Annexes to COM(2022)700 - Progress towards the achievement of the European Education Area - Main contents
Please note
This page contains a limited version of this dossier in the EU Monitor.
| dossier | COM(2022)700 - Progress towards the achievement of the European Education Area. |
|---|---|
| document | COM(2022)700  |
| date | November 18, 2022 |
(7)
See SWD(2022) 750 and Annex 2.
(8)
The European Skills Agenda, the renewed VET policy and the European Care Strategy also contribute to achieving the objectives of EEA, in particular with regards to early childhood education and care (ECEC), lifelong and adult learning and vocational education and training (VET). Specific initiatives from these areas (e.g. Council Recommendation on individual learning accounts ), are not described in this report, which focuses on the 40 actions announced in the EEA Communication.
(9)
The digital education action plan (DEAP) was adopted together with the EEA Communication. It forms part of the EEA vision, as supporting the green and digital transition in education and training is one of the focus areas under the EEA. The progress report covers a limited number of digital actions referenced in the EEA Communication. Monitoring all actions announced under the DEAP, which covers a different period (2021-2027) and a higher number of digital actions, is beyond its scope.
(10)
Other relevant programmes and EU funding instruments that also fund education and training include the Technical Support Instrument or the Digital Europe Programme.
(11)
Volume 1 presents a cross-EU comparison of education and training systems, whereas Volume 2 consists of 27 in-depth country reports, covering policy reforms which reflect Member States’ efforts towards achieving EEA objectives.
(12)
While Annex 1 of SWD (2022) 750 provides an overview of the state of play on all EU-level EEA actions, this section highlights priority initiatives proposed by the Commission (and adopted by the Council), and a selection of EU-funded transnational projects.
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Women ESTEAM community , Girls ESTEAM community
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EEA strategic framework Resolution , Governance Resolution
(15)
See SWD (2022) 750 Section II.1 and Annex 2
(16)
The High Level Group on Education and Training links the technical level to the political level and has a central role in identifying, discussing and steering strategic and cross-cutting issues relevant for the European Education Area in a forward-looking manner. See SWD (2022) 750 section II.1.2.
(17)
For progress and deliverables so far, see SWD (2022) 750, Section II.1.3
(18)
The School Education Gateway (including the European Toolkit for Schools ), and eTwinning , have been integrated into the new European School Education Platform . EU Learning Corner ; Education for Climate Coalition ; Digital Education Hub
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EURYDICE , NESET , EENEE
(20)
Such as the Organisation for Economic Cooperation and Development (OECD) the Council of Europe, or different bodies of the United Nations, see SWD (2022) 750 Annex 2.
(21)
There is a gender gap (favouring girls over boys) when it comes to early school leaving and underachievement in reading, and a significant and growing gender gap (favouring young women over young men) regarding tertiary educational attainment. (See the table on the seven EU-level targets as well as SWD (2022) 751 -Comparative report.)
(22)
The 2022 Education and Training Monitor’s (SWD (2022) 751) comparative report is built around the seven EU-level targets, with each chapter showing numerous Member States lagging behind, as well as a substantial disparities between population sub-groups in virtually all countries.
(23)
See SWD (2022) 751 – Country reports.
(24)
Approaches to remove institutional barriers to equity and inclusion remain limited, even though evidence shows that early tracking, grade repetition and segregation increase inequalities.
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Research suggests that learning loss from the pandemic tends to disproportionally affect children experiencing various socioeconomic disadvantages. Certain groups of children were particularly impacted, such as children living at risk of poverty or social exclusion, children in single-parent households, children whose parents have lower educational attainment, or children with migrant backgrounds. While remedial actions targeting disadvantaged students proved effective in reversing declining trends, they remain underexploited. Employment and Social Developments in Europe, Annual review 2022 , Impacts of COVID-19 on school education ,
(26)
The 2021 Council Resolution on a new European Agenda for Adult Learning confirms a two-stage approach to the corresponding EU-level target. Adult learning should increase to at least 47% by 2025 and reach at least 60% by 2030. The 2030 target originates in the European Pillar of Social Rights Action Plan and the ensuing Porto Declaration . The Commission, in cooperation with the Standing Group on Indicators and Benchmarks, will assess the new biennial data when first available in 2023 and compare results with those yielded by the Adult Education Survey. This assessment is to inform possible changes to the methodology and/or advise the Council on a re-evaluation of the target level for 2025.
(27)
ICILS 2023 will be the first cycle with comprehensive coverage of EU Member States, more than doubling the coverage, from 9 in 2013 and 7 in 2018, to 22 in 2023.
(28)
At EU level, almost 40% of the teaching workforce is above 50 years.
(29)
See SWD (2022) 750, Section II.1.
(30)
In 2022, eight Member States received a country-specific recommendation focussed on challenges related to education and skills, which are not adequately addressed in the RRPs, see Country Specific Recommendations (CSR). In 2019 all Member States, in 2020, 24 Member States received an education or skill-related CSR.
(31)
The figure is based on the pillar tagging methodology for the Recovery and Resilience Scoreboard. It corresponds to the sum of estimated cost of measures allocated to either “General, Vocational, And Higher Education: Accessibility, Affordability, Quality And Inclusiveness, Including Digitisation And Infrastructure”, “Adult Learning, Including Continuous Vocational Education And Training; Recognition And Validation Of Skills”, “Early Childhood Education And Care: Accessibility, Affordability, Quality And Inclusiveness, Including Digitisation And Infrastructure” or “Human capital in digitalisation” as primary or secondary policy area. The calculation is based on the 25 recovery and resilience plans endorsed by the Commission and Council by September 2022. These are estimated costs; actual funding will be based on the fulfilled milestones and targets. The Commission assessed the cost estimates when the initial plans were submitted and approved. Member States are not required to submit spending receipts and the Commission will not verify the actual costs of measures supported by the RRF.
(32)
By 30 September 2022, 23 Member States have already programmed European Social Fund Plus (ESF+) resources amounting to EUR 21.13 billion to support education and skills. The preliminary allocation from the European Regional Development Fund (ERDF) to education and training infrastructure, based on adopted programmes in 7 Member States, amount to 2.3 billion.
(33)
See SWD (2022) 750, Section I.2.2.
(34)
The figure is based on the pillar tagging methodology for the Recovery and Resilience Scoreboard. It corresponds to the estimated cost of measures allocated to ‘Human capital in digitalisation’ as primary or secondary policy area. The calculation is based on the 25 recovery and resilience plans endorsed by the Commission and Council by September 2022. These are estimated costs; actual funding will be based on the fulfilled milestones and targets. The Commission assessed the cost estimates when the initial plans were submitted and approved. Member States are not required to submit spending receipts and the Commission will not verify the actual costs of measures supported by the RRF.
(35)
At the start of the 2022-23 school year around 500 000 Ukrainian children were registered in the national education system of 26 Member States and Lichtenstein. This is much less than the number of displaced children, which is in the millions. (Registrations for temporary protection are above 4 million.)
(36)
The Commission set up an EU Education Solidarity Group for Ukraine that helps identify the needs in relation to ensuring Ukrainian children continue to be educated and support the countries who are hosting them by pooling the expertise available across Europe. This Group is rooted in the existing tools and mechanisms under the EEA strategic framework, including the working groups.
(37)
Supporting the inclusion of displaced children from Ukraine in education: considerations, key principles and practices for the school year 2022-23 , June 2022. See also SWD (2022) 750, Table 7.
(38)
Guidance for access to labour market, vocational education and training and adult learning of people fleeing Russia’s war of aggression against Ukraine , June 2002.
(39)
E.g. e-learning material in Ukrainian, information on the Ukrainian school system, on recognising academic qualifications, or on resources and courses on psychosocial support, including through the European Toolkit for Schools.
(40)
Some 14 Member States plan to fund education under the ESF with over EUR 3.5 bn. Under ERDF, 5 Member States have allocated EUR 1.4 bn. of REACT-EU resources on measures related to e-Learning & e-Education and 6 Member states have allocated close to EUR€ 1bn. on support for infrastructure for primary and general secondary education.
(41)
Announced in the 2021 State of the Union address and supported by European Council conclusions, this dialogue with Member States and stakeholders runs until the end of 2022.
(42)
See SWD (2022) 751 – Comparative report, Chapter 1.
(43)
This combined measure of severe educational underperformance is a deviation from the approach until now, which looked at each PISA domain separately. The advantage of a focus on underachievement in three basic skill domains simultaneously is that it supports a broad proxy of equity in education, while putting the focus on the most at-risk youth.
(44)
All technical details of the new EU-level indicator, alongside numerous context indicators, are elaborated on in the SWD (2022) 750 and SWD (2022) 751.
(45)
As highlighted in the European Green Deal and the EU Biodiversity Strategy for 2030 .
(46)
Inter-governmental declaration to build a shared vision of effective, efficient, and equitable investment in education
(47)
See SWD (2022) 750, Section I.2.1.
(48)
Final report of the expert group on quality investment in education and training , October 2022
(49)
The 2022 Strategic Foresight Report examines, among other things, education in the context of the interaction between the green and digital transitions against the backdrop of the current volatile geopolitical realities.
(50)
See SWD (2022) 750, Section I.1.2 and Annex 1.
(51)
Sustainable Development Goal 4
(52)
The European Training Foundation (ETF) has responded fast to the Russian invasion to Ukraine and, in full coordination with the EU, the Ukrainian government and other international organizations. The European Commission, With the ETF, Ukrainian authorities and EU Member States, has compared the European Qualifications Framework and the Ukrainian national qualifications framework from primary to post-doctoral. The ETF established a resource hub to help both Ukrainians seeking assistance in having their qualifications recognised, and others who need help in interpreting them. In the context of EU external relations policies, the ETF focuses on improving human capital development in countries outside the EU (partner countries). Currently the ETF is active in the EU Neighbourhood, in Enlargement countries, in Central Asia and it cooperates with the EU on skills development in Africa. (See also Section 3.2 above.)
(53)
As announced in the 2022 State of the Union address .
(54)
EU and Western Balkans Innovation Agenda
(55)
39 of which receive complementary support from Horizon 2020 for their research and innovation dimension
(56)
See SWD (2022) 750 – Annex 2.
(57)
Including under the new learning lab on quality investment in education and training, the EEA strategic framework working groups and other demand-driven peer counselling activities.