Uddannelse - Related Opinions
The European Institute of Innovation and Technology (EIT) was created in 2008 by Regulation (EC) No 294/2008. Its mission is to respond to major societal challenges by improving the EU's innovation capabilities and performance. Every seven years, the Commission has to submit a proposal for a Strategic Innovation Programme (SIP) which sets out the priority areas and the long-term strategy for the EIT's action, as well as its financial needs.
The European Institute of Innovation and Technology (EIT) Regulation, adopted in 2008, sets out its mission and tasks, as well as the framework for its operation. This regulation was amended in 2013 to bring it in line with the Horizon 2020 programme.
For the period 2021-2027, Horizon Europe will be the Union program that will finance the EIT. Since a number of provisions of the EIT Regulation refer directly to the current Horizon 2020 program, these provisions need to be amended to make them compatible with the forthcoming EU Framework Programmes for research and innovation. It is therefore proposed to make the new EIT Regulation temporally neutral, so that it would in principle not be necessary to modify it at the end of each MFF or that the changes would be only minimal. It is proposed to amend it by means of the legislative recasting technique to ensure greater legal clarity and readability.
This opinion calls on the EU to develop a strategy to enhance continuous, learner-centred learning, with digitalisation and the deployment of trustworthy AI at its heart, and stresses the essential role of both public education and non-formal education to enhance inclusiveness and active citizenship. Such a strategy requires an increased allocation of EU funds and more cooperation between policymakers, education providers, social partners and other civil society organisations.
The future of Europe and of the EU will be shaped and developed by our young people – by the students sitting in classrooms today. The foundations of their perceptions of and attitudes towards developments in Europe and the EU, and of their according them value or rejecting them, are already being laid in class and during discussions at school. The aim of a "Teaching Europe" initiative would be to put more emphasis on Europe and the EU in teaching in schools, and to highlight the EU's main achievements and its future challenges. The way the history of the EU Member States is taught should also be taken into consideration. As an idea, easy-to-use teaching materials could be developed, which would explain, among other issues, the role played by the EESC, civil society and the social partners.
The objective of the opinion, requested by the Romanian Presidency, is to explore which measures and initiatives should be taken at EU and national level in order to promote organised philanthropy and eliminate barriers within the internal market that are hindering the realisation of its full potential, so as to maximize its contribution to EU values, such as cohesion, social justice and European Policies, and to the competitiveness of the European economy.
The opinion is expected to feed into the Romanian presidency programme and into the political priorities for the new Commission.
The opinion, requested by the Romanian Presidency, aims to look at possible ways through which people can acquire solid knowledge about the European Union, its foundations, procedures and actions, as well as its positive achievements and the concrete benefits it offers. This type of education would contribute towards building citizens' ownership over the European decision-making process and ensure that their vision, needs and priorities are adequately reflected in the European agenda at all levels.
Skills mismatches are one of the biggest challenges that currently jeopardises European growth and sustainable job creation. Future prospects are even more challenging. With the rapid, even revolutionary change of technologies, business models as well as customer expectations, the nature of work is often changing in an unprecedented and almost unpredictable manner. This has brought to light the growing gap between the needs of the businesses and the qualifications, skills and competences of the human resources. Current developments also underline the growing importance of soft and transversal as well as other skills often gained through informal learning. This challenges the current education systems to adapt and also raises issues linked to recognition and validation of the informal education and training.