In this opinion, the European Economic and Social Committee (EESC) outlines its recommendations regarding the proposed regulation for the Erasmus+ program spanning 2028 to 2034. The recommendations include the following: • Establish a clear distinction between Youth, Education and Training, and Sport. • Ensure transparent budget allocation between Youth and Vocational Education and Training (VET). • Implement measures to safeguard youth participation and support the Solidarity Corps. • Develop strategies to enhance inclusion across the program. • Strengthen initiatives to improve skills, thereby facilitating better outcomes in the labor market.
Download — Opinia EKES-u: How apprenticeships and dual learning schemes can bolster the skills that businesses need in order to face the challenges of the green and digital transitions
Tatjana BABRAUSKIENĖ (LT-II); Mariya MINCHEVA (BG-I); Justyna Kalina OCHĘDZAN (PL-III)
Plenary session number
598
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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.
Download — Opinia EKES-u: Ensuring equal opportunities and social inclusion in access to culture, lifelong learning and the role of public cultural institutions in this process
In this opinion, the EESC supports the Commission and the upcoming Belgian Presidency's commitment to safeguard digital inclusion for all. Member States should be encouraged to focus on equal access to digital education and training and digital tools, amongst which by ensuring access for learners and teachers with disabilities, eliminating urban-rural and other geographical divides and eliminating bias in algorithms. Action by social partners and CSOs aimed at improving digital skills, eliminating digital exclusion and closing the digital gap in society should be supported by improved access to EU and national funding. This opinion points at the need to provide teachers with a broader access to high-quality and relevant continuous professional development on digital skills and competences and to tackle teacher shortages.
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Download — Opinia EKES-u: Digital skills and education package
The EESC welcomes the proposal's intention to implement the EPSR and other EU initiatives aimed at making quality and inclusive education a reality within the green and digital transitions. The EESC calls on Member States to ensure that blended learning is not detrimental to the social value of education or to the relevance of face-to-face teaching. They need to ensure that blended learning is established to support the quality and inclusion of education, in particular for children in need. The EESC notes that well-developed blended learning needs to be supported by sustainable public investment and should be implemented in curricula with a whole-school approach, taking into consideration the needs of teachers, students and their families.
The EESC recommends, in order to achieve high-quality and inclusive education and training and lifelong learning for all, establishing achievable long-term goals and a constant monitoring system within the European Education Area (EEA) for each Member State. The teaching of key competences, including social sensitivity, empathy, intercultural dialogue and citizenship skills, should be applied across the whole education and training process. This opinion also points at the importance of taking a holistic approach to the implementation of recent EU initiatives on education, vocational education and training, skills, youth education and digital skills. The EESC calls on Member States to ensure effective support for those facing difficulties in accessing quality and inclusive adult education and training, via targeted funding for those in need, such as the unemployed, non-standard workers, the low-skilled and people with disabilities.
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Download — Opinia EKES-u: How to promote, based on education and training, from a lifelong learning perspective, the skills needed for Europe to establish a more just, more cohesive, more sustainable, more digital and more resilient society
