5.3.2013   

EN

Official Journal of the European Union

C 64/5

1.

Articles 165 and 166 of the Treaty on the Functioning of the European Union.

2.

The Europe 2020 strategy, and in particular the 2012 and 2013 Annual Growth Surveys and the 2012 country-specific recommendations.

3.

The Council conclusions of 12 May 2009 establishing a strategic framework for European cooperation in education and training for the period up to 2020 (‘ET2020’) (1), the primary goal of which is to support the further development of education and training systems in the Member States aimed at ensuring the personal, social and professional fulfilment of all citizens, as well as sustainable economic prosperity and employability, whilst promoting democratic values, social cohesion, creativity and innovation, active citizenship, and intercultural dialogue.

4.

The February 2012 Joint Report of the Council and the Commission on the implementation of the ‘ET2020’ strategic framework (2), which set out steps to mobilise the ‘ET2020’ process in support of the Europe 2020 objectives on growth and jobs, and identified a number of priority areas for European cooperation in education and training for the period 2012-2014.

5.

A sustained economic crisis highlighted by the latest Commission forecasts, predicting a slower than expected economic recovery and a peak in unemployment of almost 11 % in 2013 (3), with 60 % higher unemployment levels for low-skilled workers (4).

6.

The need to stem the rise in youth unemployment in Europe, now at an average rate of almost 23 % and increasing to over 50 % in several Member States (5).

7.

Growing evidence that skills supply is not meeting the needs of the labour market, with over two million vacancies across Europe currently unfilled (6).

8.

The need to lay the foundations for future growth and competitiveness in a context of tight public finances through more efficient investments in education and training systems, and the undeniable social and economic returns of such investments.

9.

The Council conclusions of 26 November 2012 on Education and training in Europe 2020 — the contribution of education and training to economic recovery, growth and jobs (7), which agreed that the education and training sector, including ministerial level, should play a more prominent role both in defining common approaches and objectives relating to education and training, as well as in implementing the education and training aspects of the European Semester of Europe 2020.

10.

The conclusions of the European Council of 13/14 December 2012 (8), which:

11.

The establishment, subject to ongoing negotiations on a Multi-Annual Financial Framework 2014-2020, of a link between the choice of investment priorities and interventions for the future Structural Funds programming 2014-2020 and the policy challenges highlighted in the country-specific recommendations and Member States’ National Reform Programmes.

1.

The central role assigned to education and training as a key driver for growth and competitiveness in the Annual Growth Survey 2013, including the reference to the key role of investments in human capital for tackling and preventing unemployment and preparing a job-rich recovery.

2.

The 2013 Annual Growth Survey's stance on differentiated fiscal consolidation, calling on Member States to preserve future growth potential by giving priority to, and where possible, strengthening investments in education and training.

3.

The call of the 2013 Annual Growth Survey for reforms to raise the performance of education and training systems and overall skills levels, linking the worlds of work and education more closely together, while acknowledging that there is no ‘one-size-fits-all’ agenda and that some reforms may take a significant amount of time to show effects.

4.

The importance attached to skills, education, training and lifelong learning in enhancing employability and, in particular, tackling and preventing youth unemployment by addressing its root causes, many of which are examined in the recent communication of 20 November 2012 from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions — ‘Rethinking Education: Investing in skills for better socio-economic outcomes’.

1.

Ensure that the social aspects of education and training are sustained and that equal opportunities for access to quality education are provided, so that education and training systems can continue to contribute to fostering social cohesion, sustainable development, active citizenship and personal fulfilment in European societies.

2.

Strengthen the role of education and training in the Europe 2020 Strategy, taking into consideration the ‘Rethinking Education’ communication as well as the education and training aspects of the Annual Growth Surveys and the country-specific recommendations (CSRs), and focusing — in accordance with national and ‘ET2020’ priorities and on the basis of available resources — on the following areas:

1.

While respecting the principle of subsidiarity and national responsibility for education and training, as well as the institutional autonomy of education providers, support Member States in their efforts to improve their education and training systems, making full use of EU programmes and funds in the field of education and training, and by means of an improved evidence base, a detailed cost-benefit analysis and increased transparency, including by:

2.

Support initiatives — such as the proposed EU-level Alliance for Apprenticeships — aimed at improving work-based learning and involving strong partnerships between education and employment, in particular social partners, business and VET providers, in line with the Copenhagen Process.

3.

Explore with social partners at EU-level options for increasing the level and quality of education and training provision for adults with a view to re-skilling and up-skilling the workforce.

4.

In close cooperation with Member States and relevant stakeholders, assess the impact of the potential creation of a European Area for Skills and Qualifications to promote stronger convergence between different EU and national transparency and recognition tools, so as to ensure that skills and qualifications can be easily recognised across borders.

5.

In coordination with any initiatives by the Member States in this area, launch a new initiative on ‘Opening up Education’, analysing the impact of providing EU support to increase access to and use of quality-assured Open Educational Resources and ICT.

6.

Introduce actions promoting entrepreneurship education, in particular policy guidance, and a framework to encourage entrepreneurial education at institutional level.

7.

Analyse the efficiency of public spending on education and training and initiate an EU-level debate with relevant stakeholders on the benefits of investments in different education and training sectors.

1.

Establish a closer link between the key strategic policy challenges identified throughout the European Semester and OMC activities, and develop, when requested, the country-specific dimension to assist both individual and clusters of Member States in following up on country-specific recommendations (CSRs).

2.

Fully tap into the potential of cooperation and peer learning established within the OMC through improved working methods including, as appropriate:

3.

Stimulate a constructive process of follow-up of the country-specific recommendations by sharing, with the relevant policy committees (i.e Economic Policy Committee and Employment Committee) and on a regular basis, the results of the aforementioned OMC cooperation mechanisms.