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.
Educação e formação - Related Opinions
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.
Parecer do CESE: 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
The EESC stresses the crucial importance of having effective training systems and the ability to anticipate skills needs at a time of profound upheavals due to the COVID-19 crisis. The EESC considers the social partners to be effective players in designing and managing training systems. They are very well placed to measure the skills needs of the labour market and must systematically play a major role in the development of qualifications and their content.
The EESC recommends drawing up national strategic agreements on vocational training and guidance, on the basis of negotiations between the authorities and the social partners, involving vocational education and training stakeholders.
This opinion is being prepared at a time where the shift to a low-carbon economy is more urgent than ever and where new "green" occupations emerge and existing jobs need to be "greened". This implies needs for new skill sets, which necessitate updated curricula or even new qualifications across education and training levels. These new "green skills" can range from very technical and job-specific skills to "softer" skills such as responsible use of resources, which can be relevant across occupations, levels of hierarchy and sectors. While the "greening" of the economy creates skill needs, particularly in specific sectors such as energy and resource efficiency, construction and manufacturing, moving towards a circular economy creates "green" skill needs across the board.
The EESC strongly supports the Commission's proposal – Next Generation EU – as a specific tool for a quick and effective recovery.
The EESC takes a very positive view of the Commission's two main decisions:
- to introduce an extraordinary financial recovery instrument as part of the multiannual financial framework
- to raise common debt, which will be repaid over a long period of time, and prevent the extraordinary financial burden from falling directly on the Member States in the short run.
The EESC strongly welcomes the fact that the newly proposed instrument should be closely coordinated with the European Semester process, and furthermore welcomes the Commission's proposal to introduce additional genuine own resources based on different taxes (revenues from the EU Emissions Trading System, digital taxation, large companies' revenues).
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.
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.
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.