Council conclusions on digital education in Europe’s kno wledge societies 
(2020/C 415/10) 
THE COUNCIL OF THE EUR OPEAN UNION, 
TAKING INTO CONSIDERA TION: 
1. The political background as set out in the Annex, 
HIGHLIGHTING THA T: 
2. High-quality and inclusive education and training is a European strength based on democratic values and the idea of 
enlighten ment. The widespread distr ibution of digital technologies and access to the internet open up new 
possibilities and challeng es. 
3. The digital transf ormation of our knowledg e societies is accelerating and there is an increasing availability of digital 
services and data. This includes a changing labour mark et as well as new job profiles and a demand for digital 
compet ences (1) in the conte xt of the 21st centur y skills. The growing influence of artificial intellig ence (2) will 
amplify the effects of the digital transf ormation of our knowledg e societies in a long-t erm perspective, and can offer 
promising new oppor tunities for learning, teaching and training in the future. High‐quality and inclusive education 
and training is key to empo wering all individuals and citizens to understand, to take part in and to shape these 
developments. 
4. The COVID-19 pandemic and its ongoing impa ct on education and training systems and institutions in Europe 
underlines the urgent need for a better understanding and a continuous evaluation of the uses, benefits and challeng es 
of digital education technologies (3), and of the levels of digital compet ences, also in the context of lifelon g learning. 
5. The COVID-19 pandemic has further emp hasised the urgent need for a holistic approach to digital education. In order 
to meet current demands, high‐quality and inclusive education and training entails digital and non‐digital forms of 
learning and teaching, including approac hes such as blended learning (4) and distance learning (5). This offers a chance 
to enhance learner-centred education and training according to the specific needs of individuals. 
6. Digital education (6) is a prerequisite for helping to shape the digital transf ormation, pursuing continuing education 
and training and lifelong learning and enabling high-quality and inclusive education and training for all. Theref ore, it 
is impor tant to take its societal dimension into account and to understand it as part of a prof ound cultural 
transf ormation. This cultural transf ormation lays the foundation for enabling all individuals and citizens to use data, 
digital technologies and infrastr uctures conf idently and safely , while duly respecting data protection rules, and for 
enabling them to participat e actively in political decisions, societal developments and the labour mark et. 
(1)As stated in the Annex of the Council Recommendation on key compet ences for lifelong learning (2018/C 189/01), digital compet ence 
involves the confident, critical and responsible use of, and engag ement with, digital technologies for learning, at work, and for 
participation in society . It includes information and data literac y, communication and collaboration, media literacy , digital conten t 
creation (including programming), safety (including digital well-being and compet ences related to cybersecur ity), intellec tual proper ty 
relate d questions, problem solving and critical thinking. 
(2)Artificial intellig ence (AI) refers to IT system s that displa y intellig ent behavi our by analysing their envi ronment and taking actions - 
with some degree of autonom y - to achi eve specific goals. 
(3)For the purpose of these conclusions, digital education technologies are defined as technologies that allow the practice of facilitating, 
learning and impr oving learners’ perf ormance by creating, using and managing appropr iate technological processes and resources. 
(4)In this context , blended learning is understood as a pedagogical approac h of mixing face-t o-face and online learning, with some degree 
of learner control over time, place, path and pace. 
(5)For the purpose of these conclusions, distance learning descr ibes a mode of learning that allows teac hing and learning activities to be 
organised and delivered at distance (e.g. by using radio, TV, inter net or electronic resources). 
(6)Digital education comprises two different but complem entar y perspectives: the pedagogical use of digital technologies to suppor t and 
enhance teac hing, learning and assessment and the development of digital compet ences by learners and education and training staff. EN Offi cial Jour nal of the European Union C 415/22                                                                                                                                         1.12.2020   
7. Digital education should be learner-centred and suppor t all individuals and citizens to develop their personality and 
skills conf idently , freely and responsibly . As an integral part of high‐quality and inclusive education and training, 
digital education should commit to the principle of integrit y and trust in its quality . It should also contr ibute to bette r 
accessibility of educational content and pedagogies, to greater social inclusion, as well as to the better acquisition of 
compet ences, promoting educational success for all. Digital education should take into consideration emerging 
technologies, such as artificial intellig ence, and their safe, pedagogically sound and ethical application. 
8. Digital education should also consider the wellbeing of learners, teac hers, trainers and educat ors, as well as of parents 
and carers, for instance with regard to safe learning environments. It also should contr ibut e to facilitating easier access 
to information for all citizens and to promoting active cultural, economic and social participation in Europe ’s 
knowledg e societies. 
9. Digital education should contr ibut e to the development of an aware ness of citizenship, including digital citizenship (7) 
by fosteri ng citizenship compet ences. These include a critical approac h to information, enabling citizens to naviga te in 
a digital world and to develop an understanding of the basic values of democracy and freedom of expression. 
10. Ever y European should be empo wered to enga ge actively in the digital transf ormation of society and benefit from 
suitable, accessible and safe learning envi ronments. The human right to quality and inclusive education, training and 
lifelong learning, as set out in the European Pillar of Social Rights and protect ed by the Char ter of Fundamental Rights 
of the European Union, must be guarant eed at all times. 
11. In order to close the digital gender divide in ICT relat ed fields and STEM, a gender -sensitive approach in all types and 
levels of education and training is crucial. 
12. Access to digitally suppor ted high-quality and inclusive education and training oppor tunities is crucial. 
Notwithstanding the crucial role and benefits of face‐to‐f ace learning and teaching formats, access to high‐quality and 
inclusive education and training with and by means of digital education technologies are prerequisites for the future 
viability of Europe’ s kno wledge societies as well as for a European innovati on system that enables green and digital 
transf ormation, provides sustainable growth, jobs and oppor tunities and promotes personal development. 
13. A strong Europe is based on a culture of common values, shar ing, renewal and openness to new forms of exchang e as 
well as participation and cooperation between citizens, education and training institutions, the private sector and 
differ ent national education system s. Online communities (8) shar ing practices (at local, regional, national and Union 
level) are more visible and will grow in the future. 
AWARE THA T: 
14. In line with the principle of subsidiar ity, the responsibility for teac hing cont ent and for the organisation of education 
systems lies with the Member State s. 
15. Digital education is implemented to varying degrees at different types and levels of education and training within 
Member States and across the Union. Exper ience of digital education technologies across the Union differ s and 
depends to a great exte nt on policy and governance framew orks, infrastr ucture and technical facilities as well as 
financial and human resources. These include in particular well‐prepared teac hers, trainers, educators and other 
pedagogical and administrative staff, including institution leaders in education and training. 
(7)Digital citizenship is a set of values, skills, attitudes, knowledg e and critical understanding citizens need in the digital era. A digital 
citizen knows how to use technologies and is able to engage compet ently and positively with them. 
(8)Teachers, trainers, educators and other pedagogical staff are often involved in various e-por tals and online communities, such as 
European e-platf orms like EPALE, Schoo l Education Gatewa y, E-Twinning etc. They can also be involved in broader international e- 
communities, e.g. through inter national organisat ions and multinational business. EN Offi cial Jour nal of the European Union 1.12.2020                                                                                                                                         C 415/23   
16. The COVID-19 pandemic triggered a rapid emergency response. Member State s closed most of their education and 
trainings sites and required institutions to provi de continuity in teaching, training, learning and assessment mainly 
through remote approaches. 
17. The measures taken by Members State s and their education and training institutions according to the national 
circumstances have highlighted the importance of an understanding of digital education, have helped to boost the 
digital capacities of education and training systems and have provid ed teac hers, trainers, educators and other 
pedagogical staff with professional development oppor tunities. 
18. However , despite the great efforts developed from all Member States, the emerg ency responses to facilitating remot e 
approaches exposed common challeng es and weaknesses among education and training systems across the Union: 
a) Dur ing the COVID-19 pandemic, it often became apparent that a number of learners, to a varying degree across 
Member States, could not exer cise their right to education and training fully due to a lack of proper physical and 
technological access. (9) 
b) The unp recedented challenge linked to the COVID‐19 pandemic revealed an urgent need for a bette r provision of 
digital compet ences for all in order to ensure equal access to education and training for all individuals and citizens, 
especially in such situations whereby education and training are delivered remotely . Lear ners with special needs 
encountered particular challenges. 
c) Although the shift to digital education has accelerat ed during the COVID‐19 pandemic, the development and use 
of new forms of knowledg e dissemination can, when done without aware ness and intention, replicate more 
traditional forms of teac hing and learning. 
d) The COVID-19 pandemic has been challenging for the continuity of transnational education and training activities. 
This concer ns cross-border education and training as well as Erasmus+ mobility , in particular for the mobility of 
students and staff in the field of higher education and vocational education and training (VET). 
e) The closures of education and training institutions triggered by COVID-19 have altered the role of teac hers, 
trainers, educators and other pedagogical staff, who had to find new ways to keep contact with and to suppor t 
learners to work independently , whether in collaborative learning environments or other wise. It has also shown 
the need for collaboration, capacity building, specifi c profes sional training for digital teac hing as well as for 
assistance measures among teachers, trainers and teac her education netw orks, as well as among education and 
training institutions. 
RECOGNISING THA T: 
19. The digital divide within Member States and across the Union remains a challeng e, since it may reinf orce other 
pre‐existing structural inequalities, including social-economic and gender inequalities. 
20. Data prot ection and the digital sovereignty of Member States and of their citizens must be ensured in the context of 
digital education technologies, irrespective of the urgency of the situation. Further more, in the context of the 
increased creation and dissemination of educational digital cont ent, the legal and ethical principles under pinning 
intellectual proper ty must be recognised. 
21. New forms of knowledg e transfe r and learning settings, also in the form of co‐creation, promot e a broader connection 
between formal education and training and non‐f ormal and informal learning. The exchange of good practices at local, 
regional, national and Union level provi des oppor tunities to accelerate the integration of digital education technologies 
in all forms of learning and to foster high quality and inclusiveness in teac hing and learning. 
(9)Eurydice (2020). Impact of Covid-19: closure of education systems in Europe. EN Offi cial Jour nal of the European Union C 415/24                                                                                                                                         1.12.2020   
22. Digital education technologies open up new possibilities for learning and teac hing and are an important factor in 
ensur ing high‐quality and inclusive education and training. They can compl ement direct inter action in the form of 
face‐t o‐face teac hing and training as well as non‐digital best practices and media for teaching and learning, which 
continue to retain their importance and cannot fully be replaced by virtual formats. 
23. For technology to be able to foster quality and inclusiveness in education, it must go hand in hand with safe learning 
envi ronments and pedagogical approaches. Education technology companies, including start‐ups and SMEs, play an 
essential role in developing inno vative and accessible digital education technologies, thereby foste ring both digital 
education and the digital transf ormation of European economies. Innovation-fr iendly conditions and appropr iate 
funding oppor tunities are key for these compan ies to thrive. 
24. Digital education needs to emph asise the impor tance of pedagogical concepts , learning and teac hing tools and 
methods. Educational researc h can contr ibut e to the development of innovative concept s in education and training 
and can enable a broader understanding of the impa ct of the digital transf ormation on learning and teac hing as well 
as on education and training systems. 
25. The provision of digital compet ences in all types and levels of education and training should alwa ys go hand-in hand 
with a relevant mix of relat ed key compet ences, including life skills, and should be suppor ted by state of the art 
accessible infrastr ucture, equipment and technology . Especially vocationa l education and training programmes, 
including upskilling and reskilling programmes, require an appropr iate mix of digital, occupational and technological 
skills and compet ences, whic h can contr ibute to emplo yability . 
26. An internationally compet itive and sustainable European innovation system depends on high‐quality and inclusive 
education and training syste ms. It also relies on an excellen t research system, whic h ideally is closely linked to 
education and training. Theref ore, the early transfer of findings from research and innovation, e.g. from educational 
research, as well as the co‐creation and testing of inno vative digital education solutions will be of added value in 
education and training, e.g. in fields such as policymaking or pedagogical application. 
NOTING THA T: 
27. The European Commission has published a renewed Digital Education Action Plan 2021 -2027 resetting education 
and training for the digital age(10), whic h should be follo wed-up in a co-creative process with the Member States, 
where appropr iate and relevant. 
28. Its main objectives to foster the development of a high-per forming digital education ecosyste m and to enhance digital 
skills and compet ences for the digital transf ormation can contr ibute to a more strategic approach to digital education 
at Union level. 
29. A high performing digital education ecosyste m(11)should enable high-quality and inclusive education and training 
through relevant infrastr ucture, connectivity , digital capacity planning and organisational capabilities that can 
facilitat e a more flexible access to education and training for all individuals in all locations. It is the basis for the 
successful imp lementation of digital education and a prerequisite for structural transf ormation of education and 
training systems. 
30. Digital compet ences and adequate pedagogical approac hes are needed for teachers, trainers, educators and other 
pedagogical staff and learners of all ages in all types and levels of education and training in order to mak e meaningful 
use of digital technologies in education. The provision of digital compet ences should be age- and gender -sensitive and 
should also cover media, digital and data literacy , critical thinking and the figh t against mis- and disinf ormation, 
hateful and harmful speech, and cyberbullying and addiction, and address secur ity issues such as the protection of 
privacy , data prote ction and intellectual proper ty rights. 
(10)COM(2020) 624 final. 
(11)For the purpose of these conclusions, digital education ecosystems can be understood as the necessar y environment and conditions to 
guarantee high-quality inclusive digital education. It mainly refers to high‐quality content, user‐fr iendly tools, value‐adding services 
and secure platf orms. EN Offi cial Jour nal of the European Union 1.12.2020                                                                                                                                         C 415/25   
31. Non-f ormal and informal learning should be foste red as important vehicles for providing people of all ages who are 
outside the formal education system with the necessar y level of digital compet ence, in order to suppor t their 
professional and personal development, also with regar d to factors like social relationships and physical and mental 
health, as well as digital wellbeing. In this regard, digital environments and a culture of a meaningful and ethical use of 
digital tools are important. Digital non-f ormal and informal learning oppor tunities are especially relevant for young, 
but also for elderly people who have suffered particularly from the consequences of the COVID-19 pandemic. 
INVITES THE MEMBER STATES, IN ACCORD ANCE WITH NATIONAL CIRCUMST ANCES, TO: 
32. Promote the embedding of digital education technologies and the acquisition of digital compet ences in order to 
enhance teaching, training and learning in all types and levels of education and training as well as in a lifelon g 
learning perspective. 
33. Encourage the assessment, quality assurance and validation of learning outcomes of innovati ve ways of learning 
including digital compo nents. 
34. Reflect on pedagogical models and the education and training of teac hers, trainers and educat ors and other 
pedagogical staff in order to better take advantage of the various oppor tunities offered by digital education 
technologies. 
35. Enable and motivat e teachers, trainers and educat ors and other pedagogical staff, such as teacher trainers to under take 
initial and continuous professional development in order to develop and impro ve their own digital skills and 
compet ences and basic knowledg e of ICT to a level that enables them to work conf idently with digital education 
technologies and to deliver high quality education and training. In this way, they should be emp owered to participate 
in creating innovative and learner-centred teaching and training methods and applied didactics that promote critical 
and creative thinking and to create safe high quality and inclusive learning environments and contents. Well-trained 
teac hers who can use digital technologies in a meaningful and age- and gender -sensitive pedagogical way are a key 
factor in establishing high-quality and inclusive digital education for all. 
36. Foster the inclusion of all learners, bridging social inequalities and the digital divide, as well as providing equal access 
to suitable digital learning oppor tunities and envi ronments for all. 
37. Consider investments in digital education by harnessing the possibilities of the new Recove ry and Resilience Facility , in 
particular the Connect and Reskill and Upskill flagships, in order to contr ibute to recovery by moder nising and 
strengthening high-quality and inclusive education and training. Also consider the use of other Union funding 
oppor tunities, such as Erasmus+, Hor izon Europe, Digital Europe, Connecting Europe Facili ty II, InvestEU, the ERDF 
and ESF+. 
INVITES THE COMMISSION, IN LINE WITH THE TREA TIES AND WITH DUE REGARD TO SUBSIDIARIT Y AND NATIONAL 
CIRCUMST ANCES, TO: 
38. Ensure a coordinat ed approach on digital education within the Commission and launch, together with Member States 
and relevant stake holders, a strateg ic reflection process on the enabling factors of successful digital education including 
connectivity and digital pedagogy , infrastr ucture, digital equipment, teacher and student digital skills, inter operability 
and data standards, taking into account technological sove reignty , privacy , data prote ction and ethics, while aiming at 
a high-quality and inclusive education and training. Further more, in this process, follow-up, in close cooperation with 
Member State s and based on evidence, the Council conclusions on count ering the COVID-19 crisis in education, 
aiming at a shared understanding at Union level of the approac hes for effective, inclusive and enga ging remote 
learning processes. 
39. Explore ways to foster a more integrat ed approach to the development of digital education policy through the possible 
set-up of a European Digital Education Hub, building on existing netw orks and other relevant actions, in order to be 
able to better respond to the speed of the digital transf ormation, within the cont ext of the European Education Area 
and in synergy and complementary with other relevant policies. EN Offi cial Jour nal of the European Union C 415/26                                                                                                                                         1.12.2020   
40. Suppor t the development of digital education in Europe and highlight its role through the European Skills Age nda, the 
European Education Area and the new strategic framew ork for European cooperation that will replace ET2020. 
41. Provide information on the development of digital education methods and share good practices, in particular through 
peer learning between Member State s as well as information on international cooperation and benc hmarking, e.g. with 
the Council of Europe, UNESCO and OECD. 
42. Suppor t the Member States in the ongoing digital transf ormation in education and training, in particular through 
cross‐sector collaboration between various national digital education initiatives and strategies and bring together 
author ities, exper ts, educational researc hers, education and training provid ers, civil society (teacher unions, learner 
and parent associations) and the private sector . 
43. Work in close cooperation with Member State s and relevant stak eholders to exploit the existing national and European 
digital education ecosystems while recognising that a high performing digital education ecosyste m requires education 
content, platf orms, services and tools that need to be learner centred, trustwor thy, safe, pedagogically sound, accessible 
and, where relevant, multilingual, as well as developed in an open manner and of high quality . This includes addressing 
ethical aspects, including in artificial intellig ence, and fostering the prot ection of learners ’ and users’ personal data and 
guaranteeing secure internati onal exchang e, through inter operability in line with European data protect ion 
regulations. 
INVITES THE COMMISSION AND THE MEMBER STATES, IN LINE WITH THEIR COMPETE NCES AND WITH DUE REGARD TO 
SUBSIDIARIT Y, TO: 
44. Make efficient use of the digital dimension of Erasmus+, and, where appropr iate, synergies with other relevant Union 
programmes, to suppor t the digital transf ormation plans of education and training institutions. Further suppor t 
through Erasmus+ projects the professional development of teac hers as well as the development of digital skills, 
compet ences and capacity , the effective imp lementation of digital education and training methods and tools as well as 
the development of open educational resources throughout all education and training areas with a view to lifelong 
learning. Explore the poten tial contr ibution of Erasmus+ to a better accessibility of digital education cont ent and to 
greater social inclusion and in order to foster the educational success of all learners. 
45. Explore the strengthening of synergies between the various European, national and regional programmes, initiatives 
and projects to suppor t social inclusion; develop digital skills and compet ences for learners and teac hers, trainers and 
educators, in particular for people at risk of poverty or social exclusion including the most depr ived; strengthen the 
development of innovati ve learning and teac hing methods and tools, and give all learners the oppor tunity to benefit 
from high‐quality and inclusive education and training. 
46. Continue suppor ting the European Universities initiative through Erasmus+ and Hor izon Europe as well as the Centres 
of vocational excellence and harness their pote ntial for the development of digital education; promote the 
dissemination, exploitation and scalability of relevant Erasmus+ project results to inform policymakers and 
educational practitioners alike. 
47. Explore the use of digital technologies to offer a wider rang e of blended and virtual mobility oppor tunities as well as 
further flexible learning oppor tunities in education and training; suppor t the shar ing of best practices to enhance 
learning and teac hing, promote suppor t services and digital administrative processes e.g. those developed in the 
context of the European Student Card initiative or Europass. 
48. Further enhance and maximise synergies between self‐assessment tools (e.g. SELFIE, HEInnovat e), framew orks 
(the European Digital Com petence Framew ork), participat ory events and promotional activities (e.g. the Digital 
Education Hacka thon, EU Code Week), and existing platf orms ( e.g. eTwinning, School Education Gate way and 
EPALE); continue working together through netw orks such as the Digital Skills and Jobs Coalition and continue 
suppor ting the Intellectua l Proper ty in Education network managed by the European Union Intellectual Proper ty 
Offi ce. EN Offi cial Jour nal of the European Union 1.12.2020                                                                                                                                         C 415/27   
49. Make use of research, including the outcomes of European projects funded under Erasmus+ and Hor izon Europe and 
the Digital Europe Programme in order to strengthen synergies between the European Education Area and the 
European Research Area in pursuit of the ambitions for digital education to suppor t and harness research to drive 
innovati ve pedagogical solutions and to inform policy formation, implementation and evaluation. 
50. Make use of the outcomes of relevant publications and studies on digital education by the Member States and by 
internati onal organisations, notably OECD, UNESCO and the Council of Europe.   EN Offi cial Jour nal of the European Union C 415/28                                                                                                                                         1.12.2020   
ANNEX 
Political backg round 
1. Council Recommendation of 20 December 2012 on the validation of non-f ormal and informal learning. 
2. Council conclusions on investing in education and training – a response to 'Rethinking Education: Investing in skills 
for better socio-economic outcomes' and the '2013 Annual Growt h Survey'(1). 
3. Council conclusions on the role of early childho od education and primar y education in fosteri ng creativity , innovati on 
and digital compet ence (2). 
4. Council conclusions on Digital Youth Work (3). 
5. 2015 Joint Repor t of the Council and the Commission on the implementation of the strateg ic framew ork for European 
cooperation in education and training (ET 2020) — New priorities for European cooperation in education and 
training (4). 
6. Council conclusions on developing media literacy and critical thinking through education and training (5). 
7. Council Resolution on a New Skills Agen da for an Inclusive and Com petitive Europe (6). 
8. Conclusions of the Council and of the Representatives of the Gov ernments of the Member States meeting within the 
Council, on Inclusion in Diversity to achi eve a High Quality Education For All(7). 
9. Council Recommendation of 22 May 2017 on the European Qualif ications Framework for lifelong learning and 
repealing the recommendation of the European Parliament and of the Council of 23 Apr il 2008 on the establishment 
of the European Qualif ications Framework for lifelon g learning (8). 
10. Council Conclusions on Enhanced measures to reduce horizontal gender segregation in education and emp loyment (7 
December 2017). 
11. Council conclusions on school development and excellent teac hing (9). 
12. Council conclusions on a renewed EU agenda for higher education (10). 
13. Council Recommendation of 22 May 2018 on key compet ences for lifelong learning (11). 
14. Council Recommendation of 22 May 2019 on a compreh ensive approach to the teac hing and learning of 
language s(12). 
15. Council Recommendation of 19 December 2016 on Upskilling Pathwa ys: New Oppor tunities for Adults (13); and 
Council conclusions of 22 May 2019 on the implementation of the Recommendation (14). 
(1)OJ C 64, 5.3.2013, p. 5. 
(2)OJ C 172, 27.5.2015, p. 17. 
(3)OJ C 414, 10.12.2019, p. 2. 
(4)OJ C 417, 15.12.2015, p. 25. 
(5)OJ C 212, 14.6.2016, p. 5. 
(6)OJ C 467, 15.12.2016, p. 1. 
(7)OJ C 62, 25.2.2017, p. 3. 
(8)OJ C 189, 15.6.2017, p. 15. 
(9)OJ C 421, 8.12.2017, p. 2. 
(10)OJ C 429, 14.12.2017, p. 3. 
(11)OJ C 189, 4.6.2018, p. 1. 
(12)OJ C 189, 5.6.2019, p. 15. 
(13)OJ C 484, 24.12.2016, p. 1. 
(14)OJ C 189, 5.6.2019, p. 23. EN Offi cial Jour nal of the European Union 1.12.2020                                                                                                                                         C 415/29   
16. Council conclusions on mov ing towards a vision of a European Education Area (15). 
17. Council conclusions of 9 Apr il 2019 ‘Towards an ever more sustainable Union by 2030’ (16). 
18. Council conclusions of 7 June 2019 on the future of a highly digitised Europe beyond 2020: 'Boosting digital and 
economic compet itiveness across the Union and digital cohesion' (17). 
19. Council Resolution on further developing the European Education Area to suppor t future‐or iented education and 
training systems (18). 
20. Council conclusions on the key role of lifelong learning policies in emp ower ing societies to address the technological 
and green transition in suppor t of inclusive and sustainable growth (19). 
21. Council Resolution on education and training in the European Semester: ensur ing informed debates on reforms and 
inve stments (20). 
22. Council conclusions on European teac hers and trainers for the future (21). 
23. Council conclusions on count ering the COVID-19 crisis in education and training (22). 
24. European Council conclusions of 1-2 October 2020 (23). 
25. Council conclusions on shaping Europe’ s digital future (24). 
26. Council Conclusions on Reskilling and upskilling as a basis for increasing sustainability and emplo yability , in the 
context of suppor ting economic reco very and social cohesion - Council Conclusions (8 June 2020).   
(15)OJ C 195, 7.6.2018, p. 7. 
(16)8286/19 
(17)10102/19 
(18)OJ C 389, 18.11.2019, p. 1. 
(19)OJ C 389, 18.11.2019, p. 12. 
(20)OJ C 64, 27.2.2020, p. 1. 
(21)OJ C 193, 9.6.2020, p. 11. 
(22)OJ C 212 I, 26.6.2020, p. 9. 
(23)EUCO 13/20. 
(24)OJ C 202 I, 16.6.2020, p. 1. EN Offi cial Jour nal of the European Union C 415/30                                                                                                                                         1.12.2020