12

resultat

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Publikationstyp
Politikområde
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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.

Extern avdelning

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.

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 - 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.

Extern avdelning

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.

Allmän och yrkesinriktad utbildning

01-09-2017

I enlighet med subsidiaritetsprincipen ligger huvudansvaret för utbildningspolitiken hos medlemsstaterna, och Europeiska unionen har endast en stödjande roll. Ett antal framtida utmaningar är dock gemensamma för alla medlemsstater – däribland åldrande samhällen, brist på kvalificerad arbetskraft, global konkurrens och förskoleverksamhet – och kräver därför gemensamma åtgärder samt samarbete och ömsesidigt lärande mellan länderna[1].

I enlighet med subsidiaritetsprincipen ligger huvudansvaret för utbildningspolitiken hos medlemsstaterna, och Europeiska unionen har endast en stödjande roll. Ett antal framtida utmaningar är dock gemensamma för alla medlemsstater – däribland åldrande samhällen, brist på kvalificerad arbetskraft, global konkurrens och förskoleverksamhet – och kräver därför gemensamma åtgärder samt samarbete och ömsesidigt lärande mellan länderna[1].

Högre utbildning

01-09-2017

Politiken för högre utbildning fastställs av varje enskild EU-medlemsstat, i enlighet med subsidiaritetsprincipen. EU har därför huvudsakligen en stödjande och samordnande roll på detta område. Att uppmuntra till rörlighet bland studerande och personal, verka för ett ömsesidigt erkännande av examensbevis och studieperioder och främja samarbete mellan högre utbildningsanstalter hör till de främsta målen för EU:s åtgärder inom högre utbildning.

Politiken för högre utbildning fastställs av varje enskild EU-medlemsstat, i enlighet med subsidiaritetsprincipen. EU har därför huvudsakligen en stödjande och samordnande roll på detta område. Att uppmuntra till rörlighet bland studerande och personal, verka för ett ömsesidigt erkännande av examensbevis och studieperioder och främja samarbete mellan högre utbildningsanstalter hör till de främsta målen för EU:s åtgärder inom högre utbildning.

Kommande evenemang

21-09-2021
EPRS online Book Talk with David Harley: Inside the room - Shaping Europe, 1992-2010
Övrigt -
EPRS
21-09-2021
Putting the 'e' in e-health
Seminarium -
STOA
27-09-2021
Turning the tide on cancer: the national parliaments' view on Europe's Cancer Plan
Övrigt -
BECA

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