COMMUNICATION FROM THE COMMISSION TO THE EUROPEAN PARLIAMENT, THE COUNCIL, THE EUROPEAN ECONOMIC AND SOCIAL COMMITTEE AND THE COMMITTEE OF THE REGIONS a blueprint for a European degree
Date: 2024-03-27
Institutions: Directorate-General for Education, Youth, Sport and Culture, European Commission
Subjects: Bologna Process, European cooperation, diploma, higher education, mutual recognition principle, professional career, recognition of diplomas, student mobility, teacher, teaching quality

EN 

  EN 

   EUROPEAN COMMISSION  Brussels, 27.3.2024  COM(2024) 144 final  COMMUNICATION FROM THE COMMISSION TO THE EUROPEAN PARLIAMENT, THE COUNCIL, THE EUROPEAN ECONOMIC AND SOCIAL COMMITTEE AND THE COMMITTEE OF THE REGIONS a blueprint for a European degree {SWD(2024) 74 final}  
 
 
1.  Introduction 

Education  is  fundamental  for  the  future  of  the  EU.  It  is  a  foundation  for  personal  fulfilment, 
employability, achievement and for an active, responsible citizenship. Through delivering high-
quality  education,  universities1  are  beacons  of  our  European  way  of  life.  This  includes  the 
promotion of academic values and excellence and of democratic practices and fundamental rights, 
as well as fostering equality, diversity and inclusion. 

Europe’s competitiveness and prosperity depend on the future-proof skills of the current and next 
generations  to accelerate and master the green and digital transitions, compensate the demographic 
trends and to ensure Europe’s open strategic autonomy in key areas. Education is also key for the 
economic and social development and the resilience of countries that aspire to join the EU. We 
need to be prepared to lead this change and shape the future. 

As the key challenges of our time become increasingly global, and as Europe need to strengthen 
its  open  strategic  autonomy,  transnational  education  is  no  longer  a  ‘nice-to-have’  option  but 
becomes a necessity. It is a condition for equipping future generations with the competences and 
skills that European societies will need to thrive in an ever more interconnected world.  

The EU is competing with other education areas in the world. Its capacity to attract the best talent 
depends, in part, on the degrees that its higher education institutions can offer. That is why many 
universities  in  Europe  seek  to  pool  expertise  and  to  combine  complementary  strengths  not 
available  at  any  single  institution,  to  provide  graduates  and  lifelong  learners  with  strategic 
skills for their future.  

Since the launch of the European Education Area in 2020, remarkable progress has been made. 
Transnational cooperation has been a driving force behind reforms  to facilitate and support the 
emergence  of  innovative  models  like  the  soon-to-be  60  European  Universities  alliances2, 
involving around 500 higher education institutions from all parts of Europe, from capitals to rural 
areas.  They act as trailblazers for the entire higher education sector.  

University cooperation across borders can develop in many different ways. The most ambitious 
forms of the provision of joint education between countries, are programmes that lead to a joint 
degree. However, significant legal and administrative obstacles continue to make these degrees 
difficult  to  deliver.  This  is  holding  back  the  necessary  transformation  in  Europe’s  higher 
education sector. The European strategy for universities3, adopted in 2022, set out ambitious 
actions to achieve a European Education Area in higher education, with the intention to develop a 
European  degree.  This  communication  puts  this  intention  into  action  by  providing  a  clear 
blueprint for a European degree to become a reality. 

The  European  degree,  a  new  type  of  qualification  to  be  enshrined  in  national  legislation, 
would make it easier for universities from different countries to cooperate seamlessly and develop 
innovative  joint  programmes  leading  to  a  joint  degree,  in  full  respect  of  their  institutional 
autonomy  and  of  the  competences  of  Member  State  or  regional  governments.  Such  a 

1 The term ‘university’ is used as a reference to the broader sector, representing the entire area of tertiary education, thus including 
all  types  of  higher  education  institutions,  including  research  universities,  university  colleges,  universities  of  applied  sciences, 
higher vocational education and training institutions, and higher arts institutions. 

2 European Universities initiative. 
3 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. 

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European degree would also contribute to building a common European identity and a stronger 
European sense of belonging.  

It would be based on commonly agreed European criteria reflecting the relevance of the learning 
experience, the commitment to common values and the excellence of the cooperation arrangements 
between universities. It would further advance a shared understanding of the EU’s needs in terms 
of academic and skills requirements, along the lines of the European strategy for universities. It 
could  become  a  trigger  to  review  and  to  address  existing  disparities  that  currently  limit 
universities’ ability to cooperate in Europe.  

The  European  degree  would  encompass  collaborative  efforts,  interdisciplinary  approaches, 
and international perspectives, all of which underline Europe’s readiness to support and develop 
a more highly-skilled, adaptable, and globally competitive European workforce. Joint educational 
programmes leading to a European degree would have the potential to attract students from around 
the world and to help find the necessary talents for our economy, which is.particularly pertinent in 
critical  technology  areas  crucial  for  our  competitiveness  and  technological  sovereignty.  At  the 
same time, offering a European degree would also boost learning mobility within the EU, address 
the needs of regions facing a talent development trap4, and help meet the labour market demand 
for European- and globally-minded graduates. 

This Communication, together with two proposals for Council recommendations, one on a 
European  quality  assurance  and  recognition  system  in  higher  education,  and  another  one  on 
attractive  and  sustainable  careers  in  higher  education,  is  a  large  step  towards  achieving  the 
European Education Area.  

While the proposals for both Council recommendations go beyond the ambition of developing a 
European degree and are relevant for all types of higher education institutions and the education 
that they provide, they are closely interlinked. A quality assurance and recognition system is key 
to  building  trust  in  joint  educational  programmes.  Highly  skilled  and  motivated  academic 
professionals are essential to providing high-quality teaching and research in our universities. Joint 
programmes are often not considered part of the core activities of academic staff and therefore can 
be an additional burden, hence the need for additional recognition and incentives.  

2.  A  European  degree:  a  key  element  to  achieve  the  European  Education 

Area and to boost Europe’s competitiveness and attractiveness  

A European degree  would  serve as  a strategic instrument to  achieve the  European Education 
Area, a common and inclusive space for quality education and learning mobility across borders 
for  all,  with  closely  interconnected  education  and  training  systems.  It  would  improve  the 
competitiveness  and  attractiveness  of  the  EU’s  higher  education  sector,  building  on  years  of 
experience of cooperation through EU programmes. 

2.1. Increased employability and skills relevance 

Employers,  including multinational  companies  and  SMEs,  seek  individuals  with  a  blend  of 
transversal  skills  (cultural  intelligence,  critical-thinking,  problem-solving  skills,  creativity,  and 
adaptability)  –  all  of  which  are  skills  expected  to  be  in  demand  to  achieve  the  EU’s  green 

4 Inforegio - Harnessing talent in Europe’s regions (europa.eu)  

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transition targets according to the 2023 OECD Skills Outlook. Boosting the capacity of higher 
education institutions to equip more people with these skills would help to meet this demand. 

The  European  degree  would  support  the  creation  of  more  joint  programmes  that  reflect  the 
demands  of  a  knowledge-based  economy.  The  underlying  commonly  agreed  European  criteria 
would  strive  to  increase  employability  of  graduates  by  equipping  them  with  future-proof 
competences and skills that are particularly sought by employers.  

Evidence from studies and surveys gathered in the accompanying staff working document shows 
that graduates from transnational joint programmes report the greatest impact on their careers and 
intercultural  experiences  from  improved  employment-related  skills  (such  as  language,  critical 
thinking,  sector-  or  field-specific,  communication,  analytical  and  problem-solving  skills)  and 
improved  personal  and  intercultural  abilities,  including  openness  to  new  challenges,  tolerance, 
confidence, and greater awareness of their own strengths and weaknesses.  

This  blend  of  transversal  and  sector-specific  skills  and  competences  increases  students’ 
employability  on  a  European  scale.  A  European  degree  would  make  graduates  more 
attractive for future employers. It would be synonymous with high-quality programmes that 
prepare European- and globally-minded, highly skilled individuals.  

In  brief:  the  European  degree  would  support  the  creation  of  labour-market  relevant  joint 
programmes. The key competences associated with a European degree would position graduates 
as sought-after professionals in the European and global job market where they would stand out 
as  highly  qualified  with  a  combination  of  problem-solving  prowess,  adaptability,  multilingual 
skills,  multicultural  awareness,  and  interdisciplinary  expertise  that  aligns  seamlessly  with  the 
changing demands of the global workforce. 

2.2. Cutting red tape for increased transparency and visibility of higher education systems  

Many universities that wish to deepen transnational cooperation struggle with discrepancies in 
national legislation. This takes up resources and distracts from their actual work. By simplifying 
the work for universities, we can deploy precious resources for the benefit of teaching and research. 

In a Eurobarometer survey of 2018, 92% of universities identified the elimination of legal  and 
administrative  obstacles  to  international  strategic  institutional  partnerships  as  a  key  issue  that 
would boost transnational cooperation5. 

Despite  25  years  of  cooperation  within  the  intergovernmental  Bologna  process,  and  the 
development of several tools to improve the transparency of national higher education systems, 
the  quality  assurance  of  educational  offers  and  recognition  of  degrees,  significant  challenges 
remain.  Progress  within  the  European  Higher  Education  Area  has  been  hampered  by  differing 
levels of implementation between and within countries. The EU needs to move further and faster 
to allow its universities to cooperate smoothly and efficiently. 
In a recent study6, 92% of surveyed national and regional authorities responded that a European 
degree could improve the implementation of the existing Bologna tools, 84%  say that it would 

5 Eurobarometer survey 2018. 
6 European Commission, Directorate-General for Education, Youth, Sport and Culture, Burneikaitė, G., Pocius, D., Potapova, E. 
et al., The road towards a possible joint European degree – Identifying opportunities and investigating the impact and feasibility 
of different approaches – Final report, Publications Office of the European Union, 2023. 

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improve the global reputation of European higher education, and 88% say that it would help to 
facilitate cooperation between national authorities on educational policies. 
Erasmus+  policy  experimentation  projects7  conducted  with  140  higher  education  institutions 
shows that a European degree could simplify processes and cut red tape in creating joint degree 
programmes with a clear and common pathway ensuring that all types of universities in Europe 
can work efficiently together. 

In brief: the European degree is a way to simplify processes and cut red tape in creating joint 
degree programmes, ensuring that universities in Europe can efficiently work together. In turn, 
this  will  support  the  development  of  more  joint  programmes  benefiting  a  greater  number  of 
students. 

2.3. A driver for strategic cooperation, global competitiveness, and attractiveness 

The European degree will enable universities to forge deeper cooperation with partners more 
quickly  and  simply,  which  will  increase  their  performance  and  excellence  for  global 
attractiveness and competitiveness.  
The U-Multirank's Higher Education Cooperation Index8 shows that higher education institutions 
that work together with other institutions, businesses, industry, governments, regional bodies, and 
across borders, perform better than those that are less focused on cooperation. As more and more 
universities prioritise collaboration, working together within the EU would be expected to be the 
easiest  option.  Currently,  some  universities  report  that  it  can  be  easier  to  set-up  joint  degree 
programmes with non-EU partners. 

The pace of technological progress continues to accelerate, cutting across traditional boundaries 
between subjects and disciplines. Working across subjects with an interdisciplinary approach 
can bring about new insights, offer new solutions to the challenges of a complex world, and lead 
to the development of new skills. One key feature of the European degree would be to better reap 
the benefits of interdisciplinary cooperation, based on the most innovative learning and research 
approach  in  modern  higher  education.  A  European  degree,  based  on  this  approach,  would 
strengthen Europe’s innovation capacity and, in the long run, its global competitiveness. 

In  brief:  the  European  degree  would  encourage  the  creation  of  many  more  joint  degree 
programmes  that  are  competitive  and  attractive  globally,  both  for  European  and  third-country 
nationals, including EU candidate countries, and that equip Europe with the talents and skills it 
needs to thrive, innovate and grow. 

7 Joint European degree label and a legal status for European universities alliances: 10 Erasmus+ projects to put them in place. 
8 U-Multirank. The indicators used are strategic partnerships, international joint degrees, internships, international co-

publications, co-publications with industrial partners, regional co-publications, and co-patents with industry. 

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3.  A European degree: key parameters and added value 

3.1. What would a European degree be?  

A European degree would be: 

- 

- 

- 

- 

- 

- 

delivered as a joint degree at national,  regional, or institutional level, like any other 
degree, in full respect of the principles of subsidiarity, institutional autonomy and academic 
freedom. 

awarded on a voluntary basis by universities working together across the EU, attesting 
to learning outcomes achieved as part of transnational programmes. 

based  on  a  set  of  common  criteria9  agreed  at  European  level  and  applied  to  the  joint 
degree  programme.  These  European  criteria  would  reflect  a  common  understanding  and 
specific needs to equip Europe’s workforce with relevant competences and skills to boost its 
innovation  capacity,  notably  in  the  face  of  the  twin  transitions.  The  accessibility    and 
attractiveness to students from all backgrounds,  including those with fewer opportunities, 
would be promoted through the inclusiveness criteria.  

enabled  by  relevant  national  higher  education  legislation  supported  by  national 
qualifications  frameworks10  to  allow  institutions  to  accredit  and  deliver  such  degrees, 
alongside other national degrees, at Bachelor, Master, and Doctoral levels.  

delivered preferably in a digital format11. 

automatically recognised12 across the EU. 

3.2. One European degree, many benefits 

Numerous benefits and opportunities associated with the creation of a European degree have been 
identified through research, 40 rounds of stakeholder consultation, a call for evidence, and the 
preliminary findings from ongoing Erasmus+ policy experimentation projects. 

The  findings  highlight  a  considerable  enthusiasm  from  universities  for  a  pathway  to  greater 
simplification and improved strategic partnership. Students call for joint programmes to be more 
widely available. Employers express a keen interest in a visible and easy-to-understand instrument 
that effectively equips future workers with highly valued workplace competences.  

A European degree would have the following benefits: 

For students: 
Students would be at the heart of the European degree, which would give them the opportunity 
to be part of various academic communities, contributing to a more diverse and interconnected 

9 A set of criteria were developed with Member States and higher education stakeholders in 2022. They were tested by six Erasmus+ 
pilot experimentation projects between April 2023 and March 2024. The pilots proposed changes to the criteria resulting in the 
list set out in Annex 2 of the proposal for a Council recommendation on quality assurance and recognition. 

10 National Qualifications Frameworks (NQF) means an instrument for the classification of qualifications according to a set of 
criteria for specified levels of learning achieved, which aims at integrating and coordinating national qualifications subsystems 
and improve the transparency, access, progression and quality of qualifications in relation to the labour market and civil society.  
11 The digital format should be secure and compatible with the European Learning Model as multilingual data model in the field of 

learning. 

12  Council  Recommendation of  26  November  2018 on  promoting  automatic  mutual  recognition  of  higher  education  and  upper 

secondary education and training qualifications and the outcomes of learning periods abroad (OJ C 444, 10.12.2018, p. 1). 

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European Education Area. In a recent survey13, 9 out of 10 students identified the following as 
the main potential benefits of a European degree: 

- 

- 

- 

create more opportunities to study in several European countries, with automatic credit 
recognition; 
facilitate the offering of  innovative joint  study programmes and a seamless  academic 
experience across campuses; and 
skills and competences acquisition leading to higher employability worldwide. 

For employers and the labour market: 
Employers and businesses highly appreciate the concept of a European  degree, which would 
signify  a  specific  set  of  valued  transversal  competences.  From  their  perspective,  a  European 
degree would lead to: 

- 

- 

- 

easier recruitment with increased transparency and clarity thanks to a European degree 
that is easy to read and understand, as compared to multiple degrees for the same study 
programme; 
increased attractiveness of Europe as a destination for talented students to be equipped 
with relevant skills for the European labour market; and 
increased possibilities to work with universities e.g. by participating in curricula design. 

For academic staff: 
A  European  degree  would  not  only  shape  the  academic  journey  for  students  but  also  the 
landscape  for  academics  and  university  staff  and  would  empower  academics  to  navigate  the 
complexities of a globalised academic landscape. Analysis by the European Tertiary Education 
Register of 1,500 universities shows that internationalisation of academic staff is uneven across 
types of institution and countries.  
For academic staff, a European degree would bring: 

-  more  opportunities  for  mobility,  to  test  new  pedagogies  and  attractive  teaching 

experiences; 

-  Fewer bureaucratic hurdles, enabling academics to focus on the content and quality of 

cooperation rather than on its administration; and 

-  knowledge transfer and skill enhancement, promoting a culture of continuous learning 

and professional development through transnational cooperation. 

For universities: 
Universities  are  calling  for  simpler  ways  to  work  together.  By  providing  flexibility  and 
maintaining  quality  standards,  enabling  a  common  and  simplified  framework  to  build  new 
cooperation, a European degree would enable universities to: 

-  pool resources to offer opportunities they could not offer alone; 
- 
- 
-  ensure automatic recognition across the EU of these qualifications. 

remove unnecessary barriers to setting up a degree programme with several universities;  
embed learning periods abroad in the curricula; and 

For the European Union and its Member States: 
Higher education institutions are instrumental in building connections within Europe and with 
the world and in promoting European values and way of life globally. Enabling the creation of 

13 European Commission, Directorate-General for Education, Youth, Sport and Culture, Burneikaitė, G., Pocius, D., Potapova, E. 
et al., The road towards a possible joint European degree – Identifying opportunities and investigating the impact and feasibility 
of different approaches – Final report, Publications Office of the European Union, 2023.  

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more joint degree programmes would help to attract and retain more talent in Europe, and in 
European regions in talent development traps, while supporting cooperation with universities 
and systems all over the world. A European degree would: 

- 
- 

- 
- 

reinforce a sense of European identity and belonging; 
strengthen  the  global  competitiveness  and  reputation  of  European  higher  education 
systems,  enabling  them  to  build  more  competitive  joint  educational  offers,  further 
attracting talent from non-EU countries; 
foster balanced student and talent mobility within the EU and beyond; and 
foster a European spirit of cooperation in the European Education Area. 

4.  Breaking  down  barriers  for  a  European  degree  –  the  obstacles  to 

overcome 

4.1. A wealth of empirical evidence 

There are still too many hurdles along the path to seamless and deeper transnational cooperation 
in the European Education Area, such as discussed in the following section. The evidence for this 
emerged  from  more  than  3  years  of  consultations  with  higher  education  stakeholders,  and 
especially  from  the  universities  engaged  in  deep  transnational  cooperation,  such  as  European 
Universities  alliances  or  Erasmus  Mundus  Joint  Masters  programmes.  They  are  calling  for 
solutions to overcome the complexities they face.  

Many  of  these  obstacles  had  already  been  identified  in  the  context  of  the  2022  Council 
Recommendation  on  building  bridges  for  efficient  higher  education  cooperation14.  Renewed 
efforts are essential to make progress on the implementation of this Council Recommendation. In 
addition, further obstacles continue to be identified.  

This  highlights  the  need  to  equip  the  EU  with  a  European  degree  as  a  dedicated  and  enabling 
framework to overcome obstacles. 
The Erasmus+ programme15 has been supporting policy experimentation projects involving more 
than 140 universities and 60 national and regional authorities in charge of accreditation, quality 
assurance  and  regulation  of  higher  education  from  all  Member  States,  from  businesses,  and 
students’ representatives. Together, they mapped more than 1,000 joint programmes and used this 
wealth of knowledge and expertise to explore the concept of a European degree as a label, and as 
a degree. 

Through interviews, surveys of thousands of students and practitioners, focus groups, workshops 
and consultations, the projects carried out a bottom-up reflection on the added value a European 
degree  could  provide.  They  also  considered  the  criteria  that  would  best  fulfil  its  nature  and 
identified the main obstacles preventing joint programmes from reaching their full potential. These 
obstacles can be clustered as follows. 

14 Council Recommendation of 5 April 2022 on building bridges for effective European higher education cooperation (OJ C 160, 

13.4.2022, p. 1). 

15 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 (OJ L 189, 28.5.2021, p. 1). 

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4.2. Divergent and complex legislation and regulations highlighted by the Erasmus+ policy 

experimentation projects 

National  education  and training  systems  and corresponding national  legislation and regulations 
have largely developed independently, without considering transnational cooperation options. This 
leads to disparities that prevent universities from delivering transnational joint programmes and 
joint degrees altogether or make it very cumbersome. 

These obstacles include the following: 

-  Specific national rules on the form of final exams, grading scales and workloads applied 
to joint programmes prevent universities from offering truly transnational and integrated joint 
degree programmes and impose artificial additional requirements on students.  

-  Limitations  to  multilingualism  in  joint  degree  programmes.  With  today’s  increasing 
learning mobility, transnational cooperation models for joint programmes would be facilitated 
by  taking  account  of  and  addressing  the  need  to  remove  barriers  to  the  use  of  multiple 
languages in the interests of students, institutions, and the labour market. 

-  Prescriptive  rules  on  physical  presence  with  minimum  or  maximum  durations  imposed. 
These  reflect  the  world  before  European  integration  and  the  digital  transformation  and 
negatively  affect  student  mobility,  limiting  the potential  benefits  of  digital  technologies  for 
facilitating transnational learning opportunities. 

-  Lack of recognition of blended/online learning prevents the full use of the potential of digital 
tools in education, including taking into consideration the lessons learned from the COVID-19 
pandemic. Universities, their staff, and students need to be able to benefit fully from the digital 
transformation. 

-  Limits  on  the  participation  of  teaching  staff  from  partner  universities  applied  to 
transnational  joint  programmes  artificially  restrict  a university’s access  to  experienced  staff 
and puts a cap on its performance. 

These obstacles pose challenges for any transnational partnership. Many of them run counter 
to the idea of a European Education Area, in which learners can move freely and have seamless 
access to high quality inclusive higher education.  

The  award  and  delivery  of  degrees  and  diplomas  to  students  are  also  subject  to  restrictive 
regulations,  making  this  very  complex.  These  include  restrictions  on  language,  authorised 
signatures, signature formats (digital or physical), approved logos, and specific paper requirements 
(e.g.  dimensions,  thickness,  designated  printing  locations).  The  process  of  awarding  a  joint 
degree to a student can take years, if it is possible. 

Preliminary outcomes from the Erasmus+ policy experimentation projects clearly demonstrate that 
a European degree could be a way to overcome these obstacles. 

4.3. Uneven and slow implementation of the Bologna process tools 

The  intergovernmental  Bologna  process,  initiated  in  1999  outside  the  EU  framework,  seeks  to 
bring  more  consistency  to  higher  education  systems  across  49  countries,  including  the  27  EU 
countries.  It  established  the  European  Higher  Education  Area  to  facilitate  student  and  staff 
mobility, to make higher education more inclusive and accessible, and to make it more attractive 
and  competitive  worldwide.  The  Bologna  process  is  key  to  building  the  necessary  trust  for 
successful  learning  mobility,  cross-border  academic  cooperation  and  the  mutual  recognition  of 
study periods and qualifications earned abroad. 

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While the Bologna process emphasises the importance of joint degrees, progress has been slow, 
partly  due  to  its  wide  geographic  scope  and  the  diversity  of  systems,  traditions,  political  and 
economic  contexts  it  encompasses.  As  a  result,  not  all  Member  States  have  implemented  the 
necessary reforms, leading to inefficiencies in cooperation among the 49 countries. 

Despite the creation of the European approach for quality assurance of joint programmes - a pan-
European  instrument  which  allows  for  once-only  evaluation  of  joint  programmes  –  only  a  few 
programmes have made use of this instrument in the past 9 years.  

Some Bologna instruments, particularly in relation to quality assurance and recognition, have not 
produced the intended results yet. Within the EU, established mechanisms for decision-making 
and implementation of transnational cooperation can further facilitate the realisation of a European 
Education  Area,  with  effective  solutions  allowing  universities  to  cooperate  efficiently  with  the 
help of trusted and highly valued degrees. 

4.4. Quality  assurance  and  recognition  systems  in  higher  education  should  be  further 

improved 

Any  programme,  joint  or  otherwise,  needs  to  be  accredited  through  a  robust  quality  assurance 
process in order to deliver a degree. This is important to ensure the necessary trust in the quality 
of provision. 

Many  higher  education  institutions  in  Europe  indicate  that  quality  assurance  processes  for 
transnational programmes are too long and costly. The more universities from different countries 
are involved in a joint programme, the more complex is the process. It can sometime take up to 2 
years to obtain accreditation. Lengthy procedures do not allow universities to adjust to changing 
realities and respond quickly to emerging political, economic or societal needs. 

Recognition  of  qualifications  and  learning  periods  abroad  is  not  yet  automatic  in  all  countries, 
especially where the decision is taken at higher education institution level. This adds a considerable 
burden  for  university  graduates  and  limits  their  capacity  to  move  freely  for  learning  and 
professional purposes. 

In essence, while quality assurance is crucial to ensure trust in the education system, many of the 
disparities are outdated and unfit for purpose, creating unnecessary red tape. 

4.5. Disincentives for staff to engage in transnational cooperation and joint degrees 

Developing  a  quality  joint  degree  programme  requires  time  and  effort  from  academic  staff. 
Pioneering new transnational projects requires dedicated staff with specific skills - and given the 
specific issues and obstacles, it tends to be a full-time job. However, experience with transnational 
programmes shows that there is a risk: transnational cooperation comes at a cost for the people 
who  engage  in  it,  as  their  work  is  not  always  recognised  with  the  appreciation  it  deserves.  In 
addition,  staff  require  ongoing  professional  development  to  sustain  the  high  quality  of  these 
transdisciplinary pedagogical programmes. 
In  a  dedicated  survey16,  66%  of  respondents  from  the  higher  education  sector  agreed  that 
transnational  cooperation  is  part  of  their  higher  education  institutional  strategy,  but  only  39% 
agree  that  career  pathways  for  academic  staff  effectively  enable,  support  and  encourage 
transnational  cooperation  activities.  This  is  in  line  with  challenges  identified  by  previous 

16 See results in the accompanying Staff Working Document SWD(2024) 74. 

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surveys, including the ‘amount of extra work on top of usual business’ (80% of respondents), and 
‘getting and sustaining commitment of academic staff’ (72%). 

5.  How to overcome those obstacles – specific steps towards the European 

degree 

The  European  degree  would  provide  an  agile  way  to  overcome  these  obstacles  by  equipping 
national higher education systems in the EU with the means to develop, assess and award joint 
degrees based on commonly agreed European criteria that transcend national or regional borders. 
It  would  offer  a  comprehensive  solution  to  improve  the  seamless  and  deeper  transnational 
cooperation in the European Education Area and help address the EU’s strategic skills shortages.  

The two proposals for Council Recommendations which accompany this Communication will also 
ensure  that  a  European  degree  can  rely  on  fit-for-purpose  quality  assurance  and  recognition 
systems, with attractive career prospects for academics involved in it. At each step, the readiness 
and engagement of the Member States and, where relevant, of regional governments will determine 
its success. 

5.1. Making Europe a talent base for innovation and competitiveness 

5.1.1.  Defining common European criteria for a European degree 

Higher education institutions would be able to award the European degree based on an assessment 
by  the competent  existing national  structures  of whether the joint  programme fulfils clearly 
defined and commonly agreed European criteria. The content of these criteria would form the 
foundation of the European degree and would determine its level of ambition, setting out for what 
it stands and why it is different from degrees awarded in other parts of the world. 

The  proposed  European  criteria  are  set  out  in  Annex  II  to  the  proposal  for  a  Council 
recommendation  on  a  European  quality  assurance  and  recognition  system  in  higher 
education. 

The proposed criteria for a European degree are: 
-  excellence of transnational programme organisation and management: joint programmes are 
built on Bologna and EU tools and standards,  are jointly designed and delivered, based on 
joint quality assurance arrangements. 
relevance  of  the  learning  experience:  joint  programmes  are  student-centred,  embedding  
labour market relevant opportunities, interdisciplinarity components, student mobility and 
the acquisition of horizontal and digital skills.  
adherence  to  European  values:  joint  programmes  promote  democracy,  multilingualism, 
inclusiveness and environmental sustainability. 

- 

- 

They aim at fostering the development of more joint programmes in line with the vision set out in 
the European strategy for universities, in particular when it comes to enabling the development of 
learners as creative and critical thinkers, problem solvers, active and responsible citizens, engaged 
as actors of change in their community to positively impact the society around them.  

By setting demanding standards, the European criteria underpin the excellence of transnational 
cooperation  between  institutions,  the  provision  of  a  transnational  learning  experience,  student-
centred  teaching  and  learning  (including  some  provision  of  interdisciplinarity,  mobility  and 

10 

 
 
student-centred approaches), the relevance to the labour market and to societal needs (cooperation 
with businesses, public sector and civil society, provision of transversal, green and digital skills), 
and the respect for common values (multilingualism, inclusiveness, democratic values). As there 
is no one-size-fits-all solution, the European criteria are flexible enough for the European degree 
to be accessible to all types of universities, all fields and disciplines and at all levels, respecting 
the diversity of academic traditions and systems.  

The proposed European criteria build on the use of existing tools developed in the EU and the 
Bologna  process  and  ensure  that  the  European  degree  meets  the  highest  standards  in  higher 
education  cooperation.  They  offer  a  framework  for  universities  to  work  together  to  address 
strategic skills shortages on the European labour market. They respect subsidiarity, institutional 
autonomy and academic freedom. 

As  Europe  has  a  diverse  higher  education  landscape,  with  different  historic  backgrounds  and 
traditions, bringing about a common understanding of the essence of a European degree requires 
common reflection and a collective effort. 

This reflection process started just after the adoption of the Council conclusions on a European 
strategy  empowering  higher  education  institutions  for  the  future  of  Europe  in  April  202217. 
Preliminary draft criteria have been co-developed with national and regional authorities, higher 
education institutions, accreditation and quality assurance agencies, students’ organisations, and 
representatives from the public and private sectors.  

Once  defined,  they  were  tested  by  6  Erasmus+  policy  experimentation  projects.  The  testing 
involved more than 140 higher education institutions across all Member States, 60 national 
and regional authorities involving 17 ministries and 20 national quality assurance agencies, 
students’ organisations and economic and social partners. As a result, the pilots proposed a 
revision of the criteria. The proposed European criteria as set out in Annex II to the proposal 
for a Council recommendation on a European quality assurance and recognition system in higher 
education are the results of this revision. 

As a next step, the Council of the EU is expected to take forward this proposal. 

The  tested  criteria  will  be  the  basis  for  thorough  discussions  and  dialogue  with  Member 
States, the higher education sector, economic and social partners to move forward on the next 
steps  with  the  creation  of  a  European  degree  and  provide  further  guidance  on  their 
implementation. 

Actions: 
The  Commission  invites  the  Council  of  the  EU  to  take  forward  the  proposal  for  a  Council 
recommendation  on  a  European  quality  assurance  and  recognition  system  in  higher 
education, including Annex II, which sets out the European criteria for a European degree. 
The Commission will support the dialogue with Member States, the higher education sector, 
economic  and  social  partners,  to  move  forward  on  the  next  steps  with  the  creation  of  a 
European degree and to accompany a collaborative process with Member States and stakeholders 
on its implementation. 

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

21.4.2022, p. 9). 

11 

 
 
 
5.1.2. Member States to choose their entry level into the pathway towards a  European 

degree 

Given  Member  States’  respective  starting  points,  views,  and  traditions,  which  will  inevitably 
differ,  the  development  of  the  European  degree  cannot  happen  overnight.  It  also  cannot  be 
achieved based on a one-size-fits-all approach.  

This Communication sets out a gradual approach and ultimate level of ambition for Member States 
who  opt  to  embark  on  the  pathway  towards  the  European  degree.  This  approach  embraces  the 
diversity among Member States and their higher education institutions, allowing them to proceed 
towards the European degree at their own pace. Member States could move forward, step-by-step, 
towards a commonly defined goal with two entry-points: a European degree and a preparatory 
European label indicating that the European criteria have been met. 

Any consortium of higher education institutions would be able, if they so wish, to find the right 
starting point and move towards an increasingly integrated path over time. 

Two different entry points could be used on the path towards a European degree: 

Entry point: a preparatory European label  
Joint degree programmes meeting the European criteria may receive a European label from the 
competent  authorities  in  charge  of  accreditation  and/or  quality  assurance  of  higher  education 
programmes  (self-accrediting  universities,  accreditation  agencies,  quality  assurance  agencies). 
While the label will provide a powerful branding tool, it will not solve the obstacles encountered 
by  universities  to  establish  and  run  joint  degree  programmes.  This  path  would  be  open  to 
universities after adopting the proposed European criteria and developing guidance to implement 
these. 

Entry point: a European degree  
A degree would be awarded jointly by several universities from different countries  (e.g. a 
European University alliance). The European degree would be integrated into national legislation 
as a new type of qualification. This would offer a significant simplification for universities and 
students  by  removing  disparities  between  national  rules  and  provides  EU  universities  with  a 
common  and  clear  framework  for  creating  joint  degree  programmes.  As  with  any  degree,  the 
European  degree  would  be  accredited  in  accordance  with  national  legislation  and  national 
qualifications frameworks by the competent authorities at institutional, regional, or national level.  

A European degree could also be awarded by a legal entity established by several universities 
from different countries (e.g. a European University alliance with a legal status). Some alliances 
of  universities  have  already  set  up  such  legal  entities,  and  are  exploring  the  use  of  existing 
European legal tools like the European Groupings of Territorial Cooperation (EGTCs). This path 
would possibly be the simplest and most efficient for universities, in terms of associated costs and 
required resources.  

5.1.3. Fit-for-purpose quality assurance systems 

Quality assurance systems are necessary conditions for accountability and to improve universities’ 
performances.  They  build  the  foundation  for  trust  in  the  quality  of  higher  education  that  is 
delivered to students. A European degree, more than any other type of degree, would depend on 
mutual trust and credible quality assurance systems. That is why building fit-for-purpose quality 

12 

 
 
 
assurance systems is a pre-condition for delivering a European degree, while also having benefits 
for all programmes, including those leading to micro-credentials, and further enabling automatic 
recognition of qualifications. For this, Member States would need to: 

•  build  stronger,  more  effective,  and  simpler  quality  assurance  processes  for  all  types  of 

programmes; 

•  set-up  a  new  European  framework  for  an  external  multi-institutional-based  approach  to 
quality  assurance  that  allows  sustainable  alliances  of  higher  education  institutions  to  self-
accredit their joint degree programmes and joint micro-credentials, building on the outcomes 
of Erasmus+ QA fit18 and IMINQA projects19; and  

•  use  suitable  quality  assurance  processes  to  accompany  higher  education  institutions  in  the 
implementation of automatic recognition of qualifications and learning periods abroad. 

Actions:  The  Commission  proposes, 
this  Communication,  a  Council 
recommendation  on  a  European  quality  assurance  and  recognition  system  in  higher 
education. The Commission invites the Council of the EU to take forward the proposal and 
plans to support its future implementation through targeted actions detailed in point 5.2.4. 

together  with 

5.1.4. More attractive academic careers in higher education 

In  the  global  knowledge  economy,  Europe’s  future  will  be  shaped  by  the  performance  of  its 
education systems and competitiveness in the global race for talent. Delivering on this ambitious 
vision of a European degree will depend on excellent academics to teach and equip graduates with 
the right skills. We will not be able to build excellent transnational programmes without providing 
incentives for excellent people to engage in this endeavour. That is why making academic careers 
in  higher  education  more  attractive  is  a  key  enabling  factor  for  a  European  degree.  For  this, 
Member States would need to: 

•  better  promote,  recognise,  and  value  the  work  of  academics  building  deep  transnational 

cooperation, such as developing joint degree programmes; 

•  better promote, recognise, and value diverse academic roles and tasks, including innovative 

and effective teaching; and 

•  promote competitive, safe, fair and non-discriminatory working conditions to attract and 

retain staff. 

this  Communication,  a  Council 
Actions:  The  Commission  proposes, 
recommendation  on  attractive  and  sustainable  careers  in  higher  education,  which  is 
complementary to the Council Recommendation on establishing a European Framework to attract 
and retain research, innovation, and entrepreneurial talents in Europe20. The Commission invites 
the  Council  of  the  EU  to  take  forward  the  proposal  and  plans  to  support  its  future 
implementation through targeted actions detailed in point 5.2.5. 

together  with 

5.2. The Commission will act as a facilitator and supporter 

Building on a wide empirical evidence base, the aim of this Communication is to provide a vision 
on possible ways forward to make the European degree a reality. It also seeks to feed an open 

18  Quality Assurance Fit for the Future (QA-FIT). 
19 Implementation and Innovation in Quality Assurance through peer learning (IMINQA). 
20 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). 

13 

 
 
 
dialogue  with  the  Member  States,  higher  education  stakeholders,  and  economic  and  social 
partners on the next  steps forward. The Commission  will facilitate and support Member States 
with the following actions. 

5.2.1. Facilitate a dialogue on the results and recommendations of the Erasmus+ policy 
experimentations  on  a  European  degree  label  and  legal  status  for  alliances  of 
higher education institutions 

The Commission will publish a report in autumn 2024 on the final outcomes of the Erasmus+ 
policy experimentation projects. 

Following this, in 2025, it plans to set up a ‘European degree policy lab’. A series of dedicated 
in-depth  discussions  and  focused  sessions  would  be  launched,  involving  experts  from  Member 
institutions,  quality  assurance/accreditation  agencies,  student 
States,  higher  education 
representatives,  and  economic  and  social  partners,  with  the  aim  of  accelerating  action  and  any 
necessary national reforms, and developing implementation guidelines and action plans. Its goal 
would be to foster peer learning and provide guidance on moving towards a European degree.  

Action:  The  Commission  plans  to  foster  cooperation  through  a  European  degree  policy  lab 
supported  by  Erasmus+,  to  be  set  up  in  2025,  to  engage  Member  States  and  the  wider  higher 
education community to develop and implement guidelines towards a European degree. 

5.2.2. European funding incentives 

The  Erasmus+  programme  will  continue  to  offer  support  to  European  Universities  alliances, 
Erasmus Mundus Joint Masters, Marie Skłodowska-Curie (MSCA) Joint Doctoral Programmes, 
and  European  Institute  of  Innovation  and  Technology  (EIT)-labelled  programmes  that  act  as 
trailblazers to  implement  European degrees.  In addition,  Erasmus+ will support  the design  and 
take up of European degrees through dedicated support, building on the successful example of 
the Erasmus Mundus Design Measures. 

In 2025, the Commission plans to launch ‘European degree pathway projects’ as part of the 
forward-looking  cooperation  projects  action  within  Erasmus+.  This  will  provide  financial 
incentives for Member States, together with their accreditation and quality assurance agencies, 
universities, students, economic and social partners, to engage in the pathway towards a European 
degree.  

The  Technical  Support  Instrument21  may  also  provide  technical  expertise  to  design  and 
implement the necessary reforms with guidance and support to improve legal and administrative 
frameworks,  foster  cooperation  between  universities,  research  and  businesses,  improve  quality 
assurance mechanisms and the attractiveness of careers in higher education.  

Actions:  
The  Commission  plans  to  make  European  funding  incentives  available,  as  of  2025,  through 
programmes like Erasmus+, to support the creation of European degrees. The Commission also 
plans to launch ‘European degree Pathway Projects’ to incentivise the engagement of all actors. 
The Commission invites universities and the higher education community to make the best use of 
EU funding opportunities,  such as  from  Erasmus+  or Digital  Europe programmes,  to  support 

21 Technical Support Instrument. 

14 

 
 
 
universities and staff to  start  designing and offering  European  degrees in full cooperation with 
national and regional authorities, and economic and social partners. 

5.2.3.  Support and accelerate the implementation of the Council  Recommendation on 

building bridges for effective European higher education cooperation 

The full uptake of the Council Recommendation on building bridges for effective European higher 
education cooperation, adopted in April 2022, would considerably facilitate the path towards a 
European degree. The report on its implementation, to be published by mid-2024, and of which a 
summary  is  provided  in  the  accompanying  staff  working  document,  shows  the  diversity  of  the 
European  higher  education  landscape  in  terms  of  measures  enabling  deeper  transnational 
cooperation, with uneven progress in this field. While some Member States seem to implement the 
different principles of the Recommendation, and have already started to carry out reforms, other 
countries report slower progress.  

Based on the outcomes of the report, the Commission is proposing to organise a series of peer 
learning  activities  between  Member  States  from  autumn  2024  to  deepen  the  discussion  on 
tackling  administrative  obstacles  in  order  to  accelerate  progress  on  implementing  the 
Recommendation. 

Actions:  
The  Commission  will  support  the  uptake  of  Council  Recommendations,  including  the  one  on 
building bridges for effective European higher education cooperation. Peer learning activities 
can be organised, from autumn 2024, to tackle remaining obstacles. 
The  Commission  invites  Member  States  to  consider  the  current  and  future  Council 
recommendations  in  the  field  of  higher  education  to  continue  removing  obstacles  to 
transnational cooperation and to pave the way for a European degree. 

5.2.4. Support  the  implementation  of  the  future  Council  recommendation  on  Quality 

Assurance and recognition 

Making a European degree a reality requires a voluntary approach that offers all higher education 
systems a way to embark on this journey, whatever their own starting point. It also requires active 
involvement of students and institutional leaders to create a conducive environment for universities 
to  establish European degrees, ensuring that  these  are student-centred, strategically driven, and 
aligned  with  best  practices  within  the  European  Education  Area.  In  its  proposal  for  a  Council 
recommendation on a European quality assurance and recognition system in higher education, the 
Commission is proposing: 

• 

• 

the setting up of a European degree policy lab: on top of providing guidance and concrete 
action plans on moving towards a European degree (see section 5.2.1), it would also develop 
guidelines  on  the  implementation  of  a  cross-institutional  quality  assurance  framework  of 
alliances of higher education institutions; 
the  setting  up  of  a  ‘European  degree  forum’  as  an  annual  event,  organised  by  the 
Commission, in cooperation with the Council Presidency, for all stakeholders to meet and take 
stock of the overall progress made towards a European degree, including through the European 
degree policy lab. The forum would include high-level representatives from Member States 
and regions, most representative stakeholders’ organisations in quality assurance (e.g. ENQA, 
EQAR),  the  network  of  National  Academic  Recognition  Information  Centres  (NARIC), 

15 

 
 
• 

• 

national  qualifications  frameworks,  education  social  partners  and  representatives  from 
economic and social partners; 
further development of the database of external quality assurance results (DEQAR)22 to 
make it more user-friendly and to link it directly with automatic recognition of qualifications; 
further support the implementation of the European graduate tracking system23 to improve 
quality and relevance of higher education by providing feedback on graduate outcomes, as well 
as improving comparison and benchmarking across countries and institutions. 

Actions:  
In 2025, the Commission plans to set up a European degree forum to monitor progress on moving 
towards a European degree. 
The  Commission  plans  to  further  support  the  development  of  a  European  graduate  tracking 
system. 
The Commission invites Member States, universities, the higher education sector, economic and 
social partners to co-design implementation guidelines and action plans for a European degree 
by participating in the European degree forum and being actively involved in the work of the future 
European degree policy lab. They are also invited to embrace this opportunity to engage in active 
cooperation and offer students truly transnational learning experiences that prepare a skilled 
workforce ready to take up challenges on a European and global scale. 

5.2.5. Support  the  implementation  of  the  Council  recommendation  on  attractive  and 

sustainable careers in higher education 

Effective and innovative transnational cooperation in higher education requires the commitment 
of high-quality academic staff who can engage in deep long-term partnerships with peers from 
other  institutions.  In  its  proposal  for  a  Council  recommendation  on  attractive  and  sustainable 
careers in higher education, the Commission is proposing to:  

• 

prepare guidelines on good practice in higher education careers and staffing policies, as well 
as  a  competence  framework  for  academic  staff,  building  on  existing  relevant  competence 
frameworks at Union level, such as the European Competence Framework for Researchers; 
support organisation of dedicated social dialogue; 

• 
•  monitor  key  elements  of  the  Recommendation  through  the  European  Higher  Education 

• 

• 

Sector Observatory24; 
foster synergies with the Council Recommendation on establishing a European Framework 
to attract and retain research, innovation, and entrepreneurial talents in Europe, developed in 
the context of the European Research Area and applicable to research careers in all sectors, 
including academia; 
facilitate  peer  learning  among  Member  States,  higher  education  institutions,  Erasmus 
Mundus  practitioners  and  European  Universities  alliances  on  appropriately  recognising 
academic  staff  engaged  in  transnational  cooperation  and  teaching;  sustainable  career 

22 DEQAR is the Database of External Quality Assurance Results for quality assurance agencies listed on the European Quality 
Assurance Register for Higher Education (EQAR). All EQAR-registered agencies can publish their reports in the Database. 
Participation in DEQAR is voluntary (https://www.eqar.eu/qa-results/search/). 

23 Council Recommendation of 20 November 2017 on tracking graduates (OJ C 423, 9.12.2017, p. 1). 
24 2024 annual work programme “Erasmus+”: the Union Programme for Education, Training, Youth and Sport 

C(2023)6157 of 18 September 2023. 

16 

 
 
 
perspectives;  and  talent  management  measures  for  staff  involved  in  coordinating  and 
developing sustainable alliances, such as European Universities alliances. 

Action:  The  Commission  plans  to  support  the  uptake  of  the  Council  recommendation  on 
attractive  and  sustainable  careers  in  higher  education  through  support,  peer  learning  and 
monitoring. 

5.2.6. Synergies with other related actions 

The Commission is committed to ensuring synergies with other relevant actions and policies to 
support a smooth and successful path towards a European degree. To this end, it is planned to: 

• 

• 

• 

• 

continue to support the implementation of the Bologna process instruments and the National 
Academic  Recognition  Information  Centre  (NARIC)  network,  via  ‘acceleration  support 
teams’, financed by the Erasmus+ programme, to ensure quicker progress on the automatic 
recognition of qualifications; 
continue to promote the opportunities to use the learning programmes, content and materials 
produced  by  European  Net-Zero  Industry  Academies  for  joint  degrees  targeted  at  skills 
shortages for the green transition and net-zero technology industries;  
explore  synergies  and  links  between  the  Directive  that  sets  out  an  EU  framework  on 
recognition of qualifications for access to regulated professions25 and the European degree; 
and 
ensure  consistency  and  synergies  between  the  European  degree  and  further  work  on  the 
European  Qualifications  Framework26,  the  multilingual  Europass  platform27,  the 
European  digital  credentials  for  learning28  and  the  European  classification  of  skills  and 
occupations (ESCO)29. 

Actions:   
The  Commission  will  continue  its  support  for  the  implementation  of  the  Bologna  process 
instruments through the 2024 Erasmus+ European Higher Education Area call.  
It plans to explore links between a European degree and the Professional Qualifications Directive, 
and ensure consistency with the European Qualifications Framework, Europass, the European 
digital  credentials  for  learning  and  the  European  classification  of  skills  and  occupation 
(ESCO). 

5.2.7. Take stock of progress in close cooperation with Member States and stakeholders  

Based on the progress  achieved  and the assessment  of the fitness for purpose of the two entry 
points  for  a  European  degree,  the  Commission  plans  to  launch  further  future-oriented  work, 
including to: 
• 

review progress in Member States towards a European degree, together with the European 
degree policy lab and the European degree forum; 

25 Directive 2005/36/EC of the European Parliament and of the Council of 7 September 2005 on the recognition of professional 

qualifications (OJ L 255, 30.9.2005, p. 22). 

26 Council Recommendation of 22 May 2017 on the European Qualifications Framework for lifelong learning (OJ C 189, 

15.6.2017, p. 15). 

27 Europass. 
28 European Digital Credentials for learning. 
29 European classification of skills and occupations. 

17 

 
 
 
•  work with Member States to take further steps towards establishing a legal status for alliances 

of higher education institutions30. 

Action: 
The Commission plans to take stock of progress, in cooperation with Member States and 
stakeholders, at every step towards the establishment of a European degree. 
The Commission invites Member States to work towards a European degree by making use of 
the support provided through EU instruments and peer learning, to engage in the necessary 
reforms. 

5.2.8. Monitoring and support for reforms 

The Commission is highly committed to ensuring continued support to Member States in their path 
towards effective reforms leading to a European degree and encourages them to undertake steps 
to maximise the use of the EU budget and to leverage fully the support of appropriate and existing 
EU  funding  instruments.  In  addition,  the  Commission  reminds  Member  States  of  the  high 
relevance and importance of the Education and Training Monitor and European Semester process 
in supporting and accelerating the pace of national reforms.   

As  regards  future  support  beyond  2027,  the  Commission  recalls  that  its  proposal  for  the  next 
Multiannual Financial Framework and the related outcome of negotiations cannot be prejudged at 
this stage.  

Action: 
The Commission plans to support Member States in their reforms towards a European degree 
and  invites  them  to  make  use  of  appropriate  EU  instruments  to  engage  in  the  necessary 
reforms. 

6.  Conclusion 

With  this  Communication  on  a  blueprint  towards  a  European  degree,  the  Commission  invites 
Member States, competent regional governments and their higher education communities to join 
forces for the benefit of students, employers, universities and of the European Union as a whole.  

The  European  degree  is  envisaged  as  a  voluntary  and  flexible  solution  to  overcome  existing 
obstacles  preventing  the  European  Education  Area  from  reaching  its  full  potential.  The  staged 
approach will enable all educational systems, in full respect of their diversity, to choose their entry 
point onto a pathway towards a European degree. Member States will be in the driving seat and 
advance  at  their  own  pace  with  support  from  the  Commission  to  facilitate  dialogue  and  peer 
learning, provide incentives and explore synergies with other initiatives. 

Just as Erasmus+ has had spillover effects in creating more exchange opportunities and a more 
flexible  learning  environment,  the  European  degree  would  help  to  make  joint  educational 
programmes more widespread for all higher education institutions, in full respect of subsidiarity. 

30 As announced in the 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. 

18 

 
 
 
By taking a further step towards the creation of a European degree, and by leveraging their unique 
European dimension, we are honouring the transnational collaborative efforts of European higher 
education  institutions  to  provide  students  with  unparalleled  opportunities  for  personal  growth, 
academic achievement, and European citizenship, giving them a better chance to succeed in today's 
global economy. 

A  European  degree  would  prepare  students  to  navigate  and  succeed  in  a  world  where 
challenges and opportunities have no borders. This is how we must prepare our students to not 
only participate in the global economy but to lead it. In doing so, we are not just increasing our 
Union’s  competitiveness,  we  are  contributing  to  a  more  prosperous  and  more  connected 
world. 

19