12

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Art der Veröffentlichung
Politikbereich
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Datum

Research for CULT Committee: Education and Youth in Post-COVID-19 Europe

28-05-2021

The study demonstrates that the COVID-19 pandemic posed unprecedented challenges to the education and youth sector, revealing the lack of preparedness, as well as reinforcing structural weaknesses of education delivery. Recommendations are proposed for a robust action at the EU level to foster more resilient education and youth sector in Europe.

The study demonstrates that the COVID-19 pandemic posed unprecedented challenges to the education and youth sector, revealing the lack of preparedness, as well as reinforcing structural weaknesses of education delivery. Recommendations are proposed for a robust action at the EU level to foster more resilient education and youth sector in Europe.

Externe Autor

Public Policy and Management Institute: Loes VAN DER GRAAF, Jekatyerina DUNAJEVA, Hanna SIAROVA, Radvile BANKAUSKAITE

Research for CULT Committee - Approaches of the Council and the Commission to the European Education Area

20-04-2021

In September 2020, the Commission published a communication on achieving the European Education Area by 2025 with an ambitious strategy revolving around six key dimensions (European Commission, 2020a). In February 2021, in its resolution on a strategic framework for European cooperation in education and training towards the European Education Area and beyond (2021-2030), the Council welcome the Commission’s proposal (Council of the European Union, 2021). It set out a series of ‘strategic priorities ...

In September 2020, the Commission published a communication on achieving the European Education Area by 2025 with an ambitious strategy revolving around six key dimensions (European Commission, 2020a). In February 2021, in its resolution on a strategic framework for European cooperation in education and training towards the European Education Area and beyond (2021-2030), the Council welcome the Commission’s proposal (Council of the European Union, 2021). It set out a series of ‘strategic priorities’ bearing some similarities with the key dimensions mentioned above but giving less prominence to inclusion and the geopolitical dimension while putting a stronger focus on lifelong learning and mobility.

Research for CULT Committee - Making the European Education Area a reality: state of affairs, challenges and prospects

01-03-2021

Conclusions and policy recommendations Against this backdrop, the study proposes a series of 9 policy recommendations: 1) Set up a concrete implementation strategy and draw up a comprehensive evaluation framework, in line with the UN’s sustainable development goal 4 on education, in order to monitor progress and identify shortcomings in the implementation of EEA initiatives.

Conclusions and policy recommendations Against this backdrop, the study proposes a series of 9 policy recommendations: 1) Set up a concrete implementation strategy and draw up a comprehensive evaluation framework, in line with the UN’s sustainable development goal 4 on education, in order to monitor progress and identify shortcomings in the implementation of EEA initiatives.

Studie für den CULT-Ausschuss – Verwirklichung des Europäischen Bildungsraums: Stand, Herausforderungen und Perspektiven

01-02-2021

Die Schaffung eines Europäischen Bildungsraums bis 2025 gehört zu den wichtigsten Zielen der europäischen Bildungspolitik und wird sowohl als Triebkraft für Wirtschaftswachstum und sozialen Zusammenhalt als auch als ein Mittel zur Förderung eines Zugehörigkeitsgefühls zu Europa betrachtet.

Die Schaffung eines Europäischen Bildungsraums bis 2025 gehört zu den wichtigsten Zielen der europäischen Bildungspolitik und wird sowohl als Triebkraft für Wirtschaftswachstum und sozialen Zusammenhalt als auch als ein Mittel zur Förderung eines Zugehörigkeitsgefühls zu Europa betrachtet.

Research for CULT Committee - Shaping digital education policy

27-11-2020

This research project assesses the Digital Education Action Plan published in 2018 in terms of organisational and content-related challenges. It outlines concrete recommendations on how an updated Digital Education Action Plan could mitigate the weaknesses of the current plan, through a more holistic vision of the digital transformation in education, a focus on quality infrastructure for digital education for all, the further empowerment of educators and the further development of ‘whole-school’ ...

This research project assesses the Digital Education Action Plan published in 2018 in terms of organisational and content-related challenges. It outlines concrete recommendations on how an updated Digital Education Action Plan could mitigate the weaknesses of the current plan, through a more holistic vision of the digital transformation in education, a focus on quality infrastructure for digital education for all, the further empowerment of educators and the further development of ‘whole-school’ approaches to digital education.

Externe Autor

Ockham - IPS B.V.: Simon BROEK; Bert-Jan BUISKOOL

Commitments made at the hearing of Margaritis SCHINAS, Vice-President-designate - Promoting the European Way of Life

22-11-2019

The Vice President-designate, Margaritis Schinas, appeared before the European Parliament on 03 October 2019 to answer questions from MEPs in the Committees on Civil Liberties, Justice and Home Affairs, Culture and Education, Employment and Social Affairs. During the hearing, he made a number of commitments which are highlighted in this document. These commitments refer to his portfolio, as described in the mission letter sent to him by Ursula von der Leyen, President-elect of the European Commission ...

The Vice President-designate, Margaritis Schinas, appeared before the European Parliament on 03 October 2019 to answer questions from MEPs in the Committees on Civil Liberties, Justice and Home Affairs, Culture and Education, Employment and Social Affairs. During the hearing, he made a number of commitments which are highlighted in this document. These commitments refer to his portfolio, as described in the mission letter sent to him by Ursula von der Leyen, President-elect of the European Commission, including: - Skills, education and integration; - Finding common ground on migration; and - Security Union.

Commitments made at the hearing of Mariya GABRIEL, Commissioner-designate - Innovation and Youth

22-11-2019

The commissioner-designate, Mariya Gabriel, appeared before the European Parliament on 30 September 2019 to answer questions from MEPs’ in the Committees on Industry, Research and Energy and on Culture and Education. During the hearing, Ms Gabriel made a number of commitments which are highlighted in this document. These commitments refer to her portfolio, as described in the mission letter sent to her by Ursula von der Leyen, President-elect of the European Commission, including: - Education, ...

The commissioner-designate, Mariya Gabriel, appeared before the European Parliament on 30 September 2019 to answer questions from MEPs’ in the Committees on Industry, Research and Energy and on Culture and Education. During the hearing, Ms Gabriel made a number of commitments which are highlighted in this document. These commitments refer to her portfolio, as described in the mission letter sent to her by Ursula von der Leyen, President-elect of the European Commission, including: - Education, research and innovation; and - Culture, youth and sport.

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.

Allgemeine und berufliche Bildung

01-09-2017

Gemäß dem Subsidiaritätsprinzip liegt die Zuständigkeit für die Politik im Bereich der allgemeinen und beruflichen Bildung in erster Linie bei den Mitgliedstaaten, wohingegen die Europäische Union lediglich eine unterstützende Rolle wahrnimmt. Eine Reihe von künftigen Herausforderungen sind jedoch allen Mitgliedstaaten gemeinsam, beispielsweise alternde Gesellschaften, Qualifikationsdefizite der Arbeitnehmer und globaler Wettbewerb. Deshalb müssen die Staaten gemeinsame Antworten finden, zusammenarbeiten ...

Gemäß dem Subsidiaritätsprinzip liegt die Zuständigkeit für die Politik im Bereich der allgemeinen und beruflichen Bildung in erster Linie bei den Mitgliedstaaten, wohingegen die Europäische Union lediglich eine unterstützende Rolle wahrnimmt. Eine Reihe von künftigen Herausforderungen sind jedoch allen Mitgliedstaaten gemeinsam, beispielsweise alternde Gesellschaften, Qualifikationsdefizite der Arbeitnehmer und globaler Wettbewerb. Deshalb müssen die Staaten gemeinsame Antworten finden, zusammenarbeiten und voneinander lernen.[1]

Hochschulbildung

01-09-2017

Hochschulpolitische Maßnahmen werden entsprechend dem Subsidiaritätsprinzip auf der Ebene der einzelnen Mitgliedstaaten beschlossen. Der EU kommt daher vor allem Bedeutung zu, wenn es um Unterstützung und Koordinierung geht. Zu den wichtigsten Zielen der Union im Bereich Hochschulbildung gehören die Förderung der Mobilität von Studierenden und Lehrkräften, die Förderung der gegenseitigen Anerkennung von Abschlüssen und Studienzeiten und die Förderung der Zusammenarbeit zwischen Hochschuleinrichtungen ...

Hochschulpolitische Maßnahmen werden entsprechend dem Subsidiaritätsprinzip auf der Ebene der einzelnen Mitgliedstaaten beschlossen. Der EU kommt daher vor allem Bedeutung zu, wenn es um Unterstützung und Koordinierung geht. Zu den wichtigsten Zielen der Union im Bereich Hochschulbildung gehören die Förderung der Mobilität von Studierenden und Lehrkräften, die Förderung der gegenseitigen Anerkennung von Abschlüssen und Studienzeiten und die Förderung der Zusammenarbeit zwischen Hochschuleinrichtungen.

Anstehende Veranstaltungen

07-09-2021
EPRS online policy roundtable: What is the future of (European) sovereignty?
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08-09-2021
EPRS online policy roundtable: Statistics, Data and Trust: Why figures matter [...]
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21-09-2021
EPRS online Book Talk with David Harley: Matters of Record: Inside European Politics
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