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result(s)

Word(s)
Publication type
Policy area
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Date

RESEARCH FOR CULT COMMITTEE – Recognition of qualifications for educational and professional purposes: the impact of Brexit

26-11-2018

The United Kingdom (UK) will leave the European Union next 29 March 2019. The potential impact of the UK’s withdrawal from the European Union on the recognition of qualifications depends on the nature of the qualifications as different regulatory regimes apply to academic as against professional qualifications. In the case of academic qualifications, this issue falls within national competence, although supporting policies have been implemented at European level. Brexit should not have substantial ...

The United Kingdom (UK) will leave the European Union next 29 March 2019. The potential impact of the UK’s withdrawal from the European Union on the recognition of qualifications depends on the nature of the qualifications as different regulatory regimes apply to academic as against professional qualifications. In the case of academic qualifications, this issue falls within national competence, although supporting policies have been implemented at European level. Brexit should not have substantial consequences since those policies are intergovernmental (e.g. Bologna Process), implemented on a voluntary basis (e.g. European Qualifications Framework, Europass) or open to third countries (e.g. Erasmus+). By contrast, the question of professional qualifications is closely related to the single market and to the free movement of workers, services and establishment. Hence, a number of European directives govern the field of regulated professions. If the UK becomes a third country from 30 March 2019 or at the end of the transition period provided for in the “Draft Withdrawal Agreement”, this legislation will no longer apply either to EU citizens seeking recognition of their qualifications in the UK or to UK citizens seeking recognition of their qualifications in the European Union.

Education and Vocational Training

01-09-2017

In accordance with the subsidiarity principle, education and training policies as such are decided by each European Union (EU) Member State. The role of the EU is therefore a supporting one. However, some challenges are common to all Member States — ageing societies, skills deficits in the workforce, global competition and early childhood education — and thus need joint responses with countries working together and learning from each other[1].

In accordance with the subsidiarity principle, education and training policies as such are decided by each European Union (EU) Member State. The role of the EU is therefore a supporting one. However, some challenges are common to all Member States — ageing societies, skills deficits in the workforce, global competition and early childhood education — and thus need joint responses with countries working together and learning from each other[1].

Higher education

01-09-2017

In accordance with the subsidiarity principle, higher education policies are decided at the level of the individual Member States. The role of the EU is therefore mainly a supporting and coordinating one. The main objectives of Union action in the field of higher education include encouraging mobility of students and staff, fostering mutual recognition of diplomas and periods of study, promoting cooperation between higher education institutions and developing distance (university) education.

In accordance with the subsidiarity principle, higher education policies are decided at the level of the individual Member States. The role of the EU is therefore mainly a supporting and coordinating one. The main objectives of Union action in the field of higher education include encouraging mobility of students and staff, fostering mutual recognition of diplomas and periods of study, promoting cooperation between higher education institutions and developing distance (university) education.

Youth

01-09-2017

Youth is a national policy area. Harmonisation of Member States’ legislation is therefore excluded. At European level, youth policy is decided under the ordinary legislative procedure. The youth strand of the Erasmus+ programme encourages exchanges of young people within the EU and with third countries. Over the past few years, the European Union has strengthened its policies towards young people, as illustrated by the European Solidarity Corps initiative.

Youth is a national policy area. Harmonisation of Member States’ legislation is therefore excluded. At European level, youth policy is decided under the ordinary legislative procedure. The youth strand of the Erasmus+ programme encourages exchanges of young people within the EU and with third countries. Over the past few years, the European Union has strengthened its policies towards young people, as illustrated by the European Solidarity Corps initiative.

Language policy

01-09-2017

As part of its efforts to promote mobility and intercultural understanding, the European Union (EU) has designated language learning as an important priority, and funds numerous programmes and projects in this area. Multilingualism, in the EU’s view, is an important element in Europe’s competitiveness. One of the objectives of the EU’s language policy is therefore that every European citizen should master two other languages in addition to their mother tongue.

As part of its efforts to promote mobility and intercultural understanding, the European Union (EU) has designated language learning as an important priority, and funds numerous programmes and projects in this area. Multilingualism, in the EU’s view, is an important element in Europe’s competitiveness. One of the objectives of the EU’s language policy is therefore that every European citizen should master two other languages in addition to their mother tongue.

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