In order to make the European Education Area a reality, an ambitious policy framework is needed to turn principles into action.
A recent study commissioned by the European Parliament’s Committee on Culture and Education (CULT Committee) provides insight into the status quo of the European Education Area (EEA) and what challenges need to be addressed for its achievement by 2025. It offers policy recommendations based on an analysis of the development of the EEA initiatives and shifts in political priorities over the last three years and their reception among EU bodies, Member States and other stakeholders, as well as an assessment of the proposed future governance structure of the EEA. As a main priority of the EU’s education and training policy, the realisation of the EEA is thought not only to contribute to the EU’s economic growth and social cohesion, but also to foster a European sense of belonging.
The vision of an EEA, which was first presented by the European Commission (EC) in the context of the Gothenburg Social Summit in 2017, has been largely welcomed. However, especially higher education associations expressed reservations concerning its implementation strategy, the geographical scope and how it will be linked with the European Higher Education Area (EHEA) and the European Research Area (ERA). Among the initiatives launched in 2018, the European Student Card and the European Universities in particular were positively perceived by Member States and also young people, although potential caveats have been pointed out, for instance related to data protection in case of the former, or financing in the latter. Whereas the idea of mutual recognition of diplomas and learning periods abroad has been widely accepted, higher education stakeholders raised concerns regarding its implementation and range. Furthermore, the study states that there has been a shift in emphasis of certain EEA priorities. With the EC’s Communication on the EEA presented in last September, the approach towards creating the EEA has become more comprehensive and topics such as gender equality, the green and digital transitions and the geopolitical dimension of the EEA have become more prevalent, while media literacy or the concept of a ‘European identity’ have lost in prominence.
The study concludes that the biggest challenge in achieving the EEA consists in creating a clear strategy for the implementation of the political ambitions through a concrete work programme. Therefore, the authors propose the setup of a consistent and concrete implementation strategy together with a comprehensive evaluation framework to measure progress. Further policy measures include the clarification of the geographical scope taking into account best practices from the EHEA and the Erasmus+ programme, and of the governance structure, which should include education policy makers on national, regional and local level. Another recommendation highlights the importance of the involvement of a variety of stakeholders, including underrepresented groups such as the school education sector. In addition, ways should be found to ensure synergies between the EEA, the EHEA and the ERA. Policy measures should also address the fostering of media literacy and inclusivity, and academic freedom should become a core principle of the EEA. Lastly, actions such as Jean Monnet or the Erasmus+ Teacher Academies can contribute to strengthening the European dimension in education and training.
For the successful creation of the EEA, the 2020 Communication foresees an ‘enabling framework’, which should serve as a foundation for a fully-fledged governance body for the EEA. This framework will monitor progress under the follow-up framework for European cooperation in education and training (formerly ET 2020), which was presented by the Portuguese Council Presidency on 19 February in the form of a Council Resolution on a strategic framework for European cooperation in education and training towards the European Education Area and beyond (2021-2030). Answering in part to the suggestions proposed in the study, the new framework is aligned with the objectives set out in the latest EEA Communication (see SwissCore article). The Resolution puts forward five strategic priorities: 1. Improving quality, equity, inclusion and success for all in education and training; 2. making lifelong learning and mobility a reality for all; 3. enhancing competences and motivation in the education profession; 4. reinforcing European higher education; 5. supporting the green and digital transitions in and through education and training. While each priority encompasses a range of measures, the new framework also features concrete headline targets addressing low achievement in basic and digital skills among students, early leavers from education and training or adult participation in learning, among others. In a next step, the EC is working together with the Member States on a governance structure. The setup under ET 2020 with working groups and other implementation instruments is planned to be maintained in the meantime.