institutions and civil society organisations. Support networks for schools, universities and other education and training providers to promote new methods of organising learning (including Open Educational Resources), building capacity and developing them as learning organisations.

Transversal key competences, entrepreneurship education, e-literacy, media literacy, innovative learning environments

Work together to promote the acquisition of the key competences identified in the 2006 Recommendation on key competences for lifelong learning, including digital competences and how ICT and entrepreneurship can enhance innovation in education and training, promoting creative learning environments and heightening cultural awareness, expression and media literacy.

[1] OJ 119, 28.5.2009, p. 2.

[2] European Expert Network on Economics of Education (EENEE), EENEE Policy Brief 1/2011: The Cost of Low Educational Achievement in the European Union.

[3] OJ C191, 1.7.2011, p. 1.

[4] Source for 2010 data: Eurostat (LFS).

[5] COM(2011) 567 final.

[6] Source for 2010 data: Eurostat (LFS). (ISCED levels) 5 – 6. For DE, the target also includes ISCED 4, of AT ISCED 4A.

[7] OJ C 111, 6.5.2008.

[8] European Credit System for VET, European Credit Transfer and Accumulation System, cf. http://ec.europa.eu/education/lifelong-learning-policy/doc48_en.htm.

[9] OJ L 394, 2006, p. 10.

[10] COM(2009) 329 final.

[11] OJ L 390, 2004.

[12] http://www.cedefop.europa.eu/en/Files/3052_en.pdf.

[13] SEC(2011) 670 final.

[14] In particular, Cedefop, the European Training Foundation and the Euridyce network.

[15] OJ C 311 p. 13-15 of 21.12.2007.

[16] Latest edition: SEC(2011) 526.