Proposal for a COUNCIL RECOMMENDATION on attractive and sustainable careers in higher education
Date: 2024-03-27
Institutions: Directorate-General for Education, Youth, Sport and Culture, European Commission
Subjects: continuing education, cooperation in the field of education, education policy, higher education, innovation, professional career, scientific cooperation, teacher, teaching method, university research

EN 

  EN 

   EUROPEAN COMMISSION  Brussels, 27.3.2024  COM(2024) 145 final 2024/0078 (NLE)  Proposal for a COUNCIL RECOMMENDATION on attractive and sustainable careers in higher education {SWD(2024) 74 final}  
 
EXPLANATORY MEMORANDUM 

1. 

CONTEXT OF THE PROPOSAL 

1.1.  Reasons for and objectives of the proposal 

In  the  knowledge  economy,  Europe’s  future  will  be  shaped  by  the  performance  of  its 
education  systems  and  its  ability  to  compete  in  the  global  race  for  talent.  For  many  of  the 
challenges Europe is facing, education is bound to be part of the solution.  

Europe’s higher education sector  plays a key role in  equipping its  workforce with  the high-
level  skills  needed  on  the  labour  market  and  lays  the  foundation  for  Europe’s  innovation 
capacity  and  competitiveness,  notably  in  the  context  of  a  shrinking  workforce.  It  is  also 
instrumental for the capacity of EU citizens to learn and think independently, which is crucial 
for a functioning democracy. 

The higher education sector must attract talented staff - and retain it. That staff should be able 
to  thrive,  regardless  of  background,  and  enjoy  academic  freedom,  in  line  with  democratic 
principles.  Academic  staff  today  take  on  a  wide  range  of  tasks,  beyond  traditional  teaching 
and research roles. Career prospects and job satisfaction are decisive to retain academic talent. 

This proposal focuses on two further issues that impact the attractiveness of academic careers: 
(1)  Pioneering new  joint  transnational  educational activities -  like  a  European degree1 - 
requires dedicated staff with specific skills. However, experience2 shows that engaging 
in  transnational  cooperation  can  result  in  additional  workload  which  is  not  always 
recognised or rewarded. This work can be perceived as something to be performed on 
top  of  a  full-time  job,  and  this  can  be  a  disincentive  to  engaging  in  work  on 
transnational cooperation. 

(2)  Equipping  people  with  high-quality  skills  requires  well-trained,  agile  academic  staff. 
However, the criteria for career appraisal and promotion in the higher education sector 
are more closely linked to research activities and less to the quality of teaching. This can 
discourage academic staff from teaching, coupled with a neglect of continuous training 
to keep them updated on pedagogical methods and content. As a result, academic staff 
may struggle with a balance between teaching and research, and therefore, engage less 
in teaching. 

Higher  education  institutions  also  guide  innovation  and  the  economic,  civic  and  cultural 
development of their region. They develop people’s knowledge and professional skills - but 
also bring people and communities together to the benefit of both. Yet, many higher education 
institutions do not attribute the necessary value to activities such as business and community 
engagement, place-based innovation3 or participation in institutional governance. 

This  proposal  seeks to  address  this as  part of a larger package,  with a  Communication  on a 
blueprint for a European degree and a proposal for a Council recommendation on a European 
Quality Assurance and Recognition system. This initiative supports work towards a European 

1  Communication  from  the  Commission  to  the  European  Parliament,  the  Council,  the  European  Economic  and  Social 

Committee and the Committee of the Regions on a blueprint for a European degree COM(2024) 144. 

2  European  Universities  alliances,  Erasmus  Mundus  Joint  Masters,  Marie  Skłodowska-Curie  (MSCA)  Joint  Doctoral 

Programmes, and EIT-labelled programmes funded under the Erasmus+ programme. 

3  Place-based innovation aims to achieve urban/regional economic transformation that surpasses impacts of national or EU-
level strategies. This emphasises a bottom-up approach involving all relevant stakeholders, empowering cities or regions 
to develop strategies tailored to their needs. See Rissola, G. and Haberleithner, J., Place-Based Innovation Ecosystems. A 
case-study comparative analysis, Publications Office of the European Union, 2020, ISBN 978-92-76-19006-6. 

EN 

1 

  EN 

 
degree,  but  goes  further,  with  the  recommendation  on  attracting  and  retaining  excellent 
academic and professional staff in higher education to advance this goal. 

The ultimate goal of the initiative is a thriving higher education sector, as a key building block 
of  the  European  Education  Area4,  to  help  Europe  tackle  future  challenges,  by  equipping 
people with skills in line with changing societal needs.  

This  proposal  should  be  seen  alongside  the  Council  Recommendation  on  establishing  a 
European Framework to attract and retain research, innovation, and entrepreneurial talents in 
Europe5  -  with  both  reinforcing  synergies  between  the  European  Education  Area  and  the 
European Research Area (ERA)6. 

1.2. 

Structural and operational issues to be addressed by this recommendation 

Evidence  from  studies  and  consultations  point  to  the  disincentives  for  staff  in  higher 
education to engage in transnational cooperation and teaching, and the lack of recognition for 
these activities in career progression. 

1.2.1.  Promote, recognise, and value engagement in deeper transnational cooperation 

Research  shows  a  widespread  perception  that  the  time  staff  in  higher  education  devote  to 
deepening transnational cooperation (including building and deploying European Universities 
alliances7) is not recognised adequately in their careers. In a dedicated survey on this issue8, 
most  respondents  agreed that transnational  cooperation in  teaching  and learning  was part of 
their  higher  education  institutional  strategy  (66%),  and  that  career  pathways  for  academic 
staff  effectively  enabled,  supported,  and  encouraged  transnational  cooperation  activities 
(65%). However, when it came to appraisal, promotion, and reward mechanisms, only 40% of 
respondents  agreed  that  engagement  in  transnational  cooperation  was  effectively  taken  into 
account.  In  many  cases,  respondents  expressed  the  view  that  this  work  was  underestimated 
and people were expected to do it in addition to their full-time job.  

Furthermore,  European  and  international  mobility  opportunities  for  staff  are  not  sufficiently 
facilitated.  Academic  staff  participating  in  the  Erasmus+  programme  or  Marie  Skłodowska-
Curie Action admit that these two programmes allow them to make greater use of innovative 
teaching  methods  and  foster  closer  connections  with  the  labour  market.  Yet,  a  report9  on 
higher education systems  resources  in  24 responding  OECD10 countries highlights that only 
half of those sampled have dedicated national programmes to fund and support staff mobility.  

4  Communication  from  the  Commission  to  the  European  Parliament,  the  Council,  the  European  Economic  and  Social 
Committee and the Committee of the Regions on achieving the European Education Area by 2025, 30 September 2020, 
COM(2020)625 final. 

5  Council Recommendation of 18 December 2023 on a European framework to attract and retain research, innovation and 

entrepreneurial talents in Europe (OJ C, C/2023/1640, 29.12.2023). 

6  https://research-and-innovation.ec.europa.eu/strategy/strategy-2020-2024/our-digital-future/european-research-

area_en#what-is-era. 

7  The European Universities initiative is an EU initiative aimed at establishing alliances between higher institutions from 

across Europe.  It is implemented primarily through Erasmus+ funding. 
8  Research conducted by ECORYS (a research-based consultancy) in 2023. 
9  OECD  (2024),  ‘The  state  of  academic  careers  in  OECD  countries: An  evidence  review’, OECD  Education  Policy 

Perspectives, No. 91, OECD Publishing, Paris, https://doi.org/10.1787/ea9d3108-en. 

10  Organisation for Economic Cooperation and Development. 

EN 

2 

  EN 

 
1.2.2.  Promote,  recognise,  and  value  diverse  academic  roles  and  tasks,  including 

innovating and effective teaching 

Academic staff working  in higher education institutions are expected  by their employer  and 
the wider society to fulfil various additional roles and tasks11 on top of teaching and research. 
Ultimately,  these  additional  tasks  shape  the  role  that  higher  education  plays  in  society  - 
educating highly skilled professionals and tackling social and economic challenges. However, 
these diverse tasks are not valued equally. While formal mechanisms to recognise teaching in 
academic careers exist in most European countries, they do not seem to work well in practice. 
It is vital that teaching and other non-research academic activities – all of which are crucial to 
society – are valued on an equal footing with research12. 

Stakeholder organisations are concerned about this lack of parity of esteem between research 
and  teaching.  They  are  also  troubled  by  the  high  levels  of  dissatisfaction  reported  with 
institutional practices related to the diversity of academic roles and tasks. For example, over 
two-thirds  (70%)  of  respondents  to  a  recent  survey13  stated  that  the  workload  of  academic 
staff was not fairly distributed evenly  across staff types, seniority levels,  and roles. Another 
recent  study  shows  that  while  teaching  performance  is  regularly  evaluated  in  many  higher 
education  systems,  the  results  of  this  evaluation  have  only  a  limited  impact  on  career 
progression, with little recognition given to quality and innovative teaching14. 

Linear career path models are another matter of concern to academic staff, as they hinder the 
capacity of higher education institutions to innovate and engage  with their wider ecosystem. 
Academic staff can rarely move seamlessly between academia and other sectors. Yet, such a 
broadening of experience would contribute to both the quality of teaching and academic life. 

In addition, support for development of academic staff is seen as insufficient. Dealing with a 
more  diverse  student  body  and  involving  them  in  a  student-centred  learning  environment 
requires continuous updating of teaching methods. While there is support to academic staff to 
improve  teaching  methods  (teaching  enhancement)15,  this  is  not  widespread  across  the 
European Education Area. The implementation of a formal teaching qualification requirement 
for academic staff taking up a teaching role in higher education, is even less common16. 

1.2.3.  Promote competitive, safe, fair, free and non-discriminatory conditions to attract and 

retain staff 

High  quality  teaching  and  transnational  cooperation  can  only  be  developed  in  a  free,  safe, 
predictable,  and  stable  working  environment.  The  wellbeing  of  the  academic  staff  relies  on 
several  factors:  possibility  for  professional  development,  equality  and  non-discrimination  in 
recruitment  and  promotion,  mobility  opportunities,  and  intellectual  freedom.  These  are  key 
factors to attract younger generations to a career in academia. At the same time, the lack of 
inclusiveness and competitiveness in terms of attractive working conditions may deter people 
from opting for this type of career. The high proportion of precarious contracts in the field of 

11  These include transnational cooperation, business and community engagement (cooperation with different sectors of the 

economy and local communities), place-based innovation, and participation in institutional governance. 

12  See ECORYS online survey and OECD evidence review. Also, the Council Recommendation on a European framework 
to  attract  and  retain  research,  innovation  and  entrepreneurial  talents  in  Europe  (as  adopted  in  2023)  recommends 
assessment  and  reward  systems  that  recognise  a  diversity  of  outputs,  activities  and  practices.  This  includes  teaching, 
academia-industry cooperation, and interaction with society. 

13  Research conducted by ECORYS in 2023.  
14  https://doi.org/10.1787/ea9d3108-en. 
15  5  Member  States  have  regulatory  obligations  to  improve  teaching:  DK,  EE,  FR,  LT  and  LV.  See  Zhang,  T.  (2022). 

National Developments in Learning and Teaching in Europe. Brussels: European University Association. 

16  https://doi.org/10.1787/ea9d3108-en. 

EN 

3 

  EN 

 
higher  education,  especially  in  early-stage  careers,  prevent  them  from  developing  their 
professional skills. That is why effective social dialogue and academic freedom are necessary 
supportive elements to achieve high quality education and transnational cooperation. 

The specific characteristics of higher education and variety of institutions means the situation 
of academic staff is quite varied - in particular among those in the early stages of their careers. 
Many staff in  higher education  are employed on  short-term  or precarious contracts17. While 
this  may  offer  higher  education  institutions  more  flexibility,  it  can  make  the  academic 
profession less attractive. 

Aside from job security and working conditions, the wellbeing of academic and professional 
services  staff  also  relies  on  reassurance  that  they  can  teach  without  interference  or  fear  of 
reprisal.  In  a  recent  study,  analysing  the  self-perception  of  academic  freedom  by  4,000 
academic  staff  in  EU  countries,  45%  reported  an  erosion  in  the  protection  of  academic 
freedom18.  Any  incidents  that  could  possibly  undermine  academic  freedom  may  hamper 
academic work, which takes place, by its very nature, in a public space.  Fear of persecution 
for one’s scientific views is a major disincentive to engage in a career in higher education. 

Europe has a highly accessible higher education system compared with the rest of the world. 
However, disadvantaged groups are still underrepresented among students, academic staff and 
researchers.  It  is  important  for higher education institutions  to  create an environment  where 
talents  from  disadvantaged  groups  stay  in  academia  and  contribute  –  with  their  specific 
experience – to high quality academic work19. Academic staff from underrepresented groups 
may  act  as  role  models  for  disadvantaged  students,  which  could  potentially  help  to  attract 
diverse talents. Considering the societal role of academia, it needs to be open to diversity and 
create non-discriminatory and safe conditions to enable all staff to innovate and teach. Lack of 
inclusive and accessible recruitment, employment and mobility opportunities for persons with 
disabilities deter them from taking up or maintaining a career in this field. In 2020, six times 
fewer persons with disabilities than those without worked in the education sector20. Evidence 
points  to  persistent  gender  imbalances,  including  contractual  inequality21.  Women  are  more 
often employed on precarious (9% vs. 7.7% in 2019) and temporary contracts (3.9 percentage 
points more) than men. Despite progress in recent years, women are under-represented among 
academic staff in Science, Technology, Engineering, and Mathematics (STEM), and in higher 
rank positions. Such gender differences can have a direct influence on the gender pay gap, as 
STEM fields tend to be associated with higher pay levels. The average proportion of women 
holding  full  professorships  or  equivalent  positions  is  26%  in  the  EU,  and  an  even  greater 
gender  imbalance  is  found  in  governance,  where  only  24%  of  heads  of  higher  education 
institutions are women. 

Improving the working conditions and addressing barriers and gender inequalities in academic 
careers  play  an  important  role  in  promoting  competitive,  free,  inclusive,  safe,  fair  and  non-
discriminatory conditions in academia, as they are part of the elements needed to increase the 

17  Evidence  indicates  that  in  some  systems,  about  a  quarter  of  staff  may  be  employed  on  short-term  contracts:  

https://doi.org/10.1787/ea9d3108-en. 

18  Karran,  T.  &  K.  Beiter  (2020),  ‘Academic  freedom  in  the  European  Union:  legalities  and  realities’,  in  Bergan,  S.,  T. 
Gallagher  and  I.  Harkavy  (eds.),  Academic  Freedom,  Institutional  Autonomy  and  the  Future  of  Democracy,  UN 
Educational, Scientific and Cultural Organization, Council of Europe Publishing, Strasbourg. 
19  Community engagement in higher education: trends, practices and policies - NESET (nesetweb.eu). 
20  European  Disability  Expertize,  The  employment  of  persons  with  disabilities,  Reports  -  Employment,  Social  Affairs  & 

Inclusion - European Commission (europa.eu) 

21  European  Commission,  Directorate-General  for  Research  and  Innovation, She  figures  2021  –  Gender  in  research  and 

innovation – Statistics and indicators, Publications Office, 2021, https://data.europa.eu/doi/10.2777/06090. 

EN 

4 

  EN 

 
attractiveness  of  higher  education  institutions  for  academic  staff  and  foster  high  quality 
teaching and transnational cooperation. 

Data on academic careers is often fragmented, making it difficult to analyse certain aspects in 
depth. Work on filling some of the existing data gaps has already begun  as part of the work 
carried out by the European Higher Education Sector Observatory22 and the research careers 
observatory, to be developed within the European Research Area to monitor research careers 
in all sectors23. However, better data collection and integration is needed to both monitor the 
institutional transformation in the EU’s higher education sector and to inform policymaking. 

1.3. 

Objectives pursued by the proposed Council recommendation 

This  Council  recommendation  aims  to  create  a  common  EU-level  framework  on  attractive, 
inclusive and sustainable careers in higher education.  

1.4. 

Consistency with existing policy provisions in the policy area 

The proposal is a key deliverable under the European Education Area and builds on previous 
work set out in the below paragraphs. 
The Commission Communication on a European strategy for universities24 highlights the need 
for ‘flexible and attractive academic careers in higher education’. The Communication states 
that the ‘Commission, in close cooperation with the stakeholders and the Member States, will 
propose a European framework for attractive and sustainable careers in higher education’ ‘in 
synergy with the research career framework developed under the European Research Area’. It 
also calls on Member States ‘to promote parity of esteem between different academic career 
paths and provide more flexibility for academic careers, beyond academia.  

This  objective  was  further  reiterated  in  the  Council  Conclusions  on  a  European  strategy 
empowering higher education institutions for the future of Europe25 which states that ‘the full 
variety of academic activities both within and beyond academia, on all dimensions of higher 
education institutions’ missions, needs to be considered in their career assessments’.  

This  proposal  for  a  Council  recommendation  considers  the  experiences  of  the  Marie 
Skłodowska-Curie Actions, which contribute to these objectives by (i) attracting international 
talent  to  Europe;  (ii)  promoting  attractive  working  conditions;  and  (iii)  supporting  training, 
mobility and career development of researchers and academic staff in Europe.  

The  Council  Recommendation  on  establishing  a  European  Framework  to  attract  and  retain 
research,  innovation,  and  entrepreneurial  talents  in  Europe26,  aims  at  strengthening  research 
careers in all sectors, including by introducing a new European Charter for Researchers. Both 
the  framework  and  the  Charter  are  in  line  with  the  Council  Conclusions  on  ‘Deepening  the 
European  Research  Area:  Providing  researchers  with  attractive  and  sustainable  careers  and 

22  See Communication from the Commission to the European Parliament, the Council, the European Economic and Social 
Committee and the Committee of the Regions on a European strategy for  universities, 18 January 2022, COM(2022)16 
final. The Commission is to set up the European Higher Education Sector Observatory. This Observatory combines the 
best of the current EU data tools and capacities in one single place, while further enhancing their use.  

23  The Europe Work Programme 2023-2024, ‘Widening participation and strengthening the European Research Area’. 
24  Communication  from  the  Commission  to  the  European  Parliament,  the  Council,  the  European  Economic  and  Social 
Committee and the Committee of the Regions on a European strategy for universities, 18 January 2022, COM(2022) 16 
final. 

25  Council conclusions on a European strategy empowering higher education institutions for the future of Europe (OJ C 167, 

21.4.2022, p. 9). 

26  Council Recommendation of 18 December 2023 on a European framework to attract and retain research, innovation and 

entrepreneurial talents in Europe (OJ C, C/2023/1640, 29.12.2023, p. 1). 

EN 

5 

  EN 

 
working conditions and making brain circulation a reality’27 adopted in May 2021, and a key 
deliverable annexed to the Council Conclusions  on the ‘Future governance of the European 
Research Area’28.  

The  Commission  adopted  on  13  November  2023  a  proposal  for  a  Council  recommendation 
‘Europe  on  the  Move  –  learning  mobility  opportunities  for  everyone’29.  That  proposed 
recommendation aims at providing opportunities for educators, staff and learners at any age.   

The Council Resolution on a strategic framework for European cooperation in education and 
training  towards  the  European  Education  Area  and  beyond  (2021-2030)30sets  as  a  priority, 
‘making  lifelong  learning  and  mobility  a  reality  for  all’.  This  priority  is  strengthened  by 
actions promoting ‘a mindset of reskilling and upskilling throughout the Union’31 during the 
European Year of Skills 2023/2024 and skills policies to match learners’ needs and skill sets 
(including those acquired during mobility) with labour market opportunities. 

The  Council  Recommendation  of  23  November  2023  on  improving  the  provision  of  digital 
skills  and  competences  in  education  and  training32  calls  on  Member  States  to  ‘continue  to 
improve measures to  recruit  and train  teachers with expertise in  the areas  of (….) advanced 
digital technologies in higher education, while acknowledging their need for a varied range of 
pedagogical and didactic skills’. 

1.5. 

Consistency with other Union policies 

By strengthening higher education, this proposal for a Council recommendation contributes to 
Europe’s  efforts  to  invest  in  people  and  their  skills,  laying  the  foundation  for  sustained 
growth, competitiveness and high employment, in line with the European Semester.  
It  is  also  consistent  with  the  European  Pillar  of  Social  Rights33,  which  sets  out  essential 
principles  and  rights  relating  to  equal  opportunities  and  access  to  the  labour  market,  fair 
working  conditions  and  social  protection  and  inclusion,  and  the  November  2019  Council 
Recommendation on ‘Access to social protection for workers and the self-employed’34.    

2. 

LEGAL BASIS, SUBSIDIARITY AND PROPORTIONALITY 

2.1. 

Legal basis 

The proposal is based on Articles 165(4) and 166(4) of the Treaty on the Functioning of the 
European  Union  (TFEU).  Article  165(1)  of  the  TFEU  lays  down  that  the  Union  is  to 
‘contribute  to  the  development  of  quality  education  by  encouraging  cooperation  between 

27  https://www.consilium.europa.eu/media/49980/st09138-en21.pdf 
28  https://data.consilium.europa.eu/doc/document/ST-14308-2021-INIT/en/pdf.  See  actions  4  ’Promote  attractive  and 
sustainable  research  careers,  balanced  talent  circulation  and  international,  transdisciplinary  and  inter-sectoral  mobility 
across the ERA’; 3 ’Advance towards the reform of the Assessment System for research, researchers and institutions to 
improve their quality, performance and impact’; and 5 ’Promote gender equality and foster inclusiveness, taking note of 
the Ljubljana declaration’. 

29  Proposal  for  a  Council  recommendation  ‘Europe  on  the  Move’  –  learning  mobility  opportunities  for  everyone,  15 

November 2023, COM(2023) 719 final. 

30  Council Resolution on a strategic framework for European cooperation in education and training towards the European 

Education Area and beyond (OJ C 66, 26.2.2021). 

31  Decision (EU) 2023/936 of the European Parliament and of the Council of 10 May 2023 on a European Year of Skills 

(OJ L 125, 11.5.2023, p. 1). 

32  Council  Recommendation  of  23  November  2023  on  improving  the  provision  of  digital  skills  and  competences  in 

education and training (OJ C, C/2024/1030, 23.1.2024). 

33  Interinstitutional Proclamation on the European Pillar of Social Rights (OJ C 428, 13.12.2017, p. 10). 
34  Council Recommendation of 8 November 2019 on access to social protection for workers and the self-employed (OJ C 

387, 15.11.2019, p. 1). 

EN 

6 

  EN 

 
Member  States  and,  if  necessary,  by  supporting  and  supplementing  their  action,  while  fully 
respecting  the  responsibility  of  the  Member  States  for  the  content  of  teaching  and  the 
organisation  of  their  education  systems’.  Article  165(2)  of  the  TFEU  further  specifies  that 
Union  action  in  education  is  aimed  at  ‘promoting  cooperation  between  educational 
establishments’ and ‘at encouraging mobility of students and teachers.  

Article  166(1)  of  the  TFEU  stipulates  that  the  Union  shall  implement  a  vocational  training 
policy.  Article  166(2)  of  the  TFEU  states  that  the  Union  action  must  aim  to  ‘stimulate 
cooperation on training between educational or training establishments and firms’.  

Additionally,  the  proposal  is  based  on  Article 153(1)  points  (b)  and  (i)  in  conjunction  with 
Article  292.  Whilst  Article 153(1)  points  (b)  and  (i)  state  that  the  Union  shall  support  and 
complement  the  activities  of  the  Member  States  in  the  field  of  working  conditions  and 
equality between men and women with regard to labour market opportunities and treatment at 
work,  Article  292  of  the  TFEU  provides  the  legal  basis  for  the  Council  to  adopt 
recommendations based on a proposal from the Commission.  

The  initiative  does  not  propose  any  extension  of  EU  regulatory  power  or  binding 
commitments  on  Member  States.  It  is  the  Member  States  who  will  decide,  based  on  their 
national circumstances, how they implement this Council recommendation. 

2.2. 

Subsidiarity (for non-exclusive competence)  

The proposal is in conformity with the principle of subsidiarity as provided for in Article 5(3) 
of the Treaty on the European Union (TEU). It seeks to increase transnational cooperation in 
higher  education  while  safeguarding  the  ability  of  the  Member  States  to  take  independent 
legislative decisions and implement measures aimed at fostering deeper cooperation between 
higher  education  institutions.  Notwithstanding  Member  States’  responsibility,  transnational 
cooperation issues are by nature better addressed at EU level, through joint action. 

2.3. 

Proportionality 

The proposal is in conformity with the principle of proportionality as provided for in Article 
5(4) of the TEU. Neither the content, nor the form of the proposal exceeds what is necessary 
to achieve its objectives. The actions proposed are proportional to the pursued objectives as 
they  respect  Member  States’  practices  and  the  diversity  of  systems.  Any  commitments  by 
Member States are voluntary in nature and each Member State remains free to decide on the 
implementation  of  the  proposal.  The  added  value  of  action  at  EU  level  is  to  foster  deeper 
transnational cooperation between higher education institutions from different Member States, 
to  improve  the  functioning  of  higher  education  in  the  EU  and  increase  its  worldwide 
attractiveness and competitiveness. 

2.4. 

Choice of instrument 

To achieve the objectives referred to above, Articles 165(4) and 166(4) of the TFEU, as well 
as  Article  292  as  explained  above,  provide  for  the  adoption  by  the  Council  of 
recommendations,  on  a  proposal  from  the  Commission.  A  Council  recommendation  is  an 
appropriate  instrument  within  the  field  of  education  and  training  where  the  Union  has  a 
supporting responsibility. 

EN 

7 

  EN 

3. 

RESULTS 
CONSULTATIONS AND IMPACT ASSESSMENTS 

EX-POST 

EVALUATIONS, 

OF 

STAKEHOLDER 

3.1. 

Stakeholder consultations 

Numerous consultation activities have been carried out over the recent years at the meetings 
of:  (i)  the  European  Education  Area  Strategic  Framework  Working  Group  on  Higher 
Education;  (ii) the Directors General  for Higher  Education, and (iii)  the Bologna Follow-up 
Group and of the Learning and Teaching Working Group.  

Regular  discussions  took  place  between  the  Commission  and  higher  education  institutions, 
stakeholder organisations, including  the European Universities. Many stakeholders provided 
input in written contributions (EUA, YERUN, LERU, CESAER, The Guild, EURASHE35).  

An  online  survey  further  strengthened  stakeholders’  input,  as  did  findings  from  an  earlier 
literature  review.  This  survey  and  these  findings  clearly  indicated  the  perceived  lack  of 
recognition  for teaching  and other activities  compared with research, in  academic careers at 
higher  eduction  institutions.  The  call  for  evidence36  was  published  on  9  January  2024  and 
closed on 6 February 2024, and stakeholders generally welcomed the initiative.  
The  Commission  also  had  exchanges  with  social  partners  such  as  ETUCE37  throughout  the 
preparation process of this recommendation.  

3.2. 

Collection and use of expertise 

The  proposal  is  based  on  evidence  and  input  received  from  studies  and  reports:  ECORYS 
comprehensive  literature  review  and  online  survey,  including  consultations  meetings  and 
focus groups38; OECD evidence review on academic careers39, and a complementary review 
on wellbeing of academic staff conducted by NESET40. 

Inputs based on Erasmus+ funded projects involving stakeholders organisations also provided 
input: the LOTUS project41 coordinated by the EUA and the E-note project42. 

3.3. 

Impact assessment 

An  impact  assessment  was  not  carried  out,  given  the  voluntary  nature  of  the  proposed 
activities  and  the  scope  of  the  impacts  expected.  The  development  of  the  proposal  was 
informed by prior studies, consultations with stakeholders and Member States, and a call for 
evidence. 

3.4. 

Fundamental rights 

The proposal respects the principles recognised by the Charter of Fundamental Rights of the 
European Union43, namely the right to education under Article 14, the respect for the arts and 
scientific  and  academic  freedom  under  Article  13,  non-discrimination  under  Article  21, 

35  EUA: European University Association; YERUN: Young European Research Universities Network;  LERU: League of 
European Research Universities; CESAER: Conference of European Schools for Advanced Engineering Education and 
Research;  The  Guild:  The  Guild  of  European  Research-Intensive  Universities;  EURASHE:  European  Association  of 
Institutions in Higher Education. 

36  Attractive and sustainable careers in higher education (europa.eu). 
37  European Trade Union Committee for Education. 
38  Research conducted by ECORYS in 2023. 
39  https://doi.org/10.1787/ea9d3108-en. 
40  https://nesetweb.eu/en/resources/library/student-and-staff-mental-wellbeing-in-european-higher-education-institutions/. 
41  ‘Leadership and Organisation for Teaching and Learning at European Universities’: LOTUS (eua.eu). 
42  Home - European Network on Teaching Excellence. 
43  Charter of Fundamental Rights of the European Union (OJ C 326, 26.10.2012, p. 391). 

EN 

8 

  EN 

 
equality  between  women  and  men  under  Article  23,  and  the  right  to  fair  and  just  working 
conditions under Article 31.  

4. 

BUDGETARY IMPLICATIONS 

While this initiative will not require additional resources from the EU budget, the measures in 
this recommendation will mobilise sources of funding at EU, national and regional level. 

5. 

OTHER ELEMENTS 

Implementation plans and monitoring, evaluation, and reporting arrangements 

The Commission intends to:  

• 

• 

• 

Facilitate  peer  learning  among  Member  States,  higher  education  institutions  and 
stakeholders,  including  European  Universities  alliances  on  teaching  enhancement; 
mechanisms  ensuring  the  recognition  of  teaching  and  involvement  in  transnational 
cooperation activities, and providing sustainable career pathways and appropriate talent 
management measures for academic staff and professional services staff. 
Foster  synergies  between  this  proposal  and  the  Council  Recommendation  on 
establishing  a  European  Framework  to  attract  and  retain  research,  innovation,  and 
entrepreneurial  talents  in  Europe.  This  could  help  to  ensure  improved  and  consistent 
careers for academic staff working at higher education and research institutions. 
Facilitate evidence-based policy and monitoring progress of this proposal by mapping, 
through the European Higher Education Sector Observatory, existing data on higher 
education career and staffing policy at European, national, and institutional levels. The 
Commission also plans to identify data gaps and needs and to consider relevant links 
between the European Higher Education Sector Observatory and the observatory on 
research careers developed within the European Research Area. 

2024/0078 (NLE) 

Proposal for a 

COUNCIL RECOMMENDATION 

on attractive and sustainable careers in higher education 

THE COUNCIL OF THE EUROPEAN UNION 

Having regard to the Treaty on the Functioning of the European Union,  in particular Article 
292  in  conjunction  with  Article  153(1),  points  (b)  and  (i),  and  Articles  165(4)  and  166(4) 
thereof, 

Having regard to the proposal from the European Commission, 

Whereas: 

EN 

9 

  EN 

(1) 

(2) 

(3) 

(4) 

(5) 

44 

45 
46 

High-quality  staff  are  essential  for  thriving  Union  higher  education  institutions  and 
deeper  transnational  cooperation  between  Member  States,  in  line  with  the  European 
strategy for universities.44 

‘Academic staff’ in higher education should be understood as staff whose primary or 
major  assignment  is  teaching  or  research  in  institutions  offering  programmes  at 
European  Qualifications  Framework  (EQF)  levels  5  to  845.  Staff  targeted  by  this 
Recommendation  should  be  understood  to  include  staff  working  at  higher  education 
institutions  who  do  both  teaching  and  research,  and  staff  who  do  teaching  only  or 
mostly,  regardless  of  their  status.  It  also  includes  researchers  working  at  higher 
education institutions, who may not  have a permanent  teaching  assignment,  but  who 
are  involved  in  the  life  of  the  institution  and  might  be  occasionally  involved  in 
teaching. 

Some  recommendations  include  professional  services  staff  who  are  not  strictly 
considered  as  ‘academic  staff’,  but  who  have  extensive  high-level  expertise  in 
strategic,  legal  or  communication  fields,  professionals  working  in  areas  related  to 
academic  tasks  but  with  no  direct  engagement  in  them,  or  higher  education 
professionals with extensive knowledge of higher education and other relevant policy. 

Higher education institutions  are experiencing  changing  conditions  and new types of 
academic activities are being created. Academic staff in higher education are expected 
to fulfil various roles from traditional education and research to  entrepreneurship and 
innovation,  knowledge  valorisation, 
transnational  cooperation,  business  and 
community engagement46, regional and local development, mentoring, administration 
and management and participation in institutional governance. Those various roles are 
unevenly  recognised.  In  order  to  tackle  bias  in  career  structures  and  overall  social 
recognition  of  research  at  the  expense  of  teaching  and  other  non-research  academic 
activities,  it  would  be  appropriate  to  promote  approaches  that  acknowledge  diverse 
academic  career  paths  and  consider  these  in  staff  appraisal  and  career  promotion 
processes. 

Creating better conditions for academic staff and addressing barriers can help increase 
the attractiveness of higher education institutions as places of work and enhance their 
capacity to trigger additional positive spill-over effects, notably on the labour market 
by stimulating the development of talent. A more valued and supported academic staff 
can  help  nurture  the  workforce  needed  for  the  development  of  regional  economies, 
which  are  increasingly  dependent  on  knowledge,  innovation,  and  highly  skilled 
people.  The  importance  of  attractive  and  effective  higher  education  institutions  has 

Communication from the Commission to the European Parliament, the Council, the European Economic and Social 
Committee  and  the  Committee  of  the  Regions  on  a  European  strategy  for  universities,  18  January  2022, 
COM(2022)16 final. 
The European Qualifications Framework (EQF) | Europass. 
The mission of higher education goes beyond the functions of education and research. Business engagement means 
establishing  partnerships  between  higher  education  institutions  and  business,  bringing  mutual  benefits  such  as 
access to novel technologies for companies, and access  to equipment, expertise or networks beyond academia for 
higher  education  institutions.  Community  engagement  means  strengthening  democratic  values  and  civic 
engagement,  addressing  the  needs  of  vulnerable  groups,  contributing  to  cultural  development,  informing  public 
policy and addressing large-scale social challenges. 

EN 

10 

  EN 

 
(6) 

(7) 

(8) 

(9) 

been especially recognised in regions in a talent development trap or at risk of falling 
into one, which are lagging in terms of creating new economic opportunities.47 

strategic 

transnational  activities, 

Increasingly 
including  building  European 
Universities alliances48 and developing transnational educational programmes, require 
academic  staff,  as  well  as  professional  services  staff  to  dedicate  additional  time  and 
energy  to  those  activities  on  top  of  core  teaching  and  research.  In  order  to  further 
develop  these  activities,  appraisal  and  promotion  mechanisms  need  to  acknowledge 
staff involvement in work on transnational cooperation. 

A  free  and  non-discriminatory  working  environment  is  an  important  enabling  factor 
for  academic  staff  to  provide  high  quality  teaching.  Academic  freedom  should  be 
protected  and  promoted  to  maintain  the  high  level  enjoyed  by  academic  staff  in  the 
Union.  Academic  staff  and  professional  services  staff  may  also  face  challenges  of 
unsatisfactory  working  conditions49,  heavy  workload  and  gender  or  other    biases  in 
assessment and recognition. Also, women are more often employed on precarious and 
temporary  contracts  than  men50.  To  address  those  challenges,  it  is  necessary  to 
promote competitive, accessible and fair working conditions in academia. 

The  Union  action  towards  inclusiveness,  diversity,  and  gender  equality  in  higher 
education  is  based on an inclusive excellence  approach.  It  seeks to  support excellent 
higher  education  while  ensuring  equality  of  participation  with  a  special  focus  on 
under-represented  and  disadvantaged  communities.  In  order 
the 
underrepresentation of certain groups in higher education institutions, in particular in 
leadership positions, it would be appropriate to promote diversity and inclusion plans 
at higher education institutions, and in career promotion processes. 

to  address 

This Recommendation is designed in close synergy with the Council Recommendation 
on establishing  a European Framework to  attract and retain research, innovation  and 
entrepreneurial  talents  in Europe51, which aims at  more attractive  research  careers in 
all sectors, including academia, and at a full recognition for all types of career paths. 
Both  recommendations  aim  at  improving  working  conditions,  stability  of  careers, 
skills,  gender  equality,  inclusiveness  and  social  protection  measures  for  their 
respective target groups.  

(10)  This  Recommendation  aims  to  encourage  better  recognition  of  the  energy  and  time 
that  academic  staff  and  other  professional  services  staff  devote  to  transnational 
cooperation  activities,  for  example  the  European  Universities  alliances.  For  the  full 
roll-out  of  this  initiative52,  and  the  encouragement  of  transnational  cooperation 
activities, including development of joint degrees, full involvement of staff and career 

47  Communication  from  the  Commission  to  the  European  Parliament,  the  Council,  the  European  Economic  and  Social 
Committee and the Committee of the Regions on Harnessing talent in Europe’s regions, 17 January 2023, COM(2023) 32 
final. 

48  The European Universities Initiative is an EU initiative aimed at establishing alliances between higher institutions from 

across Europe.  It is implemented primarily through Erasmus+ funding. 

49  Including  lack  of  reasonable  accommodation  measures  for  persons  with  disabilities,  Employment  Equality  Directive, 

2000/78/EC 

50  European  Commission,  Directorate-General  for  Research  and  Innovation, She  figures  2021  –  Gender  in  research  and 

innovation – Statistics and indicators, Publications Office, 2021, https://data.europa.eu/doi/10.2777/06090. 

51  Council Recommendation of 18 December 2023 on a European framework to attract and retain research, innovation and 

entrepreneurial talents in Europe (OJ C, C/2023/1640, 29.12.2023, p. 1). 

52 

Communication from the Commission to the European Parliament, the Council, the European Economic and Social 
Committee  and  the  Committee  of  the  Regions  on  a  European  strategy  for  universities,  18  January  2022, 
COM(2022)16 final. 

EN 

11 

  EN 

 
 
perspectives  for  academic  and  professional  services  staff  involved  in  the  strategic 
to  promote 
coordination  functions  should  be  promoted.  Incentivising  staff 
transnational  and  intersectoral  mobility  should  also  greatly  contribute  to  the 
development  of 
educational 
programmes, for the benefit of all students. 

innovative  and 

interdisciplinary 

transnational 

(11)  This  Recommendation  aims  at  promoting  measures 

to  enhance  continuous 
professional  development,  and  to  further  acknowledge  the  variety  of  activities  that 
academic  staff  perform.  This  will  allow  for  full  staff  mobilisation  to  develop 
innovative teaching and learning, stimulate the upskilling and reskilling mindset, and 
promote the acquisition of skills for the green and digital transitions, including the use 
of artificial intelligence in teaching. 

(12)  This  Recommendation  aims  to  promote  competitive,  fair,  inclusive,  accessible,  safe 
and  non-discriminatory  conditions  for  academic  and  professional  services  staff  to 
attract them to and retain them in the higher education sector. Academic staff should 
be enabled to develop innovative teaching methods in an environment where working 
conditions  are  competitive  and  fair  and  where  fundamental  rights  are  protected  and 
there is no fear of reprisal and/or undue external influence. 

(13)  This Recommendation also aims to improve the evidence-base for developing human 
resources  policies  and  strategies  in  higher  education.  Since  no  internationally 
comparable data are collected systematically on academic staff and diverging  sets  of 
staff categories are used in different higher education systems, it would be appropriate 
to  explore  the  possibility  for  collecting  more  detailed  data  to  sufficiently  monitor 
emerging trends and to take truly evidence-based policy steps for deeper transnational 
cooperation at the level of the Union. 

(14) 

In  support  of  this  Recommendation,  the  Commission  intends  to  coordinate,  in  close 
cooperation with Member States, higher education institutions and social partners, in 
the  European  Education  Area  Strategic  Framework  Working  Group  on  Higher 
Education53,  the  preparation  of  guidelines  to  provide  advice  how  higher  education 
institutions  can  improve  attractiveness  of  academic  and  professional  support  staff 
careers,  and  a  European  competence  framework  for  academic  staff,  to  enhance 
permeability  of  careers  across  sectors,  building  on  existing  relevant  competence 
frameworks  at  Union  level,  such  as  the  European  Competence  Framework  for 
Researchers (ResearchComp).54 

(15)  The  Commission  also  intends  to  support  the  organisation  of  a  dedicated  social 
dialogue  at  Union  level  on  the  careers  of  academic  and  professional  services  staff, 
facilitate  peer  learning  between  Member  States  on  effective  mechanisms  ensuring 
recognition  of  academic  and  professional  services  staff  engagement  in  transnational 
cooperation, and innovative teaching activities; and to support evidence-based policy 
and monitoring progress by mapping, through the European Higher Education Sector 
Observatory55  existing  data  on  higher  education  career  and  staffing  policy  at 
European, national, and institutional level, and identifying data gaps and needs.  

53 

54 
55 

Arrangements  under  the  Communication  from  the  Commission  to  the  European  Parliament,  the  Council,  the 
European  Economic  and  Social  Committee  and  the  Committee  of  the  Regions  on  achieving  the  European 
Education Area by 2025, 30 September 2020, COM(2020)625 final. 
ResearchComp: The European Competence Framework for Researchers - European Commission (europa.eu). 
See Communication from the Commission to the European Parliament, the Council, the European Economic and 
Social  Committee  and  the  Committee  of  the  Regions  on  a  European  strategy  for  universities,  18  January  2022, 
COM(2022)16  final.  The  Commission  is  setting  up  the  European  Higher  Education  Sector  Observatory. 

EN 

12 

  EN 

 
 
(16)  The  Commission  fosters  synergies  with  the  Recommendation  on  establishing  a 
European  Framework  to  attract  and  retain  research,  innovation,  and  entrepreneurial 
talents  in  Europe,  to  ensure  improved  and  consistent  careers  for  academic  staff 
working at higher education institutions and engaged in both teaching and research. 

(17)  The  Commission  intends  to  further  develop,  promote,  and  provide  support  to 
transnational  educational  cooperation  and  innovative  educational  excellence  through 
relevant  financing  sources  at  Union 
the  Erasmus+ 
programme56, and encourage Member States to use the Technical Support Instrument 
to  receive  tailor-made  technical  expertise  to  design  and  implement  the  necessary 
reforms  in  the  higher  education  area,  including  by  fostering  cooperation  between 
policy  makers,  research  and  academia  and  by  developing  the  attractiveness  of 
academic careers, 

including 

through 

level, 

HAS ADOPTED THIS RECOMMENDATION: 

Transnational cooperation 

1. 

It is recommended that Member States promote, recognise and value engagement in 
deeper transnational cooperation, in particular:  

(a) 

encourage and support engagement of academic and professional services staff 
in deeper transnational cooperation activities such as joint degree programmes 
or joint education and training offers leading to micro-credentials57, at all levels 
and across all disciplines, by valuing such activities. For example, by: 

(i) 

the 

transnational 
integration  of  objectives  related 
considering 
educational  cooperation  in  career  pathways,  and  in  staffing  policy  at 
national and institutional levels; 

to 

(ii) 

(iii) 

taking  the  development  of  joint  transnational  educational  activities  into 
account in the academic career appraisal of academic staff; 
 taking into account work related to transnational cooperation in the total 
working hours of academic staff; 

(b)  pursue the objective, in  dialogue with  the higher education sector, to develop  
long-term  career  perspectives  and  talent  management  measures  targeting 
academic  and  professional  services  staff  involved  in  the  coordination  and 
management  of  alliances  of  higher  education  institutions,  such  as  European 
Universities alliances; 

(c) 

encourage the development and promotion of new opportunities for European 
and international mobility, offering also alternative forms for those who cannot 
travel, for academic and professional services staff, also by leveraging existing 
instruments for career management and labour mobility, such as the Europass 

56 

57 

This Observatory is supposed to combine the best of the current EU data tools and capacities in one single place, 
while further enhancing their use. 
Regulation (EU) 2021/817 of the European Parliament and of the Council of 20 May 2021 establishing Erasmus+: 
the  Union  Programme  for  education  and  training,  youth  and  sport  and  repealing  Regulation  (EU) No  1288/2013 
(OJ L 189, 28.5.2021, p. 1). 
Council Recommendation of 16 June 2022 on a European approach to micro-credentials for lifelong learning and 
employability (OJ C 243, 27.6.2022, p. 10). 

EN 

13 

  EN 

 
platform58  and  the  European  cooperation  network  of  employment  services 
(EURES)59 mobility advisers; 

(d) 

(e) 

support higher education institutions to ensure that they can dedicate adequate 
human resources capacity to transnational cooperation; 

encourage  the  possibility  for  academic  and  professional  services  staff  to 
practice  lifelong  learning,  including  by  going  on  sabbatical  leave  for  the 
purposes of improving skills necessary for transnational educational activities. 

Higher education institutions 

2. 

It  is  recommended  that  Member  States  promote,  acknowledge  and  value  diverse 
academic roles, including innovative and effective teaching, and in particular: 

(a) 

engage, in dialogue with the higher education sector, with an aim to: 

(i) 

ensure  that  human  resources  policies  in  the  higher  education  sector 
recognise  and  reward  similarly  diverse  roles  of  academic  staff,  such  as 
innovation,  knowledge 
teaching, 
valorisation, 
transnational  cooperation,  business  and  community 
engagement,  regional  and  local  development,  mentoring,  administration 
and management, participation in institutional governance; 

research,  entrepreneurship  and 

(ii)  promote  approaches,  new  and  existing,  that  value,  acknowledge  and 
reward diverse academic career paths for permeability of careers  across 
the different roles of academic staff as referred to in point 2(a)(i); across 
various  public  and  private  sectors;  and  across  countries,  taking  into 
account career breaks60 in a transparent manner; 

(iii)  develop  practices  in  the  higher  education  sector,  to  value  teaching 
enhancement  and  staff  development,  and  promote  parity  of  esteem  for 
teaching as compared to research, in staff appraisal and promotion; 
(iv)  encourage  institutional  leadership  in  higher  education  institutions  to 
increase  and  maintain  the  focus  on  learning  and  teaching  by  giving  as 
much attention to teaching as to research, and to value those who actively 
champion 
learning  excellence  at  higher  education 
institutions; 

teaching  and 

(b)  develop practices in the higher education sector, in cooperation with the higher 

education sector, to invest in continuous skills development by: 

(i) 

(ii) 

providing appropriate training  and  support to  academic staff  conducting 
teaching activities, including early career staff and part-time teachers;  
supporting teaching enhancement, by endorsing research on teaching and 
experimentation with new pedagogical methods, and creating innovative 
teaching and learning centres across higher education institutions to assist 
academic staff with their teaching mission; 

(iii)  providing support for  continuous professional  development  to  academic 
staff  in  innovative approaches  to  learning  and  teaching,  including 
through  micro-credentials,  to  enhance  digital  and  innovative  teaching 
approaches, including leveraging the safe and transparent use of artificial 

58 
59 
60 

Home | Europass. 
EURES (europa.eu). 
For example, due to parenthood and caring responsibilities, health issues. 

EN 

14 

  EN 

 
intelligence, embedding learning for the green transition and sustainable 
development  in  their  courses61,  inclusive  learning  approaches  addressed 
to diverse groups of learners, the integration of transnational cooperation 
within  education  and  training  programmes:  sharing  knowledge  through 
online  courses  with  the  rest  of  the  world  based  on  Open  Education 
principles62; 

(c) 

consider  integration  of  indicators  that  assess  the  degree  of  innovation  and 
quality in teaching and learning into existing quality assurance processes.  

3. 

It  is  recommended  that  Member  States  encourage  respect  of  collective  agreements, 
effective  social  dialogue,  and  the  autonomy  of  social  partners,  and  to  take  support 
action  so  that  employers  provide  attractive,  inclusive  and  competitive  working 
conditions,  where  academic  staff  are  valued,  encouraged  and  supported.  Such 
support action could include:  

(a) 

improving  recruitment  practices  and  working  conditions  of  academic  and 
professional  services  staff,  as  well  as  related  funding  mechanisms,  to  make 
those conditions more transparent, predictable, accessible and stable, especially 
for early-career staff; 

(b)  providing  commensurate  remuneration  free  from  gender  pay  gaps,  work-life 
balance and flexible working conditions of academic and professional services 
staff  that  help  bring  together  personal  life,  family,  caring  responsibilities, 
health, safety, and overall wellbeing, without prejudice to careers; 

(c) 

providing  access  to  adequate  social  protection  irrespective  of  the  form  of 
employment,  without  prejudice  to  the  right  of  Member  States  to  define  the 
fundamental  principles  of  their  social  security  systems.  Such  measures  could 
pertain to the following branches, insofar as they are provided in the Member 
States:  unemployment  benefits;  sickness  and  healthcare  benefits;  maternity 
leave;  paternity  leave  and  parental  leaves  and  related  benefits;  invalidity 
benefits;  old-age  benefits  and  survivors’  benefits;  benefits  in  respect  of 
accidents at work and occupational diseases; 

(d)  providing  access  to  updated,  comprehensive,  user-friendly  and  clearly 
understandable  information  on  their  social  protection  rights  and  obligations, 
and  to  ensure  that  entitlements  –  whether  acquired  through  mandatory  or 
voluntary schemes – are preserved, accumulated and/or transferable across all 
types  of  employment  and  self-employment  statuses  and  across  borders, 
economic  sectors,  throughout  the  working  life  or  during  a  certain  reference 
period and between different schemes within a given social protection branch; 

(e) 

ensuring  that  academic  staff  can  engage,  at  all  stages  of  their  careers  and 
whatever  their  type  of  employment  contract,  in  teaching  and  learning,  in 
research, without interference or fear of reprisal by: 

(i) 

contributing  to  the  effectiveness  of  monitoring  mechanisms  promoting 
and defending academic freedom; 

61 

62 

Council Recommendation of 16 June 2022 on learning for the green transition and sustainable development (OJ C 
243, 27.6.2022, p. 1). 
Open  educational  practices represent  teaching  and  learning  techniques  that  draw  upon  open  and  participatory 
technologies and open educational resources to facilitate collaborative and flexible learning. 

EN 

15 

  EN 

 
(ii)  defining  frameworks  to  protect  individual  members  of  academic  staff 

against undue external interference and threats; 

(iii)  contributing  to  transparency  in  funding  or  cooperation  agreements  by 

applying effective risk management; 

(f) 

ensuring gender equality, gender balance, equal opportunities and inclusiveness 
for academic staff from all backgrounds, including by developing and sharing 
good practices in higher education regarding gender equality, inclusiveness and 
diversity and encouraging higher education institutions to either use existing or 
develop  new  tools  such  as  Diversity  Charters63,  codes  of  conduct,  guidance 
materials or handbooks; 

(g) 

ensuring the effectiveness of measures aiming at creating an inclusive working 
environment by: 

(i) 

supporting  female  academic  staff  to  achieve  a  high  level  of  academic 
seniority and senior management/leadership roles; 

(ii)  promoting  introduction  of  gender  equality  plans  and  broader  diversity 
and  inclusion  plans  at  higher  education  institutions,  and  in  career 
promotion processes; 

(iii)  contributing  to  more  supportive  and  trust-based  appraisal  practices, 
prioritising  intrinsic  motivation,  open  feedback,  and  collaboration, 
including  by  developing  the  basis  for  evidence-based  policy  making  on 
inclusion and diversity. 

4. 

5. 

It is recommended that Member States engage in more evidence-based policymaking 
aimed  at  creating  competitive,  safe,  fair  and  non-discriminatory  conditions  in 
academia  based  on  available  organisational,  national,  and  European  data  on  higher 
education career and staffing policy. 

It  is  recommended  that  Member  States  follow  this  Recommendation  as  soon  as 
possible  to  allow  for  the  full  implementation  of  the  priorities  of  the  Council 
Conclusion on a European strategy empowering higher education institutions for the 
future  of  Europe64.  They  are  invited  to  regularly  inform  the  Commission,  in  the 
context  of  the  European  Education  Area  framework  working  structures, of  the 
corresponding measures to be taken at the appropriate level to support the objectives 
of this Recommendation as essential steps towards achieving and further developing 
the European Education Area. 

Done at Brussels, 

For the Council 
The President 

63  The EU Platform of Diversity Charters turns 10! - European Commission (europa.eu). 
64  Council conclusions on a European strategy empowering higher education institutions for the future of Europe (OJ C 167, 

21.4.2022, p. 9). 

EN 

16 

  EN