AME analyses and recommendations considering education
Education is everyone’s responsibility. Ensure a whole-of-government and multi-stakeholder’ approach to competence development of children, youngsters and older learners by creating lifelong learning strategies at Eu, national and regional :local levels. Education is a transversal and cross-cutting part of society for which all stakeholders are responsible and must work in collaboration.
Skills revolutions are not enough, one demand a competences revolution. Promote the uptake of the EU competences frameworks and ensure the mainstreaming of the knowledge-skills-attitude triad as the approach towards learning objectives. Moreover, adapt the general goals of learning towards competence-development rather than skills acquisition and guide learners’ journey in a lifelong learning manner, where all learning environments are considered of equal value. Skills acquisition merely promotes short-termism and quick fixes, while competences are the ones which holistically promote personal development and ensure learners are ready for challenges and thus the unknown future.
Learners must be at the center – the importance of personalized learning. Promote a transformative approach to learning where educators/teachers act as catalysts for experimentation in learning rather than being repositories of knowledge. Foster the development of self-regulation competences in learners, empowering them to thrive in a learner-focused setting. Key and transversal competences acquisition require active participation of learners since initiatives and participatory learning actions are central to key and transversal competences.
Balance excellence and well-being – It is not an ‘if-if’ but an ‘and-and’ story: The recent PISA outcomes reveal both the importance of key competences as a basis for all knowledge, competencies and attitudes to be developed and learned but also the importance of more transversal competences such as citizenship; collaboration; self-reflection; entrepreneurship, etc. to be able to live and act within an unknown future. Both key as transversal competences should be acquired and learned and are playing essential roles during one life.
All for the learning journey and a learning journey for all. Commit to enhance the flexibility of the learning journey including through learning provision, validation and recognition of learning and guidance across the learning path. This includes the implementation of measures such as micro-credentials, individual learning accounts, guidance within validation processes, flexibilization of access to different learning pathways, funding to pursue learning. By adapting the learning journey to learners’ needs they are more inclined yto continue learning throughout their entire life and constantly update their key and transversal competences. Moreover, tailored learning opportunities better develop key and transversal competences of learners using their strengths and creating safe learning environments.
Breaking silos to promote key and transversal competences. Foster and strengthen partnership and collaboration between all stakeholders in education and training, including civil society, crossing over from the whole-school approach to a whole-community approach that enables diverse, accessible, and tailored learning journeys for all. If the learning system is not treated as a whole , with sectors seen as silo’s, key and transversal competences will not be connected across and developed at different stages of one’s life.
Back your promises with action – Investment for political commitment. Dedicate adequate, structural, and sustainable public funding to lifelong funding for lifelong learning , for a comprehensive reform enabling the shift from a knowledge-based learning system to a competence-based learning system. Effective implementation of whole-community models for competence development across European regions , irrespective of socio-economic status need comprehensive funding combining national and EU funds to link all strands and programmes for education and training. We are specifically advocating for a higher budget for the 9th Framework Programme (Horizon Europe) and the future Erasmus+ programme. The core aim is to improve European funding to education including higher education with a view to achieving sufficient, sustainable and simple funding for research, innovation and education in Europe. Research, innovation and education are crucial for Europe’s knowledge societies.
Education should in addition act as a core horizontal action and policy for other EU policies such as diversity and inclusion; democracy and human rights; green and digital transitions, etc:
Education for Diversity and Inclusion: Our societies are changing. In Europe, increased migration has contributed to more cultural diversity – and more awareness on the topic. Social diversity and inequality are hotly debated in the wake of the financial crisis and they are closely related to globalisation and a rapidly-changing labour markets. Moreover, the last decade has seen an increase in awareness and recognition of sexual and gender diversity. In this context, inclusiveness has become a strategic question for a number of higher educational institutions and universities, impacting learning and teaching, research and institutional cultures. Many have taken action to find new ways to enable people from traditionally less-represented backgrounds to find their place in higher education. It is utmost important that the HEI across Europe have a platform to share their approaches and strategies and that an ongoing European-wide discussion on the topic is facilitated , fostering peer-learning activities and supporting members in understanding how diversity, equity and inclusiveness can be embedded into education, universities and research. Important is also to focus on support to refugees both in traditional education and at universities such as through the “Higher Education Supporting Refugees in Europe” (inHERE) project and the “Refugees Welcome Map”.
Education as a basis of democracy and active citizenship: Stress the important role that education plays in democratic societies, in particular by promoting informed citizenship and evidence-based public debates and providing spaces of creative and critical thought. Learning democratic values and citizens education are important vehicles to enhance democracy. For the defense of European democracy to be effective, it must safeguard and strengthen rights such as academic freedom against interference from a wider range of forces, including governments that aim to silence critical voices and different points of view. While welcoming the initiative on Defense of Democracy Package, as an opportunity to take concrete steps towards protecting and strengthening democracy in the European Union, one should carefully balance it to fully empower civil society as democratic actors. One urges the European Commission to be mindful of not letting the notion of protection stand in the way of dialogue between a multitude of actors, both within European societies and globally.
Educations for Green transition: The education sector is well placed to address the environmental challenges facing the planet, to support the objectives of the Sustainable Development Goals (SDGs), the green transition as well as the European Union’s Green Deal initiative. Many education institutions as universities are actively involved in a range of forward-thinking activities in the area of environmental sustainability, both to green their own footprint, and to contribute to their surrounding communities as responsible societal actors. Their experience in this field makes them key in the transition towards carbon neutrality and sustainable societies. Environmental sustainability and the green transition are central goals of European societies and economies, a key aspect of the SDGs, and therefore an important call for Europe’s universities. One should reiterate ones commitment to the 2030 Agenda in its Strategic Plan (Priority 1), and its 2030 vision “Universities without Walls”. One engages in initiatives to promote the contribution of the European higher education sector towards carbon neutrality and towards more sustainable European societies and economies. Foster collaboration and peer learning between members and partners in the development of sustainable higher education institutions, with a view to enhance the wider societal impact through education and research, and engagement with society, at local and global levels.
Education for Digital transition: The AME WISHES to strongly proclaim the right of every EU citizen to be fully digitally competent: to guarantee the right of every EU citizen to be fully digitally competent and thus prepared to live and work in an increasingly global and connected world, for example through a digital competence certificate for all, mechanisms for validating acquired digital experiences, actions to overcome digital divides, etc. According to the results of the Eurobarometer, 41% of respondents believe that critical thinking, media, and democracy are not sufficiently taught. The AME WISHES to recommend adding the human dimension to technologies. It is not digital technology that creates social change, but people! Investing in people and expanding their access to lifelong learning opportunities are as important as investing in digital technology. This is why they must go hand in hand. Digital technology can support and enhance people's learning, and just as importantly, lifelong learning opportunities enable people to use digital technology effectively and responsibly, fully benefiting from their "digital experience." Furthermore, it emphasizes the need to promote quality digital education that is accessible to all. Initiatives aimed at developing the digital skills of citizens of all ages and backgrounds are encouraged to ensure that everyone can fully benefit from the opportunities offered.
THEREFORE, the AME WISHES to strongly recommend that:
1. The European Union takes all necessary measures to address the challenge of digital skills and comply with the ambitious goal set in the framework of the new European Skills Agenda (COM (2020) 441 final/2, p. 3), namely to ensure that 70% of 16-74 year-olds have at least basic digital skills by 2025, and the goal set in the framework of the European Pillar of Social Rights Action Plan, namely that at least 80% of people aged 16-74 have basic digital skills by 2030.
2. The European Union takes all necessary measures for the upskilling and/or reskilling of all employers so they can operate in a global and digital world.
3. The 2030 policy program "Path to the Digital Decade" supports enhanced cooperation between the member states of the Union, the private sector, civil society, and international organizations to ensure that the digital transition is fair and inclusive. The benefits of digital transformation must be shared fairly among all citizens, and specific measures must be taken to support vulnerable and marginalized groups. Cooperation and dialogue among all stakeholders in local ecosystems are essential to ensure a successful digital transition and to address the challenges posed by the digital era. Intermediary actors play a very important role.
4. The 2030 policy program "Path to the Digital Decade" recognizes the ethical challenges posed by the rapid rise of artificial intelligence and digital technologies. It is mandated to establish monitoring and regulatory mechanisms that ensure technologies are used responsibly and in a manner respectful of human dignity and democratic principles.
5. The 2030 policy program "Path to the Digital Decade" includes research, actions, and policies to ensure that the impact on climate change is more strictly considered.