(2)

Inspired by these values, the Union has succeeded in bringing countries, communities and people together in a unique political project, enabling Europe’s longest period of peace, which in turn has brought about social stability and economic prosperity. Member States’ adoption of the values set out in the Treaty creates common ground that makes up the distinct feature of the European way of life and identity and gives the Union its place on the global stage.

(2)

Inspired by these values, the Union has succeeded in bringing countries, their regions, cities and rural areas, communities and people together in a unique political project, enabling Europe’s longest period of peace, which in turn has brought about social stability and economic prosperity. Member States’ adoption of the values set out in the Treaty creates common ground that makes up the distinct feature of the European way of life and identity and gives the Union its place on the global stage.

(3)

The Union and its Member States are faced with a variety of challenges, including populism, xenophobia, divisive nationalism, discrimination, the spreading of fake news and misinformation, as well as the challenge of radicalisation. These phenomena could pose a serious threat to the foundations of our democracies, undermine trust in the rule of law and democratic institutions, and hinder a common sense of belonging within and amongst our European societies.

(3)

The Union, its Member States, as well as local and regional authorities, are faced with a variety of challenges, including populism, xenophobia, divisive nationalism, discrimination, the spreading of fake news and misinformation, as well as the challenge of radicalisation. These phenomena could pose a serious threat to the foundations of our democracies at all levels of governance, undermine trust in the rule of law and democratic institutions, and hinder a common sense of belonging within and amongst our European societies.

(5)

Local and regional authorities have a key role to play in education and culture policies due to their proximity to Europeans, as they are the level of governance perceived the closest to the citizens on the ground. Local and regional authorities need therefore to continue to play a pivotal role in implementing and adapting the proposed measures and reforms, as well as to be included in the early stages of the decision making processes to guarantee an efficient and effective outcome and ensure that the added value of EU education and culture policies are felt on the ground.

(13)

In this context, it is also worth underlining the critical importance of looking into regional disparities and economic and social consequences that arise from skills gaps and mismatches in the EU when designing reforms of the education and training systems.

(13)

Against this background, it is of the essence that Member States step up their efforts to further implement all the objectives of the 2015 Paris Declaration. It is particularly important to continue promote common values as vectors of cohesion and inclusion, favour the implementation of participatory learning environments at all levels of education, improve training for teachers on citizenship and diversity and enhance the media literacy and critical thinking skills of all learners.

(13)

Against this background, it is of the essence that Member States step up their efforts to further implement all the objectives of the 2015 Paris Declaration and equip local and regional authorities with the necessary tools to ensure an efficient implementation on the ground. It is particularly important to continue promote common values as vectors of cohesion and inclusion, favour the implementation of participatory learning environments at all levels of education, improve training for teachers on citizenship and diversity and enhance the media literacy and critical thinking skills of all learners.

(15)

The Erasmus+ programme shows that mobility and cross-border contacts are the most efficient way to experience European identity. It is essential that all categories of learners benefit equally from the opportunities offered by this programme; notably through school exchanges between Member States. Virtual mobility, especially through the e-Twinning network, is an excellent tool to enable direct contact between pupils, and shall be used on a larger scale in the following years, and in combination with physical mobility.

(15)

The Erasmus+ programme shows that mobility and cross-border contacts are the most efficient way to experience European identity. It is essential that all categories of learners benefit equally from the opportunities offered by this programme; notably through school exchanges between and within Member States. Virtual mobility, especially through the e-Twinning network, is an excellent tool to enable direct contact between pupils and students, and shall be used on a larger scale in the following years, and in combination with physical mobility. In this context also suggests introducing new and expanding the scope of existing opportunities for cultural mobility.

(a)

including all pupils in quality education from an early age onwards;

(a)

including all pupils in quality education from an early age onwards and ensuring that equal opportunities and access to quality education are provided for every student including for those with linguistic, religious, ethnic or other minority backgrounds;

(b)

providing the necessary support to pupils and students according to their needs, including those from disadvantaged socioeconomic backgrounds, those from a migrant background, those with special educational needs and the most talented learners;

(b)

providing the necessary support and guidance to pupils and students according to their needs, including those from disadvantaged socioeconomic backgrounds, those from a migrant background, including refugees who wish to integrate as European Union citizens, those with special educational needs and highest achieving learners;

(c)

facilitating the transition between various educational levels and enabling the provision of adequate educational and career guidance.

(c)

addressing the specific needs of learners in geographically and demographically challenged EU regions, including those from outermost regions;

(d)

facilitating the transition between various educational levels and enabling the provision of adequate educational and career guidance, as well as providing a process of lifelong support and training opportunities for all learners;

(e)

providing the necessary support for a stronger role for language learning already in the primary school curricula as language acquisition is not only deemed most effective at an early age, but poor language skills are also considered one of the major obstacles to free movement of people and the creation of a workforce relevant to the needs of the European economy;

(f)

enabling young people to acquire and develop additional skills by means of formal and non-formal learning, as this does not only enhance young people’s employability by better matching their skills to the needs of the labour market, but also enables them to contribute more actively to solidarity projects and to shape Europe’s future  (1) .

a)

an understanding of the European context and common heritage and awareness of the diversity of the Member States of the Union;

a)

an understanding of the European context and common heritage and awareness of the diversity of the Member States of the Union, including the rich fabric of sub-national structures, so as to foster an understanding of a common European cultural heritage;

b)

an understanding of the origins and functioning of the Union;

b)

an understanding of the origins and functioning of the Union, including their rights as EU citizens;

c)

the participation of students and teachers in the e-Twinning network and in cross-border mobility, especially for schools;

c)

the participation of students and teachers in the e-Twinning network and in cross-border mobility, especially for schools;

d)

projects on the ground to raise awareness of the European Union in education centres, notably through direct interaction with young people.

d)

projects on the ground to raise awareness of the European Union in education centres, notably through direct interaction with young people at local and regional level as the governance level closest to them;

(e)

a life-long learning attitude, which includes but is not limited to adult education, that fosters a mindset of continuous inquiry and the pursuit of knowledge and excellence that can be cultivated as early as primary (or pre-primary) education and should be integrated into all stages of education

(f)

a stronger focus to be given to topics relevant to the digitalisation of the European society in order to familiarise learners with coding concepts and introduce competences in the field of cyber security and media literacy;

(g)

the intention of providing every student in Europe with at least one entrepreneurial experience in order to increase entrepreneurial and project- and inquiry-based learning practices in both formal and informal education.

(a)

measures to empower teachers, school leaders and academic staff helping them convey common values, and promote active citizenship while transmitting a sense of belonging and responding to the diverse needs of learners; and

(a)

measures to empower teachers, school leaders and academic staff helping them convey common values, and promote active citizenship while transmitting a sense of belonging and responding to the diverse needs of learners;

(b)

promoting exchanges and peer learning programmes as well as guidance and mentoring for teachers and academic staff.

(b)

promoting exchanges of best practices, and peer learning programmes as well as guidance and mentoring for teachers and academic staff, as well as mobility via the Erasmus+ programme  (1) ; and

(c)

promoting measures to facilitate exchanges between teachers and parents/carers in order to strengthen the connections between the school and the family/home environment and to foster a permanent dialogue, which is crucial for learners’ successful integration into the school environment and their overall socialisation.