26

résultat(s)

Mot(s)
Type de publication
Domaine politique
Mot-clé
Date

The future of tertiary education in Europe

28-09-2020

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 ...

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 to discuss how the next Multiannual Financial Framework, which is currently under negotiation, will put tools at the EU's disposal to exert some influence on the future trajectory of tertiary education, as well as the European Parliament's role in these negotiations.

Education in isolation in the pandemic, following the path of Isaac Newton

03-06-2020

While schools have remained closed due to the coronavirus pandemic, students' education cannot be suspended indefinitely without severe consequences. Alternative methods, mostly dependent on digital technology, have been adopted very rapidly. Organisations such as Unesco have been quick to monitor the situation, and the European Union too has followed developments in the Member States through its agencies and networks. Video-conferences between education ministers have been pivotal for them to discuss ...

While schools have remained closed due to the coronavirus pandemic, students' education cannot be suspended indefinitely without severe consequences. Alternative methods, mostly dependent on digital technology, have been adopted very rapidly. Organisations such as Unesco have been quick to monitor the situation, and the European Union too has followed developments in the Member States through its agencies and networks. Video-conferences between education ministers have been pivotal for them to discuss issues and learn from each other's best practices. What has started as an emergency has become an eye-opener, as existing educational gaps have become more visible. Socio-economic inequalities, greater difficulties of access for those with special educational needs, barriers in home–school communication and between teachers and educational authorities have been compounded by missing digital tools and skills. The sudden leap has also given rise to outreach initiatives and a growing awareness of resources whose potential was still under-exploited. These included numerous online platforms and other resources that became freely available to salvage the situation. As teachers, students and parents experiment with new tools, policy-makers try to understand what can be more systematically adopted in the future to make education more flexible and inclusive, and what needs to be debunked. Learning is not limited to schooling; vocational education and training, universities and adult education sectors have also struggled to maintain their activities. At the same time, they will be expected to contribute to the relaunch following the end of confinement. Given the economic downturn, guidance and career counselling will have a pivotal role in reskilling and upskilling the labour force. The European Union has a supportive role in this process and also needs to safeguard the wellbeing of participants in its programmes Erasmus+ and the European Solidarity Corps. The European Parliament is keen to ensure the institutions do all they can. Where does Isaac Newton fit in all this?

European education area

04-03-2020

The idea of a European education area emerged in November 2017 when the European Council met for the Social Summit in Gothenburg to discuss how to enhance the European Union's efforts in the area of education and culture. In the same month, the European Commission launched its vision for a European education area by 2025 'in which learning, studying and doing research would not be hampered by borders'. The Bologna process, which created greater compatibility between universities in the European Union ...

The idea of a European education area emerged in November 2017 when the European Council met for the Social Summit in Gothenburg to discuss how to enhance the European Union's efforts in the area of education and culture. In the same month, the European Commission launched its vision for a European education area by 2025 'in which learning, studying and doing research would not be hampered by borders'. The Bologna process, which created greater compatibility between universities in the European Union (EU) and beyond, Erasmus+, the EU's programme for education, training, youth and sport and its predecessor programmes, and the framework for European cooperation in education and training (ET2020) are all precursors of this vision. The Commission has announced its intention to renew these activities with a number of initiatives planned for 2020, such as the European universities initiative, to focus on making the European education area a reality.

Intégration des migrants dans l’enseignement formel

14-11-2019

D’après les statistiques, les élèves issus de l’immigration ne sont pas aussi intégrés que les autres élèves dans l’enseignement formel. Le terme « étudiants issus de l’immigration » regroupe cependant beau¬coup de personnes différentes. Certains de ces élèves sont nés dans le pays où ils étudient, et ce sont leurs parents ou leurs grands-parents qui ont changé de pays. Parmi ceux arrivés récemment, certains sont demandeurs d’asile ou réfugiés et peuvent avoir souffert de stress chronique ou subi ...

D’après les statistiques, les élèves issus de l’immigration ne sont pas aussi intégrés que les autres élèves dans l’enseignement formel. Le terme « étudiants issus de l’immigration » regroupe cependant beau¬coup de personnes différentes. Certains de ces élèves sont nés dans le pays où ils étudient, et ce sont leurs parents ou leurs grands-parents qui ont changé de pays. Parmi ceux arrivés récemment, certains sont demandeurs d’asile ou réfugiés et peuvent avoir souffert de stress chronique ou subi de graves traumatismes. D’autres étudiants ayant choisi d’étudier à l’étranger ne sont pas considérés comme des migrants, bien qu’ils viennent d’un autre pays. Cette infographie s’intéresse à la situation complexe qui se cache derrière les statistiques, ainsi qu’à la manière dont les autorités des États membres tiennent compte, dans leurs politiques, de l’intégration des élèves migrants.

Adult learners in a digital world

03-10-2019

What impact does the digital world have on adult learners? Do they need to develop specific skills? Is the internet the new space where adults learn or find learning opportunities? This infographic looks at how adults in the EU currently use the internet, and their level of skills, to identify some of their learning needs. It then focuses on the characteristics of those who seek educational opportunities online to detect gaps in access to learning. Finally, it looks at how many actually use the internet ...

What impact does the digital world have on adult learners? Do they need to develop specific skills? Is the internet the new space where adults learn or find learning opportunities? This infographic looks at how adults in the EU currently use the internet, and their level of skills, to identify some of their learning needs. It then focuses on the characteristics of those who seek educational opportunities online to detect gaps in access to learning. Finally, it looks at how many actually use the internet for learning purposes and workplace ICT skills development training to pinpoint learning opportunities. While policy-makers see the potential of the digital environment to broaden access to education, lack of skills and infrastructure may be barriers in their own right.

Erasmus+: bien plus qu’un programme de mobilité

05-09-2019

Erasmus+ est le seul programme d’éducation intégré de l’Union européenne visant à renforcer les compétences et l’employabilité des jeunes. Il couvre actuellement la période 2014-2020. Il contribue, en outre, à la modernisation de l’éducation et de la formation dans les États membres en facilitant les contacts transnationaux entre différents acteurs et dans différents secteurs. Erasmus+ rassemble les précédents programmes de l’Union pour l’enseignement, la formation et la jeunesse et comprend également ...

Erasmus+ est le seul programme d’éducation intégré de l’Union européenne visant à renforcer les compétences et l’employabilité des jeunes. Il couvre actuellement la période 2014-2020. Il contribue, en outre, à la modernisation de l’éducation et de la formation dans les États membres en facilitant les contacts transnationaux entre différents acteurs et dans différents secteurs. Erasmus+ rassemble les précédents programmes de l’Union pour l’enseignement, la formation et la jeunesse et comprend également un volet «sport».

Implementing the Bologna Process: The follow-up

18-07-2019

The Bologna Declaration marked the launch of the Bologna Process, which led to the formation of the European Higher Education Area (EHEA) in 2010. The process now brings together 48 European countries in a common effort to achieve compatible and comparable higher education systems. Participants face the challenge of making different systems more easily recognisable whilst respecting academic freedom and autonomy, as well as cultural and linguistic diversity.

The Bologna Declaration marked the launch of the Bologna Process, which led to the formation of the European Higher Education Area (EHEA) in 2010. The process now brings together 48 European countries in a common effort to achieve compatible and comparable higher education systems. Participants face the challenge of making different systems more easily recognisable whilst respecting academic freedom and autonomy, as well as cultural and linguistic diversity.

Les politiques de l’Union – Au service des citoyens: Autonomisation des jeunes

28-06-2019

La proportion de jeunes (15 à 29 ans) dans l’ensemble de la population de l’Union est en déclin. Globalement, les jeunes ont un niveau d’éducation plus élevé que les adultes plus âgés, et le taux de chômage des jeunes a commencé à diminuer. Néanmoins, les jeunes demeurent plus exposés à la pauvreté et à l’exclusion sociale que d’autres catégories de population. Ils sont moins enclins à mettre en danger leur santé que les générations précédentes. Par exemple, moins de jeunes fument, s’enivrent, ou ...

La proportion de jeunes (15 à 29 ans) dans l’ensemble de la population de l’Union est en déclin. Globalement, les jeunes ont un niveau d’éducation plus élevé que les adultes plus âgés, et le taux de chômage des jeunes a commencé à diminuer. Néanmoins, les jeunes demeurent plus exposés à la pauvreté et à l’exclusion sociale que d’autres catégories de population. Ils sont moins enclins à mettre en danger leur santé que les générations précédentes. Par exemple, moins de jeunes fument, s’enivrent, ou sont impliqués dans des accidents de la route que par le passé, mais ils continuent de représenter une forte proportion des personnes blessées par suite d’accidents de la route. L’obésité découlant de mauvaises habitudes alimentaires et d’un manque d’activité physique demeure problématique. Les jeunes sont également moins enclins à voter ou à se présenter aux élections que les adultes plus âgés, bien que leur intérêt pour la politique et l’action politique ainsi que pour le bénévolat ait légèrement augmenté ces dernières années. Près de 80 % des jeunes de l’Union se qualifient de citoyens européens. Une enquête Eurobaromètre publiée en 2018 indique qu’ils placent l’éducation, les compétences et l’environnement au sommet de la liste de priorités de l’Union européenne. L’Union européenne s’efforce d’aider les États membres dans la gestion des besoins et des aspirations des jeunes grâce à une stratégie pour la jeunesse qui recouvre des domaines tels que l’emploi, l’esprit d’entreprise, l’insertion sociale, la participation, l’éducation, la formation, la santé, le bien-être, les activités de bénévolat, la dimension mondiale, la créativité et la culture. Plusieurs programmes de financement ciblant spécifiquement les jeunes sous-tendent cette stratégie, en particulier l’initiative pour l’emploi des jeunes, Erasmus+ et le corps européen de solidarité, qui est en outre financée par des fonds destinés à d’autres domaines d’action spécifiques. L’action de l’Union dans le domaine de l’autonomisation des jeunes est surtout connue pour les possibilités de mobilité qu’elle a créées, en particulier grâce au programme Erasmus. Les futurs enjeux seront de toucher un plus large éventail de jeunes, en particulier ceux issus de milieux défavorisés et de groupes difficilement accessibles, à rendre plus tangibles les résultats du processus consultatif qu’a constitué le dialogue en faveur de la jeunesse, et à renforcer les synergies entre les domaines d’action pour gagner en efficacité. Le présent document est une mise à jour d’une note plus ancienne, publiée avant les élections européennes de 2019.

European Solidarity Corps 2021-2027

12-04-2019

The financial allocation for the European Commission proposal for a European Solidarity Corps programme is €1 260 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 2 'Cohesion and Values' of the multiannual financial framework covering the same period. In its initial phases, the European Solidarity Corps suffered from unsuccessful branding and communication, as it came into direct competition with ...

The financial allocation for the European Commission proposal for a European Solidarity Corps programme is €1 260 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 2 'Cohesion and Values' of the multiannual financial framework covering the same period. 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 and the EU Aid Volunteers Initiative. The new proposal merges these programmes. The distinctive feature of the European Solidarity Corps today is that it brings together volunteering, traineeship and job opportunities for young people with a clear focus on solidarity projects and uses existing management structures to maximise focus on delivery and performance. In view of the importance of solidarity to the wider European project, and the potential of this programme to contribute towards this spirit, a report by Parliament's Culture and Education Committee adopted in plenary points out that the definition of solidarity should be the unifying principle in the programme's implementation. First edition. The 'EU Legislation in Progress' briefings are updated at key stages throughout the legislative procedure.

Non-formal learning: Access and validation

10-12-2018

Learning happens in different contexts, over the course of a lifetime, following various possible educational paths, as shown in Figure 1. In adult life, learning ranges from programmes that impart basic skills, learning groups engaged in raising awareness on various issues, mature students at university, open and distance learning, on-the-job training, courses that combine theory with practice, and classes or other learning activities taken in pursuit of a special interest. This infographic explains ...

Learning happens in different contexts, over the course of a lifetime, following various possible educational paths, as shown in Figure 1. In adult life, learning ranges from programmes that impart basic skills, learning groups engaged in raising awareness on various issues, mature students at university, open and distance learning, on-the-job training, courses that combine theory with practice, and classes or other learning activities taken in pursuit of a special interest. This infographic explains the modalities that non-formal learning takes across Member States.

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