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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 ...

Since the entry into force of the Lisbon Treaty, the EU has been entitled to support, coordinate or complement Member States’ activities in sport. European sports policies of the past decade are characterised by numerous activities and by on-going differentiation. Against this backdrop, the study presents policy options in four key areas: the first covers the need for stronger coordination; the second aims at the setting of thematic priorities; the third addresses the reinforcement of the role of ...

The financial allocation for the European Solidarity Corps programme is €1 009 million at current prices. Projected to offer opportunities for 350 000 18 to 30 year olds from 2021 to 2027, the programme is included under Heading 5 'Promoting our European way of life' of the Commission priorities. In its initial phases, the European Solidarity Corps suffered from unsuccessful branding and communication, as it came into direct competition with two similar programmes, the European Voluntary Service ...

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 ...

This EPRS paper analyses progress in attaining the policy agenda set out by Ursula von der Leyen, President of the European Commission, and her College of Commissioners when they took office in December 2019. It looks in particular at the state of play in respect of delivery on the six key priorities asserted at that time and at how they have since been affected by the impact of the coronavirus crisis. The evidence so far suggests that, rather than undermine their original agenda or knock it badly ...

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 ...

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 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 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 analysis focuses on six challenges facing tertiary education in the EU: the need to maintain relevance to current and future aspirations, the impact of digital and disruptive technologies, the way it collaborates with business, global and intra-EU collaboration, quality assurance, financing and barriers to inclusion. It also looks at trends in two of the largest higher education systems outside the European Higher Education Area, those in the United States and China. This provides the backdrop ...