1.12.2020

Official Journal of the European Union

C 415/1

Resolution of the Council and of the Representatives of the Governments of the Member States meeting within the Council on the Framework for establishing a European Youth Work Agenda

(2020/C 415/01)

THE COUNCIL AND THE REPRESENTATIVES OF THE GOVERNMENTS OF THE MEMBER STATES MEETING WITHIN THE COUNCIL,

RECOGNISING THAT:

Youth work is a broad term covering a wide variety of activities of a social, cultural, educational, environmental and/or political nature by, with and for young people, in groups or individually. Youth work is delivered by paid and volunteer youth workers and is based on non-formal and informal learning processes focused on young people and on voluntary participation. Youth work is quintessentially a social practice, working with young people and the societies in which they live, facilitating young people’s active participation and inclusion in their communities and in decision-making. (1)

Although there is a common understanding of the primary function of youth work, it takes very different forms across EU Member States of the EU is defined or described differently and is associated with different perceptions, traditions, stakeholders and practices. It takes pla.ce in different forms and settings (2). Youth work plays an important role in the personal and social development of young people, their participation in society and in the transitions, they are going through. It is aimed at all young people, including those less engaged with society and/or with fewer opportunities and / or whose full political and social participation is at risk due to individual or structural disadvantages (3) or discrimination.

Young people engage on a voluntary basis, in an organised or self-organised manner, in youth organisations, associations, young people’s initiatives or other open forms, thus contributing to the development of society at all levels. Youth work plays a crucial role in supporting this engagement. It is a way of reaching out to small and remote communities and promoting dialogue with young people in a form that is open and accessible to all.

4.	Youth work enables young people to learn about and experience universal values such as human rights, gender equality, democracy, peace, pluralism, diversity, inclusion, solidarity, tolerance and justice.

Youth work is a field in its own right and an important non-formal and informal socialisation environment. It is carried out by a wide youth work community of practice. (4) Youth work is geared to young people’s individual needs and requirements and directly addresses the challenges they face in today’s society. An essential component of youth work is creating safe, accessible, open and autonomous spaces in society, as well as supportive and experiential learning environments for young people. The participation of young people in the design and delivery of youth work is essential in order to guarantee that organisations, programmes and activities are responsive and relevant to their needs and aspirations of young people.

6.	Youth work facilitates learning and engagement among young people and thus promotes democratic awareness and active European citizenship.

7.	At the second European Youth Work Convention, which took place in 2015, stakeholders worked to reach a common European understanding of youth work and to describe its core functions with regard to young people: creating spaces for young people and providing bridges in their lives.

EMPHASISE THAT:

During recent decades, youth work has grown to become a distinct field of work, carried out by, with and for young people at European level. In some Member States youth work is already a well-established field. However, in order to fully explore its potential, capacities need to be further developed.

The youth work community of practice has been the source of many recent developments in the field. These have been driven by a wide range of stakeholders, who are involved in addressing specific needs in the field of youth work. These developments reflect the great diversity of youth work and its different traditions in the individual Member States.

10.

Youth work in Europe continues to face multiple challenges:

(a)

Conceptual framework: Youth work must remain responsive to changes in society and in young people’s everyday lives, to new knowledge and to the political context, while also being actively inclusive and offering equal opportunities to all young people. A common basic understanding and shared principles therefore needs to be developed. It is also necessary for there to be safe, accessible, open and autonomous spaces for youth work, for continuous reflection to be undertaken on methods and innovation in practices, for trends and new developments to be analysed, and for conceptual frameworks, strategies and practices to be adapted, where appropriate with partners from other sectors. In addition, it is essential to address global trends such as demographic challenges, climate changes and digitalisation, and to support the development of innovative solutions, smart and digital youth work.

(b)

Competence: It is important to provide sufficient resources for the continuous development of youth work. Quality education and training and practical support for youth workers across the EU are a precondition for promoting the recognition and validation of youth workers’ competences in the Member States.

(c)

Credibility: Practices in the field of youth work need to be promoted in society, and the quality of youth work must meet the expectations and requirements of the field and of society, and be consistent with the nature, self-image and professional practices of the field, in order to ensure that the role and importance of youth work, as well as the results it delivers, are acknowledged beyond the field itself. In order to meet these requirements, the quality of youth work must also be improved, monitored and evaluated. Research should be carried out in the area of youth work, but without creating unnecessary bureaucratic burden.

(d)

Connections: For the youth work community of practice to further develop youth work as a field geared to young people’s needs, internal cooperation should be nurtured, including connections between youth work providers and youth policy makers, and cooperation with other sectors and policy areas. In addition, recognition in society, involvement with youth policy, appropriate legal frameworks, financial resources, institutional frameworks, and appropriate and sustainable structures are all important factors.

(e)

Crises and opportunities: Youth work is constantly faced with fundamental challenges and must adapt to meet changing needs. The very existence and sustainability of many youth associations, youth work organisations and youth services is under threat as a result of crises such as the COVID-19 pandemic. The restrictions on social contact have had a severe impact on the way youth work operates, and hence on young people, particularly those with fewer opportunities. Youth work has, however, shown its capability to react quickly to such a crisis and ensure that the views of young people are taken into account in the process of drawing up their blueprint for Europe’s post-crisis future.

11.

Both the EU Youth Strategy (2019-2027) and the Council of Europe Youth Sector Strategy 2030 call for the development of a European Youth Work Agenda. In this call, the EU Youth Strategy encouraged seeking further synergies with the work carried out by the Council of Europe in this area. This would allow fostering mutual co-operation and creating synergies between the EU and Council of Europe to further develop youth work practices and policies.

AGREE ON THE FOLLOWING STRATEGIC FRAMEWORK AS THE EUROPEAN YOUTH WORK AGENDA:

12.

The European Youth Work Agenda (hereinafter ‘the Agenda’) is a strategic framework for strengthening and developing quality and innovation in, and recognition of youth work. It adopts a targeted approach to further developing knowledge-based youth work in Europe and connecting political decisions with their practical implementation. The Agenda is characterised by coordinated cooperation among stakeholders at different levels and in various areas of youth work, and it also serves to strengthen youth work as a distinct field of work that can act as an equal partner with other policy fields.

13.

The Agenda comprises the following elements:

(a)

Political basis

In line with the EU Youth Strategy (2019-2027), the European Youth Work Agenda should strive for quality, innovation and recognition of youth work. When it comes to implementation, the EU activities in the field of youth work should contribute to the strategy’s overall objectives and build on the instruments and governance agreed for this strategy.

The Council of Europe Recommendation on Youth Work and the Youth Sector Strategy 2030 provide the impetus for strengthening, recognising and further developing youth work policies and practices, hence contributing to the development of the Agenda.

The above-mentioned documents call for creating synergies or close cooperation between the Council of Europe and the European Union institutions and their member states.

(b)	Cooperation in the youth work community of practice Cooperation within the youth work community of practice in the Member States and at European level is fundamental to the effectiveness of the Agenda and will shape both the content of the Agenda and its future development.

(c)

Putting the Agenda into practice: ‘the Bonn Process’

The process of implementing the Agenda, called the ‘Bonn Process’ (5), should be shaped by the youth work community of practice, within their respective spheres of competence and their various mandates, roles and capacities. It consists of developing and proposing implementation strategies, measures and priorities at all levels to be carried out through activities from local to European level, across the entire spectrum of youth work settings and within the relevant spheres of competence.

(d)

Funding programmes in the field of youth

The enforced relevant EU’s funding programmes in the field of youth, (in particular Erasmus+ Youth and the European Solidarity Corps), may offer support and funding to facilitate the implementation process of the Agenda in line with the programmes’ objectives.

AIM TO:

14.

Promote the further development and strengthening of quality and innovation in and recognition of youth work and, in partnership with the youth work community of practice, improve the framework within which it is carried out, at all levels, including by drawing on cross-sectoral cooperation and evidence-based approaches.

15.	Give particular attention to the implementation of the Agenda as part of the EU Youth Strategy and, where possible, fully integrate youth work policies into all levels of youth policy and the associated strategies (national, regional and local) in the Member States.

16.

Ensure the presence of sustainable structures and the availability of appropriate resources for quality youth work, so that all young people can have a positive experience of the measures put in place in this area, or shape these measures themselves, with a particular focus on action at local level and in remote and rural areas where there are fewer opportunities for youth work.

17.

Strengthen and extend the common principles of youth work within the youth work community of practice by increasing knowledge and awareness of developments in youth work in Europe, by promoting regular cooperation, exchange and common practices, while taking into account the differences between the various levels and areas of youth work.

18.

Enhance understanding of the concepts, methods and tools used for education and training in youth work, further develop competence-based frameworks for formal and non-formal youth work education and training, where applicable and provide the various actors involved in youth work with sufficient quality education, training, guidance and support.

19.

Regularly monitor and evaluate the state of and developments and challenges in youth work, analyse the needs of young people and trends relevant to youth work, involve young people when developing strategies and encourage the youth work community of practice in cooperation with other sectors concerned, to respond to these developments and continue to develop their ways of working accordingly.

20.	Where appropriate, further develop strategies and actions that allow non-formal and informal learning in the area of youth work to be recognised and validated, and the contribution of youth work to empowering young people to be recognised.

21.	Strengthen youth work’s capacity to empower young people to contribute to the development of inclusive, sustainable, democratic, plural and peaceful societies.

22.

Increase opportunities for cross-border interaction and exchange between young people from different cultural and socio-economic backgrounds and for intercultural exchange within Member States, making this standard practice in youth work, and facilitate the creation of more strategic projects for cooperation in youth work across Europe.

23.

In light of the experience gained from the COVID-19 pandemic and in view of possible future crises, ensure, at all levels, the ongoing existence and operation of the various facilities and structures involved in youth work by developing crisis-proof mechanisms and resources, including digital technologies, and ensure that facilities and structures are able to adapt to the current situation and similar situations that may arise in the future.

24.	Strengthen cooperation both between Member States and the Council of Europe and between the respective institutions in order to support the development of quality youth work across Europe.

INVITE THE MEMBER STATES IN LINE WITH THE SUBSIDIARITY PRINCIPLE AND AT THE APPROPRIATE LEVELS WITH DUE REGARD FOR THEIR SPECIFIC NATIONAL CIRCUMSTANCES, TO:

25.

Integrate youth work into existing and future youth policy strategies and their implementation at all administrative levels in order to facilitate greater innovation, improve quality and increase recognition of the field, with a particular emphasis on action at local level in shaping and developing the Agenda.

26.

Identify themes and fields of action for the further development of youth work at local, regional and national level, in accordance with the common objectives of the Agenda, which should be drawn up and implemented within the framework of the EU Youth Strategy and in cooperation with the youth work community of practice. This process should be as targeted as possible and be integrated, where appropriate, into existing strategies.

27.	Inform all relevant actors at national, regional and local level within the youth work community of practice about the Agenda and its implementation and ensure there is an appropriate dialogue with and among them.

INVITE THE MEMBER STATES AND THE EUROPEAN COMMISSION, IN THEIR RESPECTIVE AREAS OF COMPETENCE AND AT THE APPROPRIATE LEVELS, WITH DUE REGARD FOR THE PRINCIPLE OF SUBSIDIARITY, TO:

28.	Promote the European dimension of youth work through cross-border and transnational exchange, cooperation, intercultural learning and peer-learning.

29.	Facilitate the implementation and further development of the Agenda by using existing structures and instruments or identifying or establishing, where appropriate, new, support structures, tools, partnerships or other appropriate methods of cooperation at the various levels.

30.	Strive to ensure that the Agenda is shaped to the greatest extent possible by the youth work community of practice, and make available to them information, opportunities and spaces to facilitate its involvement. In this regard, special attention should be given to young people and youth workers.

31.

Foresee a European Youth Work Convention in principle every five years, to serve as a forum for the further development of the Agenda, consider inviting the Member States of the Council of Europe as part of the neighbourhood policy of the EU, and explore the possible ways of supporting for the preparation and implementation of the Agenda through the Erasmus+ Youth and the European Solidarity Corps programmes.

32.

Set up an open and consultative ‘Network for youth work development in Europe’ of relevant structures that contribute effectively to the development of youth work by promoting innovative approaches, supporting the development and cooperation with and between different actors inside and outside the youth work community of practice, providing support and disseminating information on the various thematic priorities, approaches, networks and target groups. In this regard, advice and expertise from other sectors should also support the network. The network should seek to involve new actors in its development work.

33.	Explore the possibilities under which the EU funding programmes, such as Erasmus+ Youth and the European Solidarity Corps, could actively contribute, where appropriate, to the implementation of the Agenda using the programmes’ different funding instruments.

34.

Promote active, critical citizenship and democratic awareness and the appreciation of diversity among all young people as permanent and fundamental parts of youth work, including by promoting competence-building through the education and training of youth workers. Give all young people, without discrimination, the opportunity to act on their own initiative, develop their self-efficacy and exercise a positive influence.

35.	Monitor and evaluate the implementation of the Agenda. To this end, the EU Youth Report should include a dedicated chapter on the development of youth work structures, support tools, partnerships or other appropriate methods of cooperation in Member States and at European level.

INVITE THE EUROPEAN COMMISSION TO:

36.

Ensure that the Agenda is enshrined in the implementation of the EU Youth Strategy, including the European Youth Goals, and increase its visibility by using the governance instruments and tools provided for in the EU Youth Strategy to implement the Agenda and to monitor, evaluate, disseminate and utilise its results.

37.

Ensure synergies with other international organisations and reinforce the existing partnership with the Council of Europe when implementing the Agenda through complementary and coordinated action. The EU-Council of Europe partnership in the youth field could be assigned a central role in ensuring synergies and in facilitating dialogue for youth workers.

38.

Consider developing an open and multilingual dedicated European digital platform on youth work in close cooperation with the youth work community of practice to share information, knowledge and good practices, engage in cooperation and peer-learning. Thereby facilitate the development and implementation of the Agenda, including its external dimension, where relevant. An expert group representing the youth work community of practice could accompany and advise on the process of creating and implementing the platform.

39.

strengthen knowledge-building and evidence-based approaches in youth work in Europe by facilitating expert exchanges and scientific- and practice-informed research on the impact of the principles, developments, concepts, activities and practices applied in the field, in particular by involving youth researchers and building a repository of expertise within youth work organisations.

(1) Description from the Recommendation CM/Rec (2017)4 of the Committee of Ministers of the Council of Europe to member States on Youth Work.

(2) For example, in youth centres, youth projects, outreach/detached youth work, informal youth groups, youth camps/colonies, youth information, youth organisations and youth movements as set out in the expert group final report on ‘The contribution of youth work to address the challenges young people are facing, in particular the transition from education to employment’.

(3) Structural disadvantages are, unlike individual ones, those disadvantages which do not relate to the person themselves but to the regulatory frameworks they are subject to and their basic living conditions.

(4) See definition in Annex II.

(5) The third European Youth Work Convention, a digital event broadcasted from Bonn, is the start of the implementation process for implementing the Agenda.

ANNEX I

References

In adopting this Resolution, the Council and the representatives of the governments of the Member States meeting within the Council refer to the following documents:

Council documents

—	Council Resolution on a framework for European cooperation in the youth field: The European Union Youth Strategy 2019-2027 (OJ C 456, 18.12.2018, p. 1)

—	Council conclusions on digital youth work (OJ C 414, 10.12.2019, p. 2)

—	Council conclusions on smart youth work (OJ C 418, 7.12.2017, p. 2)

—	Council conclusions on education and training of youth workers (OJ C 412, 9.12.2019, p. 12)

—	Council conclusions on raising opportunities for young people in rural and remote areas (OJ C 193, 9.6.2020, p. 3)

—	Council Resolution on youth work (OJ C 327, 4.12.2010, p. 1)

—	Council Recommendation on the validation of non-formal and informal learning (OJ C 398, 22.12.2012, p. 1)

—	Council Recommendation of 22 May 2018 on promoting common values, inclusive education, and the European dimension of teaching (OJ C 195, 7.6.2018, p. 1)

European Commission documents

—	Study on youth work and entrepreneurial learning (2017)

—	Study on the value of youth work in the EU: general report - case studies- country reports (2014)

—	Youthpass impact study. Young people’s personal development and employability and the recognition of youth work (2013)

Expert group reports from the Council’s cooperation in the youth field

—	Expert group report: Developing digital youth work – Policy recommendations, training needs and good practice examples (2018)

—	Expert group report: The contribution of youth work to preventing marginalisation and violent radicalisation (2017)

—	Expert group report: The contribution of youth work to address the challenges young people are facing, in particular the transition from education to employment (2015)

—	Expert group report: Quality Youth Work - A common framework for the further development of youth work (2015)

Council of Europe documents

—	Recommendation CM/Rec (2017)4 of the Committee of Ministers of the Council of Europe to member States on youth work

—	Resolution CM/Res (2020)2 of the Committee of Ministers of the Council of Europe on the Council of Europe youth sector strategy 2030

Others

—	Declaration of the 2nd European Youth Work Convention (1)

—	European Training Strategy in the field of Youth. Supporting the development of quality youth work in Europe through capacity building (2015) (2)

(1) https://pjp-eu.coe.int/documents/42128013/47262187/The+2nd+European+Youth+Work+Declaration_FINAL.pdf/cc602b1d-6efc-46d9-80ec-5ca57c35eb85

(2) https://ec.europa.eu/youth/sites/youth/files/eu-training-strategy-youth_en.pdf

ANNEX II

For the purpose of this Resolution, the following definition applies:

Youth work community of practice (1)

In the field of youth work, the youth work community of practice should be understood as a group of people, professional or non-professional, who share the same interests in resolving an issue, improving their skills, and learning from each other’s experiences.

The youth work community of practice comprises stakeholders at all levels from local to European level, such as:

—	youth workers and youth leaders;

—	youth work managers;

—	project carriers;

—	accredited and independent youth work organisations;

—

trainers;

—	researchers;

—	educators of youth workers;

—	local communities and municipalities;

—	National Agencies for Erasmus+ Youth and the European Solidarity Corps;

—	youth representations and young people and

—	policy-makers for youth.

All the actors in the youth work community of practice have, within their respective spheres of competence, different mandates, roles and capacities for the further development of youth work.

(1) The term ‘community of practice’ is a theoretical term developed by educational psychologists Jean Lave and Étienne Wenger.

ANNEX III

Infographic on the European Youth Work Agenda

1.12.2020

Official Journal of the European Union

C 415/16

Conclusions of the Council and of the representatives of the governments of the Member States meeting within the Council on fostering democratic awareness and democratic engagement among young people in Europe

(2020/C 415/09)

THE COUNCIL AND THE REPRESENTATIVES OF THE GOVERNMENTS OF THE MEMBER STATES MEETING WITHIN THE COUNCIL,

RECOGNISING THAT:

The European Union is founded on values such as democracy, pluralism, equality and the rule of law. Respect for human rights, freedom, non-discrimination, tolerance, and the protection of minorities are inalienable cornerstones of the European idea. (1)

Democracy and a society in which pluralism, non-discrimination, tolerance, justice, the rule of law and solidarity prevail must never be taken for granted; they must be protected, strengthened and promoted by political actors, society, business, academia, the media, in formal and non-formal learning and training, and by each and every one of us together.

Young people should be enabled to participate meaningfully in decisions on all matters concerning them. They have the right to freedom of expression, access to information, and to be protected from discrimination. They are entitled to education, training and youth work which enable them to learn about, inter alia, human rights and fundamental freedoms and prepare them for a responsible life in a free society.

The creativity of young people is essential for a living democracy in Europe. Youth cultures, movements, groups, organisations and initiatives can have a defining influence on political developments and societal change. Initiatives for environmental and climate protection, anti-racism and social diversity are just some examples of issues with which young people in Europe frequently engage.

Youth is a defining stage of life which merits special attention from a political perspective. Young people across Europe are characterised by a broad diversity of backgrounds, interests and abilities and are facing multiple challenges at both individual and societal level. Opening up life opportunities for individuals, especially for young people who have fewer opportunities, and fostering young people’s democratic awareness are tasks which require broad support from society and appropriate policy measures.

Media and digital technology offer great potential to strengthen trust in democracy, by providing significant opportunities for young people to access the information needed for democratic engagement, interact with others over long distances, voice their opinions, exercise their rights and engage in active citizenship. At the same time, digitalisation brings with it some negative elements that can challenge democracy, such as disinformation, polarisation, propaganda and hate speech.

The European Union aims to encourage the participation of young people in democratic life in Europe. (2)

The promotion of inclusive participatory democracy is one of the guiding principles of the EU Youth Strategy (2019-2027). The EU Youth Strategy aims to support the involvement of young people in Europe in shaping society and politics. With this in mind, young people’s opinions are taken into account through, for instance, the EU Youth Dialogue and the 11 European Youth Goals (3). European Youth Goals No 1 (Connecting EU with Youth) and No 9 (Space and Participation for All) are particularly relevant in terms of the democratic participation of young people.

TAKE NOTE OF:

The ideas and opinions of young people shared at the EU Youth Conference in October 2020 were focused on the topic of space and participation for all, and provide valuable inspiration for action to foster democratic awareness and democratic engagement among young people in Europe. These ideas and opinions of young people concern

—	making critical thinking an obligatory part of school curricula;

—	co-decision-making processes at all levels involving young people and youth organisations, implemented through a rights-based approach;

—	lowering the age to vote and to stand for election to 16 for all elections, while removing all barriers to voting and ensuring encouragement of participation in elections;

—	dedicated processes which amplify young minority voices and ensure their direct involvement;

—	funding for permanent structures of participation;

—	new European funding opportunities to set up and sustain youth spaces;

—	prioritising at European level and in a cross-sectoral approach the creation of safe digital spaces for young people and the promotion of digital literacy.

CONSIDER THAT:

10.

Young people must be able to experience self-efficacy, taking initiative, and co-creation in order to develop democratic awareness. In so doing, they experience democratic processes and acquire competences that form the bedrock of a living democracy. Experiencing an open culture of discussion, increasing tolerance of different opinions and ways of life, and developing the capacity to compromise, accept majority decisions and protect minorities are essential parts of this inclusive process.

11.

Encouraging democratic engagement means stimulating young people to think autonomously, critically, and in a nuanced manner, and to be active citizens, as well as encouraging them to assess whether their environment safeguards European common values and guarantees their rights. This can strengthen young people’s autonomy, their capacity to make their own decisions, and their civic courage, and can empower them to shape not only their own lives, but also politics and society in Europe, in accordance with democratic principles and in a spirit of solidarity.

12.

European cooperation builds on diversity, understanding and open dialogue. This basic consensus contributes both to a democratic culture and to cohesion in Europe, and forms a solid basis for the democratic engagement of young people. It helps counteract anti-democratic, inhuman, sexist, racist, discriminatory and exclusionary tendencies in our society, and can also contribute to the prevention of violent extremism.

13.

All young people need access points, support and opportunities to enable them to take ownership of their choices, express themselves, experience self-efficacy and contribute freely to democratic life in Europe. Digital and physical spaces for young people should be co-designed by young people themselves, provided by governmental and non-governmental actors, and promoted in all forms of formal and non-formal learning and training. This also requires strong and independent civil society. Forms of self-organisation and advocacy, such as youth organisations and youth councils, in which young people learn to take responsibility for themselves and others, are particularly important.

14.

Enabling all young people to experience democracy requires an inclusive approach which takes account of their diversity in many respects. Special attention should be given to young people who have only limited access to participatory processes, youth work opportunities and interactions with other civil society actors as a result of individual or structural disadvantages, while bearing in mind the risk of intersectional discrimination.

EMPHASISE THAT:

15.

The principles of non-formal and informal learning, and in particular the values and practices of youth work, offer many opportunities to foster the democratic awareness and democratic engagement of young people. This is possible primarily because youth work activities are process-oriented and participatory in nature, they are aimed at both organised and non-organised youth, and they are closely aligned with the needs and interests of young people. The expertise and methods applied in youth work can serve as an inspiration for other sectors. Youth work therefore has the potential to play a unifying and coordinating role in fostering democracy and political participation among young people, from the local to the European level.

16.

Furthermore, innovative concepts and practice with a critical and emancipatory approach should be developed within the youth work sector, centred around young people’s autonomy, sense of initiative and opportunities for co-creation. Existing concepts such as human rights education, intercultural and global learning, digital and media literacy, and citizenship education can be taken as a starting point. Paid and voluntary youth workers should be seen as accompanying young people in these experiences, and should be given support in exchanging good practices and acquiring personal skills and competences.

17.

Various European programmes promote democratic awareness and engagement. The Erasmus+ and European Solidarity Corps programmes are particularly suitable frameworks for fostering young people’s involvement in a targeted manner through intercultural dialogue and peer learning, especially with regard to European common values and issues.

18.

Young people’s democratic awareness and democratic engagement help boost the resilience of society. This becomes particularly apparent in situations in which fundamental democratic principles and rights are restricted due to extraordinary circumstances (e.g. the COVID-19 pandemic). Young people who have a solid understanding of democracy are, after all, better able to distinguish between strategies for dealing with such challenges which are compatible with democracy, and those which are not. In addition, it is essential that young people’s rights and freedoms are safeguarded during temporary restrictions and fully and immediately reinstated once the restrictions have come to an end. This is particularly applicable since young people, especially those with fewer opportunities, are often among the groups most severely affected by crises.

INVITE THE MEMBER STATES, IN LINE WITH THE SUBSIDIARITY PRINCIPLE AND AT THE APPROPRIATE LEVELS, TO:

19.

Where appropriate, establish or continue, on a sustained basis, sector-specific and cross-sectoral funding programmes and initiatives at all levels within the Member States, in order to increase young people’s understanding and appreciation of democracy and diversity. These should provide space and opportunities for learning about and experiencing democratic engagement, both as part of a group and individually, while ensuring access for all young people, in particular those with fewer opportunities. Youth organisations and youth initiatives in particular, as expressions of young people’s capacity for self-organisation, should be strengthened in their capacity to support these endeavours.

20.

Promote democracy and human rights learning in all sectors and levels of education, training and lifelong learning; and foster close, sustained cooperation on these issues across sectors. Special attention should be given to active citizenship education and education for democracy by considering a wide variety of practices and learning environments and by fostering the development of citizenship key competences, as set out in the Council Recommendation on key competences for lifelong learning (4) and the Council recommendation on promoting common values, inclusive education, and the European dimension of teaching (5).

21.

Empower young people to respond to the potential and challenges of digitalisation and to participate in online communication in an active and self-reflective manner. (6) To this end, digital and media literacy in particular must be fostered in young people and persons supporting them (e.g. youth workers, teachers), especially the ability to deal with information overload, disinformation, hate speech and other forms of harmful content. Special emphasis should be given to the provision of suitable supporting tools as well as to ensuring a high level of quality of smart youth work solutions and of digital participatory processes. Barrier-free access to digital media must be ensured for all young people, in particular those with fewer opportunities.

22.

Acknowledge the particular interest and active civic engagement shown by young people in matters such as environmental, social and economic sustainability, human rights, intergenerational equity, gender equality and the impact of digitalisation, and support them actively in their efforts to shape relevant political and social processes. In particular, young people’s engagement at local level, such as in student councils, local youth organisations or youth initiatives should be encouraged.

23.

Adequately promote and support accessible physical and digital youth work structures and smart youth work solutions, in particular in the wake of the COVID-19 containment measures, in order to give young people free, open and safe spaces and opportunities for personal development.

INVITE THE MEMBER STATES AND THE EUROPEAN COMMISSION, IN THEIR RESPECTIVE AREAS OF COMPETENCE AND AT THE APPROPRIATE LEVELS, WITH DUE REGARD FOR THE PRINCIPLE OF SUBSIDIARITY, TO:

24.

Further develop young people’s participation in political processes in line with the Council Resolution on encouraging political participation of young people in democratic life in Europe (7), and thus further strengthen all young people’s meaningful and sustainable participation in decision-making processes at all levels.

25.

Where appropriate, make political processes and decisions at all levels accessible, transparent and understandable, by using youth-friendly information and communication. This should include in particular providing feedback to young people on the results of youth participation processes. The information needs to be disseminated in a targeted manner so that it reaches all young people regardless of their environment. Appropriate communication strategies should be developed in cooperation with youth information networks and other stakeholders of the youth sector, such as the European Youth Information and Counselling Agency and the Eurodesk network, at European level.

26.

Introduce and promote the concepts of democratic awareness and democratic engagement to young people as an ongoing and crucial part of youth work, and recognise the youth work sector as being a favourable space for providing opportunities for young people to develop and contribute to democratic society. This includes the provision, within the existing structures, of appropriate framework conditions and adequate financial resources at all levels, as well as increased thematic training, skills and qualifications for youth workers.

27.

Support the further development and reshaping of approaches to increasing democratic awareness and democratic engagement in young people. These can build on existing concepts of pedagogy (8) and of democracy, active citizenship and human rights education/training, as well as the work of the Council of Europe and civil society organisations in this field. These approaches should be passed onto practitioners through regular training programmes and can serve as inspiration for the practice of EU youth programmes, or the development of a competence-based framework for formal and non-formal youth work education and training (9). Opportunities for mutual learning activities within the youth work sector should also be created – both between practitioners, academics, policymakers and young people, and between sectors.

INVITE THE EUROPEAN COMMISSION TO:

28.

Take into account the interests of young people and their democratic engagement as a cross-cutting issue in European processes and programmes, such as the Conference on the Future of Europe, the Digital Education Action Plan, or the European Education Area, and in the implementation of the relevant EU programmes in force, the European Green Deal, the European Pillar of Social Rights and the 2030 Agenda for Sustainable Development, and in enhanced cooperation with the Council of Europe.

29.

Emphasise research activities and evidence-gathering tools that analyse the impact of EU funding programmes on the promotion of democratic awareness and democratic engagement in young people.

30.

Strengthen European activities with partner countries funded by EU programmes to further promote democratic awareness and democratic engagement in young people, and continue to develop youth work through cooperation and exchange.

INVITE ALL ACTORS INVOLVED IN EUROPEAN COOPERATION ACTIVITIES IN THE YOUTH FIELD TO STRIVE TO:

31.

Emphasise issues such as European values and identity, democracy, acceptance of diversity, human rights, gender equality, protection of minorities, critical thinking, new forms of participation and civic action in the implementation of the Erasmus+ and European Solidarity Corps funding programmes. Inclusive and open access, simple procedures and adequate resources should be ensured for projects that can offer young people the chance to initiate, contribute and have their say. This should be taken into consideration especially for dedicated actions on participation and solidarity.

32.

Ensure that EU programmes for youth take into account the needs, interests and diversity of young people. This includes youth-friendly and easy accessible funding information, support for young people’s own project initiatives, and consideration of programme organisers and their needs. Where appropriate, the programmes should be able to make improvements that further prioritise young people’s initiative and thus their democratic engagement and experiences.

(1) Article 2 of the Treaty on European Union.

(2) Article 165(2) of the Treaty on the Functioning of the European Union.

(3) Annex 3 to the Council Resolution on a framework for European cooperation in the youth field: The European Union Youth Strategy 2019-2027 (2018/C 456/01).

(4) Council recommendation on key competences for lifelong learning (OJ C 189, 4.6.2018, p. 1)

(5) Council recommendation on promoting common values, inclusive education, and the European dimension of teaching (OJ C 195, 7.6.2018, p. 1)

(6) Council conclusions on smart youth work (OJ C 418, 7.12.2017, p. 2) and Council conclusions on digital youth work (OJ C 414, 10.12.2019, p. 2).

(7) Council Resolution on encouraging political participation of young people in democratic life in Europe (OJ C 417, 15.12.2015, p. 10).

(8) In particular, the concepts of critical and emancipatory pedagogy.

(9) Council conclusions on education and training of youth workers (OJ C 412, 9.12.2019, p. 12).

ANNEX

References

In adopting these conclusions, the Council and the representatives of the governments of the Member States meeting within the Council take note of the following documents:

—	Council Resolution on a framework for European cooperation in the youth field: The European Union Youth Strategy 2019-2027 (OJ C 456, 18.12.2018, p. 1)

—	Council Resolution on encouraging political participation of young people in democratic life in Europe (OJ C 417, 15.12.2015, p. 10)

—	Council conclusions on youth in external action (8629/20)

—	Council conclusions on media literacy in an ever-changing world (OJ C 193, 9.6.2020, p. 23)

—	Council conclusions on education and training of youth workers (OJ C 412, 9.12.2019, p. 12)

—	Council conclusions on digital youth work (OJ C 414, 10.12.2019, p. 2)

—	Council recommendation on promoting common values, inclusive education, and the European dimension of teaching (OJ C 195, 7.6.2018, p. 1)

—	Council recommendation on key competences for lifelong learning (OJ C 189, 4.6.2018, p. 1)

—	Council conclusions on smart youth work (OJ C 418, 7.12.2017, p. 2)

—	Council conclusions on the role of the youth sector in an integrated and cross-sectoral approach to preventing and combating violent radicalisation of young people (OJ C 213, 14.6.2016, p. 1)

—	Paris Declaration of 17 March 2015 of the European Union Education Ministers on promoting citizenship and the common values of freedom, tolerance and non-discrimination through education

—	UN Convention on the Rights of the Child of 20 November 1989

—	European Commission: Flash Eurobarometer 478 – How do we build a stronger, more united Europe? The views of young people, March 2019 (1)

—	European Parliament: Study – Shrinking space for civil society: the EU response, 2017 (2)

—	Recommendation CM/Rec(2010)7 adopted by the Committee of Ministers of the Council of Europe to member states on the Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education

—	Council of Europe: Reference Framework of Competencies for Democratic Culture: Volume 1 – Context, concepts and model, 2018 (3)

(1) https://ec.europa.eu/commfrontoffice/publicopinion/index.cfm/ResultDoc/download/DocumentKy/86162

(2) https://www.europarl.europa.eu/RegData/etudes/STUD/2017/578039/EXPO_STU(2017)578039_EN.pdf

(3) https://rm.coe.int/prems-008318-gbr-2508-reference-framework-of-competences-vol-1-8573-co/16807bc66c

1.12.2020

Official Journal of the European Union

C 415/22

Council conclusions on digital education in Europe’s knowledge societies

(2020/C 415/10)

THE COUNCIL OF THE EUROPEAN UNION,

TAKING INTO CONSIDERATION:

The political background as set out in the Annex,

HIGHLIGHTING THAT:

High-quality and inclusive education and training is a European strength based on democratic values and the idea of enlightenment. The widespread distribution of digital technologies and access to the internet open up new possibilities and challenges.

The digital transformation of our knowledge societies is accelerating and there is an increasing availability of digital services and data. This includes a changing labour market as well as new job profiles and a demand for digital competences (1) in the context of the 21st century skills. The growing influence of artificial intelligence (2) will amplify the effects of the digital transformation of our knowledge societies in a long-term perspective, and can offer promising new opportunities for learning, teaching and training in the future. High‐quality and inclusive education and training is key to empowering all individuals and citizens to understand, to take part in and to shape these developments.

The COVID-19 pandemic and its ongoing impact on education and training systems and institutions in Europe underlines the urgent need for a better understanding and a continuous evaluation of the uses, benefits and challenges of digital education technologies (3), and of the levels of digital competences, also in the context of lifelong learning.

The COVID-19 pandemic has further emphasised the urgent need for a holistic approach to digital education. In order to meet current demands, high‐quality and inclusive education and training entails digital and non‐digital forms of learning and teaching, including approaches such as blended learning (4) and distance learning (5). This offers a chance to enhance learner-centred education and training according to the specific needs of individuals.

Digital education (6) is a prerequisite for helping to shape the digital transformation, pursuing continuing education and training and lifelong learning and enabling high-quality and inclusive education and training for all. Therefore, it is important to take its societal dimension into account and to understand it as part of a profound cultural transformation. This cultural transformation lays the foundation for enabling all individuals and citizens to use data, digital technologies and infrastructures confidently and safely, while duly respecting data protection rules, and for enabling them to participate actively in political decisions, societal developments and the labour market.

Digital education should be learner-centred and support all individuals and citizens to develop their personality and skills confidently, freely and responsibly. As an integral part of high‐quality and inclusive education and training, digital education should commit to the principle of integrity and trust in its quality. It should also contribute to better accessibility of educational content and pedagogies, to greater social inclusion, as well as to the better acquisition of competences, promoting educational success for all. Digital education should take into consideration emerging technologies, such as artificial intelligence, and their safe, pedagogically sound and ethical application.

Digital education should also consider the wellbeing of learners, teachers, trainers and educators, as well as of parents and carers, for instance with regard to safe learning environments. It also should contribute to facilitating easier access to information for all citizens and to promoting active cultural, economic and social participation in Europe’s knowledge societies.

Digital education should contribute to the development of an awareness of citizenship, including digital citizenship (7) by fostering citizenship competences. These include a critical approach to information, enabling citizens to navigate in a digital world and to develop an understanding of the basic values of democracy and freedom of expression.

10.

Every European should be empowered to engage actively in the digital transformation of society and benefit from suitable, accessible and safe learning environments. The human right to quality and inclusive education, training and lifelong learning, as set out in the European Pillar of Social Rights and protected by the Charter of Fundamental Rights of the European Union, must be guaranteed at all times.

11.

In order to close the digital gender divide in ICT related fields and STEM, a gender-sensitive approach in all types and levels of education and training is crucial.

12.

Access to digitally supported high-quality and inclusive education and training opportunities is crucial. Notwithstanding the crucial role and benefits of face‐to‐face learning and teaching formats, access to high‐quality and inclusive education and training with and by means of digital education technologies are prerequisites for the future viability of Europe’s knowledge societies as well as for a European innovation system that enables green and digital transformation, provides sustainable growth, jobs and opportunities and promotes personal development.

13.

A strong Europe is based on a culture of common values, sharing, renewal and openness to new forms of exchange as well as participation and cooperation between citizens, education and training institutions, the private sector and different national education systems. Online communities (8) sharing practices (at local, regional, national and Union level) are more visible and will grow in the future.

AWARE THAT:

14.

In line with the principle of subsidiarity, the responsibility for teaching content and for the organisation of education systems lies with the Member States.

15.

Digital education is implemented to varying degrees at different types and levels of education and training within Member States and across the Union. Experience of digital education technologies across the Union differs and depends to a great extent on policy and governance frameworks, infrastructure and technical facilities as well as financial and human resources. These include in particular well‐prepared teachers, trainers, educators and other pedagogical and administrative staff, including institution leaders in education and training.

16.

The COVID-19 pandemic triggered a rapid emergency response. Member States closed most of their education and trainings sites and required institutions to provide continuity in teaching, training, learning and assessment mainly through remote approaches.

17.

The measures taken by Members States and their education and training institutions according to the national circumstances have highlighted the importance of an understanding of digital education, have helped to boost the digital capacities of education and training systems and have provided teachers, trainers, educators and other pedagogical staff with professional development opportunities.

18.

However, despite the great efforts developed from all Member States, the emergency responses to facilitating remote approaches exposed common challenges and weaknesses among education and training systems across the Union:

a)	During the COVID-19 pandemic, it often became apparent that a number of learners, to a varying degree across Member States, could not exercise their right to education and training fully due to a lack of proper physical and technological access. (9)

The unprecedented challenge linked to the COVID‐19 pandemic revealed an urgent need for a better provision of digital competences for all in order to ensure equal access to education and training for all individuals and citizens, especially in such situations whereby education and training are delivered remotely. Learners with special needs encountered particular challenges.

c)	Although the shift to digital education has accelerated during the COVID‐19 pandemic, the development and use of new forms of knowledge dissemination can, when done without awareness and intention, replicate more traditional forms of teaching and learning.

The COVID-19 pandemic has been challenging for the continuity of transnational education and training activities. This concerns cross-border education and training as well as Erasmus+ mobility, in particular for the mobility of students and staff in the field of higher education and vocational education and training (VET).

The closures of education and training institutions triggered by COVID-19 have altered the role of teachers, trainers, educators and other pedagogical staff, who had to find new ways to keep contact with and to support learners to work independently, whether in collaborative learning environments or otherwise. It has also shown the need for collaboration, capacity building, specific professional training for digital teaching as well as for assistance measures among teachers, trainers and teacher education networks, as well as among education and training institutions.

RECOGNISING THAT:

19.

The digital divide within Member States and across the Union remains a challenge, since it may reinforce other pre‐existing structural inequalities, including social-economic and gender inequalities.

20.

Data protection and the digital sovereignty of Member States and of their citizens must be ensured in the context of digital education technologies, irrespective of the urgency of the situation. Furthermore, in the context of the increased creation and dissemination of educational digital content, the legal and ethical principles underpinning intellectual property must be recognised.

21.

New forms of knowledge transfer and learning settings, also in the form of co‐creation, promote a broader connection between formal education and training and non‐formal and informal learning. The exchange of good practices at local, regional, national and Union level provides opportunities to accelerate the integration of digital education technologies in all forms of learning and to foster high quality and inclusiveness in teaching and learning.

22.

Digital education technologies open up new possibilities for learning and teaching and are an important factor in ensuring high‐quality and inclusive education and training. They can complement direct interaction in the form of face‐to‐face teaching and training as well as non‐digital best practices and media for teaching and learning, which continue to retain their importance and cannot fully be replaced by virtual formats.

23.

For technology to be able to foster quality and inclusiveness in education, it must go hand in hand with safe learning environments and pedagogical approaches. Education technology companies, including start‐ups and SMEs, play an essential role in developing innovative and accessible digital education technologies, thereby fostering both digital education and the digital transformation of European economies. Innovation-friendly conditions and appropriate funding opportunities are key for these companies to thrive.

24.

Digital education needs to emphasise the importance of pedagogical concepts, learning and teaching tools and methods. Educational research can contribute to the development of innovative concepts in education and training and can enable a broader understanding of the impact of the digital transformation on learning and teaching as well as on education and training systems.

25.

The provision of digital competences in all types and levels of education and training should always go hand-in hand with a relevant mix of related key competences, including life skills, and should be supported by state of the art accessible infrastructure, equipment and technology. Especially vocational education and training programmes, including upskilling and reskilling programmes, require an appropriate mix of digital, occupational and technological skills and competences, which can contribute to employability.

26.

An internationally competitive and sustainable European innovation system depends on high‐quality and inclusive education and training systems. It also relies on an excellent research system, which ideally is closely linked to education and training. Therefore, the early transfer of findings from research and innovation, e.g. from educational research, as well as the co‐creation and testing of innovative digital education solutions will be of added value in education and training, e.g. in fields such as policymaking or pedagogical application.

NOTING THAT:

27.

The European Commission has published a renewed Digital Education Action Plan 2021 -2027 resetting education and training for the digital age (10), which should be followed-up in a co-creative process with the Member States, where appropriate and relevant.

28.

Its main objectives to foster the development of a high-performing digital education ecosystem and to enhance digital skills and competences for the digital transformation can contribute to a more strategic approach to digital education at Union level.

29.

A high performing digital education ecosystem (11)should enable high-quality and inclusive education and training through relevant infrastructure, connectivity, digital capacity planning and organisational capabilities that can facilitate a more flexible access to education and training for all individuals in all locations. It is the basis for the successful implementation of digital education and a prerequisite for structural transformation of education and training systems.

30.

Digital competences and adequate pedagogical approaches are needed for teachers, trainers, educators and other pedagogical staff and learners of all ages in all types and levels of education and training in order to make meaningful use of digital technologies in education. The provision of digital competences should be age- and gender-sensitive and should also cover media, digital and data literacy, critical thinking and the fight against mis- and disinformation, hateful and harmful speech, and cyberbullying and addiction, and address security issues such as the protection of privacy, data protection and intellectual property rights.

31.

Non-formal and informal learning should be fostered as important vehicles for providing people of all ages who are outside the formal education system with the necessary level of digital competence, in order to support their professional and personal development, also with regard to factors like social relationships and physical and mental health, as well as digital wellbeing. In this regard, digital environments and a culture of a meaningful and ethical use of digital tools are important. Digital non-formal and informal learning opportunities are especially relevant for young, but also for elderly people who have suffered particularly from the consequences of the COVID-19 pandemic.

INVITES THE MEMBER STATES, IN ACCORDANCE WITH NATIONAL CIRCUMSTANCES, TO:

32.

Promote the embedding of digital education technologies and the acquisition of digital competences in order to enhance teaching, training and learning in all types and levels of education and training as well as in a lifelong learning perspective.

33.

Encourage the assessment, quality assurance and validation of learning outcomes of innovative ways of learning including digital components.

34.

Reflect on pedagogical models and the education and training of teachers, trainers and educators and other pedagogical staff in order to better take advantage of the various opportunities offered by digital education technologies.

35.

Enable and motivate teachers, trainers and educators and other pedagogical staff, such as teacher trainers to undertake initial and continuous professional development in order to develop and improve their own digital skills and competences and basic knowledge of ICT to a level that enables them to work confidently with digital education technologies and to deliver high quality education and training. In this way, they should be empowered to participate in creating innovative and learner-centred teaching and training methods and applied didactics that promote critical and creative thinking and to create safe high quality and inclusive learning environments and contents. Well-trained teachers who can use digital technologies in a meaningful and age- and gender-sensitive pedagogical way are a key factor in establishing high-quality and inclusive digital education for all.

36.

Foster the inclusion of all learners, bridging social inequalities and the digital divide, as well as providing equal access to suitable digital learning opportunities and environments for all.

37.

Consider investments in digital education by harnessing the possibilities of the new Recovery and Resilience Facility, in particular the Connect and Reskill and Upskill flagships, in order to contribute to recovery by modernising and strengthening high-quality and inclusive education and training. Also consider the use of other Union funding opportunities, such as Erasmus+, Horizon Europe, Digital Europe, Connecting Europe Facility II, InvestEU, the ERDF and ESF+.

INVITES THE COMMISSION, IN LINE WITH THE TREATIES AND WITH DUE REGARD TO SUBSIDIARITY AND NATIONAL CIRCUMSTANCES, TO:

38.

Ensure a coordinated approach on digital education within the Commission and launch, together with Member States and relevant stakeholders, a strategic reflection process on the enabling factors of successful digital education including connectivity and digital pedagogy, infrastructure, digital equipment, teacher and student digital skills, interoperability and data standards, taking into account technological sovereignty, privacy, data protection and ethics, while aiming at a high-quality and inclusive education and training. Furthermore, in this process, follow-up, in close cooperation with Member States and based on evidence, the Council conclusions on countering the COVID-19 crisis in education, aiming at a shared understanding at Union level of the approaches for effective, inclusive and engaging remote learning processes.

39.

Explore ways to foster a more integrated approach to the development of digital education policy through the possible set-up of a European Digital Education Hub, building on existing networks and other relevant actions, in order to be able to better respond to the speed of the digital transformation, within the context of the European Education Area and in synergy and complementary with other relevant policies.

40.

Support the development of digital education in Europe and highlight its role through the European Skills Agenda, the European Education Area and the new strategic framework for European cooperation that will replace ET2020.

41.

Provide information on the development of digital education methods and share good practices, in particular through peer learning between Member States as well as information on international cooperation and benchmarking, e.g. with the Council of Europe, UNESCO and OECD.

42.

Support the Member States in the ongoing digital transformation in education and training, in particular through cross‐sector collaboration between various national digital education initiatives and strategies and bring together authorities, experts, educational researchers, education and training providers, civil society (teacher unions, learner and parent associations) and the private sector.

43.

Work in close cooperation with Member States and relevant stakeholders to exploit the existing national and European digital education ecosystems while recognising that a high performing digital education ecosystem requires education content, platforms, services and tools that need to be learner centred, trustworthy, safe, pedagogically sound, accessible and, where relevant, multilingual, as well as developed in an open manner and of high quality. This includes addressing ethical aspects, including in artificial intelligence, and fostering the protection of learners’ and users’ personal data and guaranteeing secure international exchange, through interoperability in line with European data protection regulations.

INVITES THE COMMISSION AND THE MEMBER STATES, IN LINE WITH THEIR COMPETENCES AND WITH DUE REGARD TO SUBSIDIARITY, TO:

44.

Make efficient use of the digital dimension of Erasmus+, and, where appropriate, synergies with other relevant Union programmes, to support the digital transformation plans of education and training institutions. Further support through Erasmus+ projects the professional development of teachers as well as the development of digital skills, competences and capacity, the effective implementation of digital education and training methods and tools as well as the development of open educational resources throughout all education and training areas with a view to lifelong learning. Explore the potential contribution of Erasmus+ to a better accessibility of digital education content and to greater social inclusion and in order to foster the educational success of all learners.

45.

Explore the strengthening of synergies between the various European, national and regional programmes, initiatives and projects to support social inclusion; develop digital skills and competences for learners and teachers, trainers and educators, in particular for people at risk of poverty or social exclusion including the most deprived; strengthen the development of innovative learning and teaching methods and tools, and give all learners the opportunity to benefit from high‐quality and inclusive education and training.

46.

Continue supporting the European Universities initiative through Erasmus+ and Horizon Europe as well as the Centres of vocational excellence and harness their potential for the development of digital education; promote the dissemination, exploitation and scalability of relevant Erasmus+ project results to inform policymakers and educational practitioners alike.

47.

Explore the use of digital technologies to offer a wider range of blended and virtual mobility opportunities as well as further flexible learning opportunities in education and training; support the sharing of best practices to enhance learning and teaching, promote support services and digital administrative processes e.g. those developed in the context of the European Student Card initiative or Europass.

48.

Further enhance and maximise synergies between self‐assessment tools (e.g. SELFIE, HEInnovate), frameworks (the European Digital Competence Framework), participatory events and promotional activities (e.g. the Digital Education Hackathon, EU Code Week), and existing platforms ( e.g. eTwinning, School Education Gateway and EPALE); continue working together through networks such as the Digital Skills and Jobs Coalition and continue supporting the Intellectual Property in Education network managed by the European Union Intellectual Property Office.

49.

Make use of research, including the outcomes of European projects funded under Erasmus+ and Horizon Europe and the Digital Europe Programme in order to strengthen synergies between the European Education Area and the European Research Area in pursuit of the ambitions for digital education to support and harness research to drive innovative pedagogical solutions and to inform policy formation, implementation and evaluation.

50.

Make use of the outcomes of relevant publications and studies on digital education by the Member States and by international organisations, notably OECD, UNESCO and the Council of Europe.

(1) As stated in the Annex of the Council Recommendation on key competences for lifelong learning (2018/C 189/01), digital competence involves the confident, critical and responsible use of, and engagement with, digital technologies for learning, at work, and for participation in society. It includes information and data literacy, communication and collaboration, media literacy, digital content creation (including programming), safety (including digital well-being and competences related to cybersecurity), intellectual property related questions, problem solving and critical thinking.

(2) Artificial intelligence (AI) refers to IT systems that display intelligent behaviour by analysing their environment and taking actions - with some degree of autonomy - to achieve specific goals.

(3) For the purpose of these conclusions, digital education technologies are defined as technologies that allow the practice of facilitating, learning and improving learners’ performance by creating, using and managing appropriate technological processes and resources.

(4) In this context, blended learning is understood as a pedagogical approach of mixing face-to-face and online learning, with some degree of learner control over time, place, path and pace.

(5) For the purpose of these conclusions, distance learning describes a mode of learning that allows teaching and learning activities to be organised and delivered at distance (e.g. by using radio, TV, internet or electronic resources).

(6) Digital education comprises two different but complementary perspectives: the pedagogical use of digital technologies to support and enhance teaching, learning and assessment and the development of digital competences by learners and education and training staff.

(7) Digital citizenship is a set of values, skills, attitudes, knowledge and critical understanding citizens need in the digital era. A digital citizen knows how to use technologies and is able to engage competently and positively with them.

(8) Teachers, trainers, educators and other pedagogical staff are often involved in various e-portals and online communities, such as European e-platforms like EPALE, School Education Gateway, E-Twinning etc. They can also be involved in broader international e-communities, e.g. through international organisations and multinational business.

(9) Eurydice (2020). Impact of Covid-19: closure of education systems in Europe.

(10) COM(2020) 624 final.

(11) For the purpose of these conclusions, digital education ecosystems can be understood as the necessary environment and conditions to guarantee high-quality inclusive digital education. It mainly refers to high‐quality content, user‐friendly tools, value‐adding services and secure platforms.

ANNEX

Political background

Council Recommendation of 20 December 2012 on the validation of non-formal and informal learning.

Council conclusions on investing in education and training – a response to 'Rethinking Education: Investing in skills for better socio-economic outcomes' and the '2013 Annual Growth Survey' (1).

Council conclusions on the role of early childhood education and primary education in fostering creativity, innovation and digital competence (2).

Council conclusions on Digital Youth Work (3).

2015 Joint Report of the Council and the Commission on the implementation of the strategic framework for European cooperation in education and training (ET 2020) — New priorities for European cooperation in education and training (4).

Council conclusions on developing media literacy and critical thinking through education and training (5).

Council Resolution on a New Skills Agenda for an Inclusive and Competitive Europe (6).

Conclusions of the Council and of the Representatives of the Governments of the Member States meeting within the Council, on Inclusion in Diversity to achieve a High Quality Education For All (7).

Council Recommendation of 22 May 2017 on the European Qualifications Framework for lifelong learning and repealing the recommendation of the European Parliament and of the Council of 23 April 2008 on the establishment of the European Qualifications Framework for lifelong learning (8).

10.

Council Conclusions on Enhanced measures to reduce horizontal gender segregation in education and employment (7 December 2017).

11.

Council conclusions on school development and excellent teaching (9).

12.

Council conclusions on a renewed EU agenda for higher education (10).

13.

Council Recommendation of 22 May 2018 on key competences for lifelong learning (11).

14.

Council Recommendation of 22 May 2019 on a comprehensive approach to the teaching and learning of languages (12).

15.

Council Recommendation of 19 December 2016 on Upskilling Pathways: New Opportunities for Adults (13); and Council conclusions of 22 May 2019 on the implementation of the Recommendation (14).

16.

Council conclusions on moving towards a vision of a European Education Area (15).

17.

Council conclusions of 9 April 2019‘Towards an ever more sustainable Union by 2030’ (16).

18.

Council conclusions of 7 June 2019 on the future of a highly digitised Europe beyond 2020: 'Boosting digital and economic competitiveness across the Union and digital cohesion' (17).

19.

Council Resolution on further developing the European Education Area to support future‐oriented education and training systems (18).

20.

Council conclusions on the key role of lifelong learning policies in empowering societies to address the technological and green transition in support of inclusive and sustainable growth (19).

21.

Council Resolution on education and training in the European Semester: ensuring informed debates on reforms and investments (20).

22.

Council conclusions on European teachers and trainers for the future (21).

23.

Council conclusions on countering the COVID-19 crisis in education and training (22).

24.

European Council conclusions of 1-2 October 2020 (23).

25.

Council conclusions on shaping Europe’s digital future (24).

26.

Council Conclusions on Reskilling and upskilling as a basis for increasing sustainability and employability, in the context of supporting economic recovery and social cohesion - Council Conclusions (8 June 2020).

(1) OJ C 64, 5.3.2013, p. 5.

(2) OJ C 172, 27.5.2015, p. 17.

(3) OJ C 414, 10.12.2019, p. 2.

(4) OJ C 417, 15.12.2015, p. 25.

(5) OJ C 212, 14.6.2016, p. 5.

(6) OJ C 467, 15.12.2016, p. 1.

(7) OJ C 62, 25.2.2017, p. 3.

(8) OJ C 189, 15.6.2017, p. 15.

(9) OJ C 421, 8.12.2017, p. 2.

(10) OJ C 429, 14.12.2017, p. 3.

(11) OJ C 189, 4.6.2018, p. 1.

(12) OJ C 189, 5.6.2019, p. 15.

(13) OJ C 484, 24.12.2016, p. 1.

(14) OJ C 189, 5.6.2019, p. 23.

(15) OJ C 195, 7.6.2018, p. 7.

(16) 8286/19

(17) 10102/19

(18) OJ C 389, 18.11.2019, p. 1.

(19) OJ C 389, 18.11.2019, p. 12.

(20) OJ C 64, 27.2.2020, p. 1.

(21) OJ C 193, 9.6.2020, p. 11.

(22) OJ C 212 I, 26.6.2020, p. 9.

(23) EUCO 13/20.

(24) OJ C 202 I, 16.6.2020, p. 1.

1.12.2020

Official Journal of the European Union

C 415/32

Commission notice on current State aid recovery interest rates and reference/discount rates applicable as from 1 December 2020

(Published in accordance with Article 10 of Commission Regulation (EC) No 794/2004 of 21 April 2004(OJ L 140, 30.4.2004, p. 1))

(2020/C 415/12)

Base rates calculated in accordance with the Communication from the Commission on the revision of the method for setting the reference and discount rates (OJ C 14, 19.1.2008, p. 6). Depending on the use of the reference rate, the appropriate margins have still to be added as defined in this communication. For the discount rate this means that a margin of 100 basispoints has to be added. The Commission Regulation (EC) No 271/2008 of 30 January 2008 amending Regulation (EC) No 794/2004 foresees that, unless otherwise provided for in a specific decision, the recovery rate will also be calculated by adding 100 basispoints to the base rate.

Modified rates are indicated in bold.

Previous table published in OJ C 347, 19.10.2020, p. 10.

From	To	AT	BE	BG	CY	CZ	DE	DK	EE	EL	ES	FI	FR	HR	HU	IE	IT	LT	LU	LV	MT	NL	PL	PT	RO	SE	SI	SK	UK
1.12.2020	31.12.2020	-0,43	-0,43	0,00	-0,43	0,46	-0,43	0,08	-0,43	-0,43	-0,43	-0,43	-0,43	0,22	0,72	-0,43	-0,43	-0,43	-0,43	-0,43	-0,43	-0,43	0,29	-0,43	2,12	0,00	-0,43	-0,43	0,16
1.11.2020	30.11.2020	-0,35	-0,35	0,00	-0,35	0,46	-0,35	0,13	-0,35	-0,35	-0,35	-0,35	-0,35	0,22	0,72	-0,35	-0,35	-0,35	-0,35	-0,35	-0,35	-0,35	0,29	-0,35	2,54	0,05	-0,35	-0,35	0,27
1.10.2020	31.10.2020	-0,26	-0,26	0,00	-0,26	0,46	-0,26	0,18	-0,26	-0,26	-0,26	-0,26	-0,26	0,22	0,72	-0,26	-0,26	-0,26	-0,26	-0,26	-0,26	-0,26	0,29	-0,26	2,54	0,12	-0,26	-0,26	0,38
1.9.2020	30.9.2020	-0,17	-0,17	0,00	-0,17	0,46	-0,17	0,22	-0,17	-0,17	-0,17	-0,17	-0,17	0,22	0,93	-0,17	-0,17	-0,17	-0,17	-0,17	-0,17	-0,17	0,44	-0,17	2,54	0,20	-0,17	-0,17	0,51
1.8.2020	31.8.2020	-0,11	-0,11	0,00	-0,11	0,62	-0,11	0,22	-0,11	-0,11	-0,11	-0,11	-0,11	0,22	0,93	-0,11	-0,11	-0,11	-0,11	-0,11	-0,11	-0,11	0,61	-0,11	2,54	0,32	-0,11	-0,11	0,75
1.7.2020	31.7.2020	-0,15	-0,15	0,00	-0,15	1,13	-0,15	0,14	-0,15	-0,15	-0,15	-0,15	-0,15	0,26	0,93	-0,15	-0,15	-0,15	-0,15	-0,15	-0,15	-0,15	0,98	-0,15	3,21	0,32	-0,15	-0,15	0,75
1.6.2020	30.6.2020	-0,22	-0,22	0,00	-0,22	1,77	-0,22	0,05	-0,22	-0,22	-0,22	-0,22	-0,22	0,26	0,78	-0,22	-0,22	-0,22	-0,22	-0,22	-0,22	-0,22	1,35	-0,22	3,21	0,32	-0,22	-0,22	0,94
1.5.2020	31.5.2020	-0,31	-0,31	0,00	-0,31	2,25	-0,31	-0,05	-0,31	-0,31	-0,31	-0,31	-0,31	0,26	0,52	-0,31	-0,31	-0,31	-0,31	-0,31	-0,31	-0,31	1,84	-0,31	3,21	0,26	-0,31	-0,31	0,94
1.4.2020	30.4.2020	-0,31	-0,31	0,00	-0,31	2,25	-0,31	-0,05	-0,31	-0,31	-0,31	-0,31	-0,31	0,26	0,40	-0,31	-0,31	-0,31	-0,31	-0,31	-0,31	-0,31	1,84	-0,31	3,21	0,26	-0,31	-0,31	0,94
1.3.2020	31.3.2020	-0,31	-0,31	0,00	-0,31	2,25	-0,31	-0,05	-0,31	-0,31	-0,31	-0,31	-0,31	0,26	0,30	-0,31	-0,31	-0,31	-0,31	-0,31	-0,31	-0,31	1,84	-0,31	3,21	0,26	-0,31	-0,31	0,94
1.2.2020	29.2.2020	-0,31	-0,31	0,00	-0,31	2,25	-0,31	-0,07	-0,31	-0,31	-0,31	-0,31	-0,31	0,26	0,30	-0,31	-0,31	-0,31	-0,31	-0,31	-0,31	-0,31	1,84	-0,31	3,21	0,18	-0,31	-0,31	0,94
1.1.2020	31.1.2020	-0,31	-0,31	0,00	-0,31	2,25	-0,31	-0,12	-0,31	-0,31	-0,31	-0,31	-0,31	0,26	0,30	-0,31	-0,31	-0,31	-0,31	-0,31	-0,31	-0,31	1,84	-0,31	3,21	0,11	-0,31	-0,31	0,94

		ISSN 1977-091X
Official Journal of the European Union		C 415

English edition	Information and Notices	Volume 63 1 December 2020

Contents		page
	I Resolutions, recommendations and opinions
	RESOLUTIONS
	Council
2020/C 415/01	Resolution of the Council and of the Representatives of the Governments of the Member States meeting within the Council on the Framework for establishing a European Youth Work Agenda	1

	II Information
	INFORMATION FROM EUROPEAN UNION INSTITUTIONS, BODIES, OFFICES AND AGENCIES
	European Commission
2020/C 415/02	Non-opposition to a notified concentration (Case M.10023 — H&F/Carlyle/Vantage) ( 1 )	9
2020/C 415/03	Non-opposition to a notified concentration (Case M.9369 — PAI Partners/Wessanen) ( 1 )	10
2020/C 415/04	Non-opposition to a notified concentration (Case M.10012 — Hg/KKR/Citation) ( 1 )	11
2020/C 415/05	Non-opposition to a notified concentration (Case M.9930 — LGP/TPG/WellSky) ( 1 )	12
2020/C 415/06	Non-opposition to a notified concentration (Case M.9950 — Clearlake Capital Group/TA Associates Management/Ivanti Software) ( 1 )	13
2020/C 415/07	Non-opposition to a notified concentration (Case M.9864 — CPPIB/KKR/Axel Springer) ( 1 )	14
2020/C 415/08	Non-opposition to a notified concentration (Case M.9922 — GHO/MIC/Envision) ( 1 )	15

	V Announcements
	PROCEDURES RELATING TO THE IMPLEMENTATION OF COMPETITION POLICY
	European Commission
2020/C 415/13	Prior notification of a concentration (Case M.10042 — Vista Equity Partners/Francisco Partners Management/SmartBear Software) Candidate case for simplified procedure ( 1 )	33
2020/C 415/14	Prior notification of a concentration (Case M.10062— SDK/Freja Transport&Logistics) Candidate case for simplified procedure ( 1 )	35
2020/C 415/15	Prior notification of a concentration (Case M.10029 - ABN AMRO BANK/ODDO BHF/JV) Candidate case for simplified procedure ( 1 )	36

	Currency	Exchange rate
USD	US dollar	1,1980
JPY	Japanese yen	124,79
DKK	Danish krone	7,4412
GBP	Pound sterling	0,89845
SEK	Swedish krona	10,1778
CHF	Swiss franc	1,0839
ISK	Iceland króna	159,06
NOK	Norwegian krone	10,5610
BGN	Bulgarian lev	1,9558
CZK	Czech koruna	26,192
HUF	Hungarian forint	359,59
PLN	Polish zloty	4,4710
RON	Romanian leu	4,8732
TRY	Turkish lira	9,3155
AUD	Australian dollar	1,6246
CAD	Canadian dollar	1,5516
HKD	Hong Kong dollar	9,2862
NZD	New Zealand dollar	1,7027
SGD	Singapore dollar	1,6029
KRW	South Korean won	1 326,08
ZAR	South African rand	18,4251
CNY	Chinese yuan renminbi	7,8798
HRK	Croatian kuna	7,5538
IDR	Indonesian rupiah	16 966,44
MYR	Malaysian ringgit	4,8807
PHP	Philippine peso	57,690
RUB	Russian rouble	91,1439
THB	Thai baht	36,257
BRL	Brazilian real	6,3519
MXN	Mexican peso	24,0499
INR	Indian rupee	88,7322

	IV Notices
	NOTICES FROM EUROPEAN UNION INSTITUTIONS, BODIES, OFFICES AND AGENCIES
	Council
2020/C 415/09	Conclusions of the Council and of the representatives of the governments of the Member States meeting within the Council on fostering democratic awareness and democratic engagement among young people in Europe	16
2020/C 415/10	Council conclusions on digital education in Europe’s knowledge societies	22
	European Commission
2020/C 415/11	Euro exchange rates — 30 November 2020	31
2020/C 415/12	Commission notice on current State aid recovery interest rates and reference/discount rates applicable as from 1 December 2020 (Published in accordance with Article 10 of Commission Regulation (EC) No 794/2004 of 21 April 2004( OJ L 140, 30.4.2004, p. 1 ))	32


	(1) Text with EEA relevance.