The EESC stresses that the success of the Union of skills depends on effective and cooperative governance, adequate financing, and inclusive representation of social partners, national authorities and other stakeholders, including civil society organisations, teachers and learners. This opinion points at the importance of tailored support for SMEs and for women and disadvantaged individuals. It calls for improving the quality, inclusiveness, attractiveness, effectiveness and accessibility of vocational education and training and adult learning, and to make Europe more attractive to global talent. It asks that recommendations on education and skills be fully integrated into the European Semester process.
The EESC supports fostering joint programmes among higher education institutions within and beyond European University Alliance projects, ensuring quality assurance and including all relevant stakeholdersin their implementation. It emphasises the need for broad collaboration among stakeholders to effectively implement the initiatives, particularly highlighting the fundamental values of student and staff participation following the Bologna Process. The EESC calls for the involvement of relevant labour market stakeholders in defining study programmes that have particular relevance to the labour market. It emphasises the need for adequate resources to implement these initiatives effectively.
The EESC underlines the role of adult learning to help adults improve and acquire citizenship skills and to be more active in society. It considers that lifelong learning should become a lifestyle for all and a reality at the workplace, and calls on the Commission and the Member States to achieve and raise the target of 60% of adult learning participation per year. It recommends Member States to strengthen the policy, governance and funding to adult learning and ensure equal access to lifelong learning for all adults. Better access to guidance and counselling is needed so that all adults are informed on lifelong learning possibilities. Companies, together with trade unions, should be involved as much as possible in establishing strategies for skills development for the digital and green transitions of industries.
The proposals discussed in this opinion form the second package of proposals launched for the development of a European Education Area – the proposal on the automatic mutual recognition of diplomas, on early childhood education and care and on the teaching and learning of languages. The EESC welcomes the setting up of a European Education Area, given its contribution towards the implementation of the European Pillar of Social Rights and in promoting amongst others Europe's social, economic and demographic development. It encourages however to incorporate this initiative within a long-term vision for education, training and lifelong learning, based on effective social dialogue.
