COMMUNICATION FROM THE COMMISSION TO THE EUROPEAN PARLIAMENT, THE COUNCIL, THE EUROPEAN ECONOMIC AND SOCIAL COMMITTEE AND THE COMMITTEE OF THE REGIONS Draft 2012 Joint Report of the Council and the Commission on the implementation of the Strategic Framework for European cooperation in education and training (ET2020)Education and Training in a smart, sustainable and inclusive Europe
Date: 2011-12-20
Institutions: European Commission
Subjects: European cooperation, cooperation in the field of education, dropout, job creation, public investment, student mobility

EUROPEAN COMMISSION 

Brussels, 20.12.2011 
COM(2011) 902 final 

COMMUNICATION FROM THE COMMISSION TO THE EUROPEAN 
PARLIAMENT, THE COUNCIL, THE EUROPEAN ECONOMIC AND SOCIAL 
COMMITTEE AND THE COMMITTEE OF THE REGIONS 

Draft 2012 Joint Report of the Council and the Commission on the implementation of 
the Strategic Framework for European cooperation in education and training (ET2020)

Education and Training in a smart, sustainable and inclusive Europe  

{SEC(2011) 1607 final} 
{SEC(2011) 1608 final} 

 
 
 
 
  
 
 
TABLE OF CONTENTS 

1. 

2. 

2.1. 

2.2. 

2.3. 

2.4. 

2.5. 

2.6. 

3. 

Education and training in the context of the Europe 2020 Strategy ............................ 3 

Progress and challenges in priority areas ..................................................................... 4 

Investment and reforms in education and training....................................................... 4 

Early School Leaving................................................................................................... 4 

Tertiary education attainment ...................................................................................... 6 

Lifelong learning strategies.......................................................................................... 8 

Learning mobility......................................................................................................... 9 

New skills and jobs .................................................................................................... 10 

ET 2020’s contribution to Europe 2020..................................................................... 11 

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2 

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1. 

EDUCATION AND TRAINING IN THE CONTEXT OF THE EUROPE 2020 STRATEGY 

In 2009, the Council drew up the Strategic Framework for European Cooperation in 
education and training (“ET 2020”)1. Since then, the economic and political context 
has changed, creating new uncertainties and constraints. The European Union had to 
take further action to stem the worst financial and economic crisis in its history and, 
in  response,  has  agreed  on  a  strategy  for  smart,  sustainable  and  inclusive  growth: 
Europe 2020. 

Education  and  training  play  a  crucial  role  in  this  strategy,  in  particular  within  the 
Integrated Guidelines, Member State National Reform Programmes and the Country-
specific Recommendations (CSR) issued to guide Member State reforms. One of the 
five  Europe  2020  headline  targets  concerns  early  school  leaving  and  tertiary 
attainment. 

The  2012  Annual  Growth  Survey  (AGS)  stresses  that:  the  focus  of  Europe  2020 
needs to be simultaneously on: reform measures having a short-term growth effect; 
and on setting the right growth model for the medium-term. Education and training 
systems have to be modernised to reinforce their efficiency and quality and to equip 
people  with the skills  and competences  they  need to succeed on the labour market. 
This  will  boost  people's  confidence  to  be  able  to  stand  up  to  current  and  future 
challenges. It will help to improve Europe's competitiveness and generate growth and 
jobs.  The  2012  AGS  also  calls  for  a  particular  focus  on  young  people,  who  are 
among the groups worst affected by the crisis. 

A  key  instrument  to  modernise  education  and  training,  ET  2020  can  make  a  major 
contribution to achieving Europe 2020’s objectives. But to do this, ET 2020 must be 
adjusted by updating its working priorities, tools and governance structure. 

Based on an assessment of progress made in key policy areas in the last three years, 
this  draft  Joint  Report  proposes  new  working  priorities  for  the  period  2012  –  2014 
geared to mobilise education and training to support Europe 2020.  

The draft Joint Report also sets out a number of options to adjust the governance of 
ET 2020 to ensure that it contributes to Europe 2020.  

The  Communication  is  underpinned  by  two  Staff  Working  Documents.  They  take 
stock  of  the  situation  in  individual  countries  and  key  thematic  areas  and  draw  on 
National Reports provided by Member States as well as other information and data. 

1 

OJ 119, 28.5.2009, p. 2. 

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3 

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2. 

PROGRESS AND CHALLENGES IN PRIORITY AREAS 

2.1. 

Investment and reforms in education and training 

Currently,  all  areas  of  public  budgets  are  under  scrutiny,  including  education  and 
training.  Most  Member  states  have  difficulties  in  maintaining  current  levels  of 
expenditure, let alone increasing it. 

However,  research  suggests  that  improving  educational  achievements  can  yield 
immense  long-term  returns  and  generate  growth  and  jobs  in  the  European  Union. 
Reaching the European benchmark of less than 15 % low achievers in basic skills by 
2020, for example, could generate enormous long-term aggregate economic gains for 
the European Union.2 

This  contrasts  with  the  fact  that  —  even  before  the  crisis  —  spending  in  some 
Member States  was rather  low,  close  to or below  4 % of GDP, while  the  European 
Union average stood at almost 5 % of GDP — below the level of 5.3 % in the United 
States. 

Cuts  in  education  budgets  risk  to  undermine  the  economy’s  growth  potential  and 
competitiveness.  In  the  2012  AGS,  the  Commission  confirmed  its  conviction  that, 
when consolidating their public finance, Member States should prioritise expenditure 
on growth-enhancing policies, such as education and training. 

There is no clear pattern in the way Member States have addressed education budgets 
in their responses to the crisis. They have adopted a broad range of measures to curb 
expenditure:  many  have  cut  staff  costs  (BE  nl,  BG,  EL,  ES,  FR,  HU,  IE,  LV,  PT, 
RO, SI) or provisions for infrastructure, maintenance and equipment (BE nl, BG, IE, 
RO).Some  have  reduced  educational  provision  in  pre-primary  (for  2  year-old 
children in FR), postponed or slowed down the implementation of reforms (BG), or 
taken other measures such as reductions in student financial support (BE nl, IE, PT). 

These trends warrant policy attention. ET 2020 should be used to discuss how best to 
invest  in  education  and  training,  in  ways  that  combine  efficiency  and  effectiveness 
with growth-friendly impact. Smart investment goes hand in hand with smart policy 
reforms  that  improve  the  quality  of  education  and  training.  A  broad  reflection 
involving all stakeholders is needed to identify efficient ways of sharing the financial 
burden and finding new sources of finance. 

2.2. 

Early School Leaving 

The crisis is severely affecting prospects for young people. Youth unemployment has 
risen from 15.5 % in 2008 to 20.9 % in 2010, while the share of 15 to 24 year olds 
neither in education, employment or training rose by two percentage points. 53 % of 
early school leavers were unemployed. 

Against  this  backdrop,  the  Europe  2020  target  to  reduce  the  share  of  18  –  24  year 
olds  having  left  education  and  training  prematurely  to  less  than  10 %  by  2020 

2 

European  Expert  Network  on  Economics  of  Education  (EENEE),  EENEE  Policy  Brief  1/2011:  The 
Cost of Low Educational Achievement in the European Union. 

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4 

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becomes  particularly  critical.  If  current  trends  continue,  this  target  will  not  be 
reached. In 2010, despite some progress, the rate of ESL still averaged 14.1 % across 
the  European  Union,  with  considerable  differences  between  countries.  Evidence 
shows that boys are more at risk (16%) of dropping out than girls (12.6%). 

Bringing the ESL rate down below 10 % is a difficult challenge. The 2011 Council 
Recommendation3 on policies to reduce ESL calls for coherent, comprehensive and 
evidence-based strategies to be implemented urgently, in particular in Member States 
that received a CSR in this area in 2011 (AT, DK, ES, MT, UK).. But countries that 
are  close  to  the  target  (DK,  IE,  HU,  NL,  FI)  also  have  to  increase  efforts  to  make 
further  progress  and/or  overcome  stagnation.  All  Member  States  need  targeted 
measure to reach young people at risk of dropping out. 

With  some  notable  exceptions,  Member  State policies are not based sufficiently on 
up-to-date  data  and  an  analysis  of  the  causes  and  incidence  of  ESL.  Only  few 
countries take a systematic approach to collecting, monitoring and analysing data on 
ESL (EE, HU, IT, LU, NL, UK).  

Prevention and early intervention are key to tackling the problem; however, Member 
States devote too little attention to prevention. Partial, compensatory measures, such 
as  second-chance  education,  albeit  important,  are  insufficient  to  address  the  root-
causes  of  the  problem.  There  should  be  stronger  focus  on  preventive  and  early 
intervention  via  such  policies  as  teacher  education,  continuing  professional 
development and quality early childhood education and care.  

Increasing  the  provision  of  high-quality  initial  Vocational  Education  and  Training 
(VET)  that  is  tailored  to  the  needs  of  young  people,  including  as  blended  learning 
which links VET and general secondary education, can help reduce ESL. It provides 
a  different,  and  for  some  learners  more  motivating,  education  path.  In  parallel, 
however, there is a serious need to reduce the level of drop-out from VET provision. 

Many countries use a broad range of measures to tackle different aspects of ESL, but 
they  do  not  necessarily  add  up  to  a  comprehensive  strategy.  Stakeholders  from 
different  education  sectors  and  policy  areas,  such  as  youth  policy,  social  and 
employment services, need to work together more closely. There is a need to step up 
cooperation with parents and local communities. School-business cooperation, non-
curricular  and  out-of-school  activities  and  'youth  guarantees'  are  possible  ways  to 
involve different local actors. 

As Europe is not on track to achieve the headline target, there is an urgent need to 
strengthen the policy approach. In the next years, work on ESL, guided by the June 
2011 Council Recommendation, needs to be one of the top priorities under ET 2020. 

3 

OJ C191, 1.7.2011, p. 1. 

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5 

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ESL 2010 rates4and national targets 

- Performance in 2010 (%) 

40%

35%

30%

25%

20%

15%

10%

5%

0%

EU   2 0 2 0   t ar g et   =  10 %

MT PT ES IT RO UK EU

BG EL

LV FR CY DE BE EE DK HU IE

FI NL SE AT LT

LU PL SI CZ SK

27

- National target for 2020 (%) 

29  10  15 

15 
16 

11 

: 

10  11  10  13  10 10 10 10 10 10 10

8 

8 

8  10 10  9  10  5 

5 

6 

6 

2.3. 

Tertiary education attainment 

To emerge stronger from the crisis, Europe needs to generate economic growth based 
on  knowledge  and  innovation.  Higher  education  can  be  a  powerful  driver  in  this 
respect.  It  provides  the  highly-qualified  scientific  workforce  that  Europe  needs  to 
advance  research  and  development  and  equips  people  with  the  skills  and 
qualifications they need in the knowledge-intensive economy. 

Europe 2020 set the Headline Target to increase the share of 30-34 year olds with a 
tertiary or equivalent degree to 40 % by 2020. In 2010, the average level of tertiary 
education attainment of this age group was 33.6 %. Attainment rates, national targets 
and levels of ambition vary considerably across countries. 

To  reach  the  target,  Member  States  should  continue  their  reform  efforts,  as 
highlighted  in  the  Commission  Communication  on  the  modernisation  of  Europe’s 
higher  education  systems5  and  in  line  with  the  CSRs  on  this  issue  issued  to  five 
countries (BG, CZ, MT, PL, SK). 

Reforms  should  address  the  challenge  of  increasing  the  number  of  successful 
graduates, while maintaining and enhancing the quality of education and research. 

4 
5 

Source for 2010 data: Eurostat (LFS). 
COM(2011) 567 final. 

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Alongside  efforts  to  optimise  funding  and  governance,  the  participation  of 
under-represented  groups  needs  to  increase  in  all  Member  States,  including  people 
from  disadvantaged  socio-economic  backgrounds  or  geographical  locations,  ethnic 
groups and people with disability.  

Access to higher education for adult learners needs to be eased. There is considerable 
potential to help those already in the labour force enter or re-enter higher education, 
to promote the transition from vocational education and training to higher education, 
and to improve the recognition of prior learning acquired in non-formal contexts. 

Too  many  students  drop  out  of  higher  education.  Guidance  and  counselling  on 
education  and  career  paths,  which  will  help  maintain  the  motivation  to  complete 
studies, are critical to prevent and reduce the risk of drop-outs. 

Encouraging  boys  and  girls  to  choose  careers  in  sectors  where  they  are  under-
represented  will  reduce  gender  segregation  in  education,  training  and  the  labour 
market. 

Attracting talented foreign students can be another way to increase participation and 
attainment. 

Modernising  higher  education  will  contribute  significantly  to  achieving  the 
objectives of Europe 2020. It therefore needs to be another top priority for exchanges 
in  the  next  period  under  ET  2020,  including  implementation  of  the  2011  Higher 
Education  Communication  and  the  Council  Conclusions  on  the  modernisation  of 
systems.
Europe’s 

education 

higher 

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7 

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Tertiary education attainment: 2010 levels and national targets6 

- Performance in 2010 (%) 

EU   2 0 2 0   t ar g et   =  4 0 %

60%

50%

40%

30%

20%

10%

0%

ISCED 4

RO MT IT CZ SK AT PT HU BG EL DE LV EU

SI PL EE ES NL UK FR LT BE CY FI SE LU DK

IE

27

- National target for 2020 (%) 

26  33 

26 
27 

32  40  38 40  30  36  32  42

34
36

40 40 45 40 44 45

: 

50 40 47  46  42 

40 
45 

40 40 60

2.4. 

Lifelong learning strategies 

For the majority of Europeans, lifelong learning (LLL) is not a reality. Recent data 
on the number of adults aged 25 – 64 participation in LLL show a slight downwards 
trend. The current level of 9.1 % (2010) is far below the ET 2020 benchmark of 15 % 
to be reached by 2020. 

This  weak  performance  is  especially  serious  given  the  crisis.  Unemployed  young 
people  and  low-skilled  adults  need  to  be  able  to  rely  on  education  and  training  to 
give them a better chance in the  labour market. Not  investing in their competences 
weakens their chances to get back into employment and limits Europe’s potential to 
create growth and jobs. 

LLL  is  a  continuous  process  that  can  last  throughout  a  person’s  entire  life,  from 
quality  early-childhood  education  to  post-working  age.  Moreover,  learning  takes 
place also outside formal learning contexts, in particular at the workplace. 

Recently, some progress has been made on the European benchmarks of reducing the 
share  of  low-achievers  in  basic  skills  (20 %  in  2009  vs.  a  benchmark  of  less  than 
15 % by 2020) and in increasing participation in early childhood education (92 % in 

6 

Source for 2010 data: Eurostat (LFS). (ISCED levels) 5 – 6. For DE, the target also includes ISCED 4, 
of AT ISCED 4A. 

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2009  vs.  a  benchmark  of  95 %  by  2020);  however,  efforts  on  both  issues  need  to 
continue. 

Obstacles to LLL persist, such as limited learning offers poorly tailored to the needs 
of different target groups; a lack of accessible information and support systems; and 
inflexible learning pathways (e.g. between VET and higher education). The problems 
are often exacerbated by the fact that potential learners have low socio-economic and 
prior educational status. 

Overcoming  these  obstacles  requires  more  than  piecemeal  reforms  in  specific 
education  sectors.  Although  Member  States  acknowledged  this  need  a  decade  ago, 
the  problem  of  segmentation  persists.  Today  only  a  few  countries  have  a 
comprehensive  strategy,  supporting  a  good  educational  continuum,  in  place  (AT, 
CY, DK, SI, UK SC). 

On  the  positive  side,  using  tools  such  as  the  European  and  national  qualification 
frameworks (BE nl, CZ, DK, EE, FI, FR, HR, IE, LT, LV, LU, MT, NL, PT, UK); 
mechanisms to validate non-formal and informal learning (FI, FR, NL, NO, PT;, and 
lifelong guidance policies (AT, DK, DE, EE, ES, FI, FR, HU, IE, LT, LU, LV, NL) 
show that barriers for cooperation between education sectors can be overcome. 

Education and training systems need to provide LLL opportunities for all. Member 
States  need  to  screen  their  systems  to  detect  obstacles  to  LLL.  In  cooperation  with 
key  stakeholders,  they  need  to  put  comprehensive  strategies  in  place  and  take 
measures promoting access to LLL, in line with European commitments and drawing 
on  transparency  tools  (European  Qualifications  Framework7,  ECVET/ECTS8,  Key 
Competences Framework9). The emphasis needs to be on ensuring basic skills for all 
and on better integrating LLL provision, particularly to stimulate the participation of 
low-skilled adults. 

2.5. 

Learning mobility 

Mobility  strengthens  Europe's  foundation  for  future  knowledge-based  growth  and 
ability  to  innovate  and  compete  at  international  level10.  It  strengthens  peoples' 
employability  and  personal  development  and  is  valued  by  employers.  Education 
institutions, education and training systems and businesses equally benefit from the 
learning  experience,  personal  contacts  and  networks  that  result  from  mobility. 
Promoting transnational learning mobility is an excellent example of European added 
value. 

However, current levels of mobility do not reflect its value. Roughly 10 % — 15 % of 
higher  education  graduates  spend  a  proportion  of  their  studies  abroad,  where  the 
added  value  of  mobility  is  most  widely  acknowledged;  but  only  about  3 %  of 
graduates  from  initial  VET  do  so.  More  work  is  needed  to  promote  mobility  in 
vocational  education  and  training.  Limited  financial  resources  and  inadequate 

7 
8 

9 
10 

OJ C 111, 6.5.2008. 
European  Credit  System  for  VET,  European  Credit  Transfer  and  Accumulation  System,  cf. 
http://ec.europa.eu/education/lifelong-learning-policy/doc48_en.htm. 
OJ L 394, 2006, p. 10. 
COM(2009) 329 final. 

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9 

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language  knowledge  are  a  brake  to  learning  mobility.  Mobility  is  not  always 
recognised  or  validated.  There  is  often  a  lack  of  information  on  available 
opportunities. Furthermore, the specific situation of learners with special needs (e.g. 
disabilities) is insufficiently addressed.  

Most  countries  promote  primarily  the  mobility  of  learners.  While  some  countries 
(BG,  IE,  MT,  SE,  BE  NL,  DE,  EL,  ES,  FI,  NL,  RO,  LT,  FR)  also  include  other 
groups, such as teachers or apprentices, there is scope to do much more here. 

European  funding  programmes  have  a  key  role  to  play.  As  part  of  the  new 
Multiannual Financial Framework for 2014 – 2020, the Commission has proposed to 
nearly double the number of beneficiaries in the future ‘Erasmus for all’ programme, 
from 400 000 to almost 700 000 per year. 

However,  financial  programmes  need  to  go  hand  in  hand  with  policy  reforms.  The 
Council adopted a new benchmark on learning mobility in November 2011 (20 % for 
higher education, 6 % for initial VET by 2020). This political commitment needs to 
be  taken  forward  by  implementing  the  Council  Recommendation  ‘Youth  on  the 
move — promoting the learning mobility of young people’ and by making full use of 
European transparency tools, such as EQF, ECTS/ECVET and Europass11. 

2.6. 

New skills and jobs 

The crisis has spurred changes in the demand for skills. Demand for jobs requiring 
low qualifications is decreasing, and tomorrow’s knowledge-based industries require 
increasing  levels  of  qualification.  A  recent  forecast12  expects  the  share  of  highly 
qualified jobs to increase by almost 16 million, from 29 % (2010) to 35 % of all jobs 
in 2020. Conversely, the share of jobs demanding a low level of skills is expected to 
fall by around 12 million, from 20 % to less than 15 %. Some countries already face 
bottlenecks  for  highly  qualified  jobs.  This  will  be  aggravated  by  the  impact  of 
demographic  ageing  when  the  workforce  starts  to  shrink  after  2012.  CSRs  on 
improving skills for the labour market and on specific support to low-skilled workers 
have been addressed to a number of Member States (BG, CY, CZ, EE, PL, SI, SK, 
UK). 

Member States have made progress on implementing methods, tools, and approaches 
to  anticipate  and  assess 
the  demand  for  skills,  mismatches  and  graduate 
employability. Many focus on key sectors such as ICT or health (AT, BE fr, BE nl, 
CY, DE, DK, EE, FI, FR, HU, IE, IT, LV, NL, PL, PT, UK). 

However,  only  a  few  countries  (AT,  DE,  FR,  IE,  PL,  UK)  have  a  coordinated 
approach  for  disseminating  results  among  key  actors.  Institutional  mechanisms  are 
often developed at regional or at sectoral levels, but tend to reflect and to reproduce 
the segmentation of education and training systems. 

Countries address the responsiveness of education and training provisions to labour 
market  developments  through  partnerships  with  key  stakeholders  (EE,  SE);  quality 
assurance mechanisms; and initiatives targeting competences required on the labour 

11 
12 

OJ L 390, 2004. 
http://www.cedefop.europa.eu/en/Files/3052_en.pdf. 

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10 

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market, notably literacy, maths, science and technology (AT, BE nl, DE, FR, PL, LT, 
IE), languages, digital competences and sense of initiative and entrepreneurship (ES, 
EE, BG, LT, FR). 

ET 2020 must support the implementation of the Flagship Initiative ‘Agenda for new 
skills  and  jobs’.  The  Commission  will  present  in  2012  a  Communication  on 
rethinking  skills,  proposing  action  to  improve  key  competences  and  to  promote 
closer  links  between  education  and  the  labour  market.  Work  under  ET  2020  will 
press  ahead  to  promote  key  competences  for  all  citizens,  to  improve  monitoring 
using a new European benchmark on employability13, and to anticipate tomorrow’s 
labour market demand for skills, in particular through the European Skills Panorama. 

3. 

ET 2020’S CONTRIBUTION TO EUROPE 2020 

The  above  assessment  of  the  the  2009-2011  cycle,  including  the  slow  progress 
towards the education headline target and the ET 2020 benchmarks, underscores the 
urgent  need  to  invest  in  reformed  education  and  training  so  that  it  supports 
sustainable growth and jobs. 

The 2012 AGS underscores the need for a demonstrable follow-through by Member 
States of EU level policy guidance. ET 2020 could be used to support Member States 
to respond to the challenges identified in the different CSRs: on ESL (AT, DK, ES, 
MT,  UK)  and  tertiary  attainment  (BG,  CZ,  MT,  PL,  SK);  concerning  lifelong 
learning, VET and skills for the labour market (AT, CY, DK, EE, ES, FI; FR, LU, 
MT, PL, SI, SK); and on pre-school and school education or equity issues (BG, DE, 
EE).  

On the basis of the Commission’s assessment and the consultation of Member States 
and European stakeholder organisations, the Commission confirms that the four ET 
2020  strategic  objectives  set  in  2009  remain  valid.  It  proposes  replacing  the  list  of 
mid-term  priority  areas  agreed  in  2009  by  a  new  one  that  is  geared  to  mobilise 
education and training to support growth and jobs (presented in the annex). 

In addition, the Commission suggests to review the working arrangements under ET 
2020 that were devised before Europe 2020 and the European Semester were agreed. 
ET 2020 should be better aligned with Europe 2020; it should be the mechanism to 
mobilise ET 2020 stakeholders, increase their ownership and harness their expertise 
in  support  of  Europe  2020,  drawing  also  on  evidence  and  data  from  relevant 
European agencies and networks14. 

To increase the contribution of ET 2020 to Europe 2020, the governance of ET 2020 
and its working tools could be adjusted as follows: 

(1)  The  Education  Council  could  address  the  education  and  training  dimension  of 
Europe 2020 at each of its meetings during the European and national semester. The 
Council  could  at  its  February  meeting  consider  the  AGS  and  report  to  the  March 
European  Council.  At  its  subsequent  meeting,  the  Council  could  examine  the 

13 
14 

SEC(2011) 670 final. 
In particular, Cedefop, the European Training Foundation and the Euridyce network. 

EN 

11 

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common issues emerging from the guidance given by the European Council and its 
implementation through the National Reform Programmes. In November the Council 
could concentrate on the follow-up to the outcomes of the European Semester.  

(2) Given the integrated nature of Europe 2020, there is scope to step up cooperation 
between  the  Education  Committee  and  the  High  Level  Group  with  the  Economic 
Policy  Committee,  Employment  Committee  and  Social  Protection  Committee. 
Cooperation  would  ensure  that  ET  2020  feeds-in  into  the  Europe  2020  process, 
including in terms of the use of monitoring indicators.  

(3)  The  peer-learning  instrument  could  be  used  better  and  linked  more  closely  to 
Europe  2020.  Firstly,  to  prepare  and  inform  the  debate  at  Council  level,  an  annual 
peer-review  could  be  held  each  September/October.  It  could  be  organised  in  close 
cooperation  with  the  Council  presidency  and  take  place  within  the  High-Level 
Group. This multi-lateral approach could focus on key policy issues emerging during 
the previous European Semester that give rise to a large number of CSRs. Secondly, 
Member  States  that  wish  to  do  so  could  invite  peers  to  an  in-depth  discussion  of 
specific  issues  in  their  country.  The  Commission  would  use  the  Lifelong  Learning 
Programme  and  its  successor  to  support  this  activity,  including  by  supporting  the 
participation of internationally renowned experts. 

(4) To strengthen the link between Europe 2020 and ET 2020, the Commission could 
organise  every  year  an  exchange  of  views  between  stakeholders  in  the  field  of 
education  and  training.  This  new  Education  and  Training  Forum  could  in  early 
October discuss progress in modernising education and training systems drawing on 
the discussion of education issues in the European Semester. 

(5) The Commission suggests updating the list of indicators in the field of education 
and  training15  (see  accompanying  Staff  Working  Document),  to  ensure  that  those 
used  under  ET  2020  are  consistent  with  its  objectives.  Replacing  the  existing 
Progress Report16, the Commission will present every autumn a new Education and 
Training  Monitor,  setting  out,  in  a  succinct  document,  progress  on  the  ET  2020 
benchmarks  and  core  indicators,  including  the  Europe  2020  Headline  Target  on 
education  and  training.  This  document  would  help  inform  the  debate  at  Council 
level. 

Finally,  all  instruments  need  to  be  mobilised  to  achieve  the  objectives  set  under 
Europe 2020 and ET 2020, including the Lifelong Learning Programme, the future 
Erasmus for all Programme, structural funds and Horizon 2020. 

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16 

OJ C 311 p. 13-15 of 21.12.2007. 
Latest edition: SEC(2011) 526. 

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Annex 

Priority areas for European cooperation in education and training in 2012-14 

(1) 

Making lifelong learning and mobility a reality 

European reference tools 

Work together to link national qualifications frameworks to the EQF, establish comprehensive 
national  arrangements  to  validate  learning  outcomes;  create  links  between  qualification 
frameworks, validation arrangements, quality assurance and systems for credit accumulation 
and transfer (ECVET, ECTS); cooperate in projecting demand for skills and better matching 
of  such  demand  and  the  provision  of  learning  opportunities  (Skills  Panorama,  European 
Classification  of  Skills/Competences,  Qualifications  and  Occupations-ESCO);  improve  the 
visibility,  dissemination  and  use  of  European  reference  tools  in  order  to  accelerate  their 
implementation. 

Learning Mobility 

Implement  the  Council  Recommendation  "Youth  on  the  move  –  promoting  the  learning 
mobility of young people", to promote learning mobility for all learners, within Europe and 
worldwide, at all levels of education and training, focusing on information and guidance, the 
quality of learning mobility, removing barriers and promoting teacher mobility. 

Lifelong learning strategies 

Work  together  to  complete  the  development  of  comprehensive  national  lifelong  learning 
strategies,  focusing  on  partnerships  with  stakeholders,  competence  development  of  low-
skilled  adults,  measures  to  extend  access  to  lifelong  learning  and  integrate  lifelong  learning 
services (guidance, validation etc.). 

(2) 

Improving the quality and efficiency of education and training 

Basic skills (literacy, Mathematics, Science and Technology), languages 

Capitalise  on  evidence  on  reading  literacy,  including  the  report  of  the  High  Level  Expert 
Group on Literacy, to raise literacy levels among school students and adults and to reduce the 
proportion of low-performing 15 year olds in reading. Address the literacy challenges of using 
a variety of media, including digital, for all. Exploit and develop the results of cooperation to 
tackle  low  performance  in  mathematics  and  science  at  school;  pursue  work  to  improve 
language competences, in particular to support learning mobility and employability. 

Professional development of teachers, trainers and school leaders 

Improve the quality of teaching staff as this is a key determinant of quality outcomes, focus 
on the quality of teachers, attracting and selecting the best candidates into teaching, quality in 
continuing professional development, developing teacher competences and reinforcing school 
leadership. 

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Modernising higher education and increasing tertiary attainment levels 

Work together to increase the number of graduates, including extending alternative pathways; 
improving  the  quality  and  relevance  of  higher  education;  raising  the  quality  of  higher 
education  through  mobility  and  cross-border  cooperation;  strengthening  the  links  between 
higher  education,  research  and  innovation  to  promote  excellence  and  regional  development; 
improving governance and funding. 

Attractiveness and relevance of VET 

Work together, in line with the Bruges Communiqué on enhanced European Cooperation in 
Vocational Education and Training for the period 2011-2020, in particular on making initial 
VET  more  attractive,  promoting  excellence  and  the  labour  market  relevance  of  VET, 
implementing  quality  assurance  mechanisms  and  improving  the  quality  of  teachers,  trainers 
and other VET professionals. 

Efficient funding and evaluation 

Examine  funding  mechanisms  and  evaluation  systems,  with  a  view  to  improving  quality, 
including  targeted  support  to  disadvantaged  citizens  and  the  development  of  efficient  and 
equitable  tools  aimed  at  mobilising  private  investment  in  post-secondary  education  and 
training. 

(3) 

Promoting equity, social cohesion and active citizenship 

Early School Leaving 

Help  Member  States  implement  the  2011  Council  Recommendation  on  policies  to  reduce 
early school leaving, and their national strategies on early school leaving in general education 
and VET. 

Early childhood education and care (ECEC)  

Work together, in line with the 2011 Council conclusions on early childhood education and 
care, to provide widespread equitable access to ECEC while raising the quality of provision; 
promoting  integrated  approaches,  the  professional  development  of  ECEC  staff  and  parental 
support; developing adequate curricula, and programmes and funding models. 

Equity and diversity 

Reinforce  mutual  learning  on  effective  ways  to  raise  educational  achievement  in  an 
increasingly diverse society, in particular by implementing inclusive educational approaches 
which  allow  learners  from  a  wide  range  of  backgrounds  and  educational  needs,  including 
migrants,  Roma  and  students  with  special  needs,  to  achieve  their  full  potential;  enhance 
learning opportunities for older adults and intergenerational learning. 

(4) 

Enhancing creativity and innovation, including entrepreneurship, at all levels of 
education and training 

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Partnerships with business, research, civil society 

Develop effective and innovative forms of networking, cooperation and partnership between 
education and training providers and a broad range of stakeholders including, social partners, 
business organisations, research institutions and civil society organisations. Support networks 
for schools, universities and other education and training providers to promote new methods 
of  organising  learning  (including  Open  Educational  Resources),  building  capacity  and 
developing them as learning organisations. 

Transversal  key  competences,  entrepreneurship  education,  e-literacy,  media  literacy, 
innovative learning environments 

Work  together  to  promote  the  acquisition  of  the  key  competences  identified  in  the  2006 
Recommendation  on  key  competences  for  lifelong  learning,  including  digital  competences 
and  how  ICT  and  entrepreneurship  can  enhance  innovation  in  education  and  training, 
promoting creative learning environments and heightening cultural awareness, expression and 
media literacy. 

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