Dear Chair Verheyen,
Esteemed Secretary of State Bar Cendón,
Your Excellency Boc,
Dear President Gambardella,
Honourable Members of the European Parliament,
Dear educators and advocates of learning,
It is my pleasure to be here today and exchange on this important topic for all of us.
The European Education Area – and indeed the whole education community across Europe – bring together a very broad coalition.
It includes the European Commission, Members of the European Parliament, the Spanish Presidency of the Council of the EU, government officials from our Member States, representatives from so many stakeholder organisations, school leaders, teachers, innovators, educators and, of course, learners.
The European Education Area, like the cooperation framework for Education and Training 2020 before it, is another step – another concrete achievement – on the path towards a more solidary, more interconnected Europe.
Today, we will reflect on the progress made so far. This mid-term review is a process of listening, dialogue and joint reflection. In doing so, we will do what we do best – join forces to overcome the challenges ahead, adding to the momentum of this shared noble project.
Much like Europe, the European Education Area will not be built all at once. We will go step-by-step.
We can rely on the findings of the Commission’s European Education Area Progress Report from last November, and the numerous events and consultations under the mid-term review.
And we are cementing this work with concrete resources. We have our flagship programme, Erasmus+.
We have other EU funds, from InvestEU, the Cohesion Funds and Digital Europe.
And of course, we have the Recovery and Resilience Facility.
Together, they represent a powerful engine to realise the aspirations of Europeans.
The governance framework of the European Education Area provides the cockpit that directs this engine. This is where this community gathered here today, can work together, share good practice, success stories, pooling knowledge and resources to implement concrete solutions.
I would like to focus today on three dimensions of our work.
The dimensions, deeply intertwined, for this community to reflect on and continue to build during the next two years:
Quality, inclusion, and citizenship.
That is: having systems, tools and measures in place to empower our teachers and learners;
Having the ability to make sure we reach everyone;
And having the power to celebrate and preserve the values that move us to work together.
Allow me to address quality and inclusion together, as they truly go hand in hand.
On this point, I could not start with anything other than the most successful, most recognisable tool at our disposal: learning mobility.
After all, the European Education Area aims to create a learning space that is not hampered by borders. Indeed, this midterm review coincides with the midterm evaluation of the current Erasmus+ programme.
Which in turn works in tandem with our efforts to update the learning mobility framework.
Because policy and programme must move together in unison.
To facilitate and further promote cross-border learning mobility, we need to make sure the right conditions are put in place, obstacles removed and incentives provided. And so we have carefully listened to citizens. We gathered feedback from over one thousand respondents, through public consultations, including a European citizens’ panel, and a wide range of targeted consultations. Many of you have been invaluable partners – allow me to thank you for this cooperation.
Together, we will boost the mobility of learners, educators and staff in all education and training sectors, youth and sport, in formal, non-formal and informal settings.
And we will do so with the support of the Erasmus+ programme. For the first time, Erasmus+ includes a comprehensive Inclusion and Diversity Strategy to widen access to the programme and ensure participation for all.
In fact, three weeks ago, we launched a public consultation under the interim evaluation of the programme. And I know I can count on you to engage towards further improvements.
At the same time, we must address the remaining obstacles to the automatic mutual recognition of qualifications and outcomes of learning periods abroad, so that institutions can work together more and more, following our efforts through the European Strategy for Universities.
In fact, the 50 European Universities Alliances we are funding under Erasmus+, are bringing together more than 430 higher education institutions across 35 countries. They are developing solutions that can, in turn, be mainstreamed across the whole higher education landscape.
And just a few days ago, we opened a call to increase the number of alliances to at least 60.
These alliances will be instrumental in making the joint European degree a reality which is a key priority for the Commission.
Learning mobility is a very powerful tool for high quality, inclusive education. Yet it isn’t the only area where we must act together with our Member States and stakeholder organisations.
Teachers, trainers and school leaders have a fundamental role in building the European Education Area.
They are on the ground, making sure curriculum is delivered and that learners develop well.
Yet across Europe we find fewer and fewer of these fundamental professionals. We need to support the profession, improving teachers’ well-being and careers.
Teachers continuously tell us they need support, through training and career development opportunities. Which is why the European Commission is working on European guidance for the development of national career frameworks. This is a prime example of what we can achieve through European cooperation, learning from each other with the support of the EU.
National career frameworks will promote the diversification of career opportunities for teachers, trainers and school leaders.
Coming back to mobility, we are also working relentlessly to increase teacher mobility opportunities. But it can’t stop there.
That is why I am happy to see the Erasmus+ Teacher Academies progressing so well. Education and skills are crucial for teachers to feel equipped and valued. With a total of twenty-seven Teacher Academies, the Commission has already exceeded its target. And more new Teachers Academies are expected next year.
In March, we launched the Expert group on supportive learning environments and well-being at school. The Group is composed of leading researchers, academics, teachers, school principals and school psychologists from across Europe. And it will support the Commission in developing evidence-based policy recommendations and guidelines towards building a systemic, whole-school approach to well-being at school.
Another area for action is, of course, digital education. The Digital Education Action Plan is progressing as well. A year ago, we launched two sets of guidelines to support teachers and educators – one on tackling disinformation and promoting digital literacy, and another on the ethical use of Artificial Intelligence and data.
We have also concluded the Structured Dialogue on digital education and skills with the Member States. The outcomes of the Dialogue were instrumental for the Commission’s proposals for two key Council Recommendations on improving digital education and skills, which I hope will soon be adopted by the Council. Yet another area where our cooperation keeps bearing fruit.
As I said, these are all concrete achievements.
And it is these concrete achievements that build a stronger, more cooperative EU. Which brings me to my final point on citizenship: we must leverage our education cooperation not only to pass on basic skills and competences to everyone, but to educate for European citizenship, celebrating and preserving the values that move us to work together.
Citizenship education and the European dimension of learning are fundamental aspects of the Europe we are building together. And our cooperation through the European Education Area goes very far. We share good practice. We find inspiration in the work of committed teachers and learners. In fact, the European Education Area Working Group on Equality and Values routinely shares many great examples of this work.
And it is not alone. The European Parliament has been a strong advocate for citizenship education at both national and European levels. And I can only applaud initiatives like the Parliament’s Ambassador School Programme or ‘Euroscola’, which help engage teachers, students and young people in the democratic processes of the EU.
At the same time, the Jean Monnet activities of the Erasmus+ programme continue to promote knowledge of the EU – and have now been expanded from higher education to include schools as well.
Ladies and gentlemen,
Through many exchanges, meetings, and peer learning activities, we are strengthening education in Europe.
We are listening. And the strong message we hear is to continue focusing on implementation and robust monitoring. This is the path to solidifying reforms.
I am looking forward to building an even stronger EU and European Education Area with you all, together.
Thank you.