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Erasmus 2021-2027: The Union programme for education, training, youth and sport

05-07-2021

The Erasmus 2021-2027 proposal was published on 30 May 2018. Establishing a new programme ensures the continuation of the Erasmus+ funding programme for education, training, youth and sport. While Erasmus+ 2014-2020 offered mobility opportunities to more than 4 million people, the new programming period aims to reach up to 12 million participants. The new generation programme maintains a lifelong learning approach and works towards the adoption of a European Education Area by 2025. Flagship initiatives ...

The Erasmus 2021-2027 proposal was published on 30 May 2018. Establishing a new programme ensures the continuation of the Erasmus+ funding programme for education, training, youth and sport. While Erasmus+ 2014-2020 offered mobility opportunities to more than 4 million people, the new programming period aims to reach up to 12 million participants. The new generation programme maintains a lifelong learning approach and works towards the adoption of a European Education Area by 2025. Flagship initiatives include the European University Networks and the European Student Card. The new regulation also focuses on inclusion and aims at greater simplification for end-users. It incorporates sports in the main structure of the programme, expands the use of digitalisation, supports new areas of knowledge and introduces DiscoverEU, a new mobility initiative. Stakeholders agree that the previous programme has been highly beneficial but lessons need to be learnt to help the next generation programme run more efficiently and effectively. The Parliament and Council reached agreement on the proposal following the overall agreement on the 2021-2027 multiannual financial framework, and it was adopted in May 2021. Third edition. The 'EU Legislation in Progress' briefings are updated at key stages throughout the legislative procedure.

Communication on the global approach to research and innovation: Pre-legislative synthesis of national, regional and local positions on the European Commission's initiative

23-06-2021

This Briefing forms part of an EPRS series offering syntheses of the pre-legislative state of play and consultation on key European Commission priorities during the current five-year term. It summarises the state of affairs in the relevant policy field, examines how existing policy is working on the ground, and, where possible, identifies best practice and ideas for the future on the part of governmental organisations at all levels of the EU system of multilevel governance. An EPRS analysis of the ...

This Briefing forms part of an EPRS series offering syntheses of the pre-legislative state of play and consultation on key European Commission priorities during the current five-year term. It summarises the state of affairs in the relevant policy field, examines how existing policy is working on the ground, and, where possible, identifies best practice and ideas for the future on the part of governmental organisations at all levels of the EU system of multilevel governance. An EPRS analysis of the positions of partner governmental organisations at EU, national, regional and local levels suggests that they would like the following main considerations to be reflected in the discussion of the communication on the global approach to research and innovation (R&I): • Governmental organisations stress that research and innovation (R&I) are essential for the global competitiveness of the EU and greater investment is needed to ensure that the EU does not lose its leading position. There is a particular emphasis on the need for SMEs and regional clusters to take part in innovation cooperation, building on existing programmes such as Eurostars. • Public authorities state that third-country participation is essential for a successful R&I policy. However, the exact balance between openness and ‘strategic autonomy’ is harder to define. Some organisations state that systematic cooperation with third countries should be simplified in terms of red tape. Others express concerns about lower international participation in successive EU R&I programmes. • Various priority regions to be targeted were emphasised, namely, the broader European neighbourhood, the Mediterranean region (PRIMA and BlueMed programmes cited as positive examples) and Africa. Other respondents emphasised the need to deepen ties with strong research capacity countries, such as Australia, Canada, Japan and the UK. • Governmental organisations share the view that mobility of researchers is vital in both the European and international context. At the same time, EU R&I programmes should seek to prevent a 'brain drain' both away from the EU and within the EU, by promoting and incentivising research careers. • Local and regional authorities also call on the Commission to strengthen the links between R&I policies and EU cohesion policies, including regional funds.

The European Education Area and the 2030 strategic framework for education and training

28-05-2021

European Union cooperation in the field of education and training has developed in a number of areas that now have well-established roots. The best-known example is possibly the Bologna Process that led to the establishment of the European higher education area. The Copenhagen Declaration lent impetus to a process of cooperation in vocational education and training. This was accompanied by two strategic framework agreements for European cooperation in education and training (ET2010 and ET2020). The ...

European Union cooperation in the field of education and training has developed in a number of areas that now have well-established roots. The best-known example is possibly the Bologna Process that led to the establishment of the European higher education area. The Copenhagen Declaration lent impetus to a process of cooperation in vocational education and training. This was accompanied by two strategic framework agreements for European cooperation in education and training (ET2010 and ET2020). The stocktaking on the expiry of the second framework for cooperation – ET 2020 – revealed some positive trends as the numbers of both young children in early childhood education and of graduates rose. However, the number of underachieving 15 year-olds remains high and the participation of adults in learning is low. The European Commission, the Council of the EU and the European Parliament seem to concur that cooperation in education and training needs to be reinforced. The Commission has set out its vision for a European education area in three communications, which show that this is still work in progress. The Council, on the other hand, has endorsed another framework for cooperation up to 2030, which is clearly aimed at supporting the implementation of such an area. The May 2021 Education Council conclusions give pointers as to how aspects of this area are to be addressed. The debate in the European Parliament is in its initial phase with the rapporteur noting that, while there is agreement on the need for a European education area and ongoing cooperation, the European institutions have yet to adopt a single approach.

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.

Early leavers from education and training

02-03-2021

Young adults whose highest level of education is at or below lower secondary school level are considered early leavers from education and training. Policy efforts have brought down their numbers to ratios that are very close to the EU target. Nevertheless all those who fall into this category suffer considerable disadvantage as they are more likely to be out of employment and less likely to engage in further education and training than others of their age group with a higher level of education. The ...

Young adults whose highest level of education is at or below lower secondary school level are considered early leavers from education and training. Policy efforts have brought down their numbers to ratios that are very close to the EU target. Nevertheless all those who fall into this category suffer considerable disadvantage as they are more likely to be out of employment and less likely to engage in further education and training than others of their age group with a higher level of education. The EU supports Member States through policy coordination, and programmes such as the Youth Guarantee.

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.

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

01-02-2021

This study presents and examines three communications on a future European Education Area published by the European Commission between November 2017 and September 2020, analysing the reception and assessment of these communications by the other EU institutions, Member States and various stakeholders. It highlights existing challenges and makes concrete recommendations as regards the strategy, governance and priorities required to turn the vision of a European Education Area into reality by 2025.

This study presents and examines three communications on a future European Education Area published by the European Commission between November 2017 and September 2020, analysing the reception and assessment of these communications by the other EU institutions, Member States and various stakeholders. It highlights existing challenges and makes concrete recommendations as regards the strategy, governance and priorities required to turn the vision of a European Education Area into reality by 2025.

Research for CULT Committee - Towards a European education - Critical perspectives on challenges ahead

01-10-2020

This study offers an in-depth exploration of pressing themes for European educators and policymakers in the 21st century: learner mobility, citizenship education and the role of digital and virtual learning. Increased opportunities for all young people to engage in mobility programmes will generate benefits in terms of employability, reduced social inequalities and more open, responsible and environmentally aware European citizens.

This study offers an in-depth exploration of pressing themes for European educators and policymakers in the 21st century: learner mobility, citizenship education and the role of digital and virtual learning. Increased opportunities for all young people to engage in mobility programmes will generate benefits in terms of employability, reduced social inequalities and more open, responsible and environmentally aware European citizens.

Parlamendiväline autor

Régis MALET

Impact of the Erasmus+ programme

07-04-2020

Erasmus+ is the EU programme in the field of education and training, and highly valued by the Member States, the general public and the stakeholders. The European Added Value is high. The multiplier effect of this investment is EUR 10 (lowest estimation) for each EUR 1 invested within 5 years.

Erasmus+ is the EU programme in the field of education and training, and highly valued by the Member States, the general public and the stakeholders. The European Added Value is high. The multiplier effect of this investment is EUR 10 (lowest estimation) for each EUR 1 invested within 5 years.

Parlamendiväline autor

Mueller, Klaus

Research for CULT Committee - Virtual formats versus physical mobility - Concomitant expertise for INI report

16-03-2020

This short briefing paper is part of the study into effective measures to ‘green’ the Erasmus+, Creative Europe and European Solidarity Corps programmes, which aims to provide input for the CULT Committee own-initiative report (“INI report”) on effective measures to “green” the CULT programmes.

This short briefing paper is part of the study into effective measures to ‘green’ the Erasmus+, Creative Europe and European Solidarity Corps programmes, which aims to provide input for the CULT Committee own-initiative report (“INI report”) on effective measures to “green” the CULT programmes.

Parlamendiväline autor

Bert-Jan Buiskool; Marye Hudepohl

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