The Programme of the Slovak Presidency of the Council of the European Union is based on four priorities: an economically strong Europe, a modern single market, a sustainable migration and asylum policies and a globally engaged Europe.
The priority themes which will be at the forefront of the Slovak Presidency are driven by three interconnected principles: Achieving tangible results; overcoming fragmentation; focusing on the citizen.
In the field of education, the main focus is on fostering and developing talent, translating into increased competitiveness, enhanced social inclusion and the personal development of every individual.
On 10 June 2016, the European Commission has adopted a new and comprehensive Skills Agenda for Europe.
The aim of the Skills Agenda is to improve the teaching and recognition of skills – from basic to higher skills, as well as transversal and civic skills – and to boost employability. It also aims to ensure that no-one is left behind and that Europe nurtures the high-end skills that drive competitiveness and innovation. The Skills Agenda contributes to the European Commissions’ first political priority ‘A new boost for jobs, growth and investment’. Ten actions are proposed, grouped around three strands.
On 31 May 2016, the Council for Education, Youth, Culture and Sports of the EU adopted conclusions on developing media literacy and critical thinking through education and training.
The conclusions stress the fundamental role of education and training in helping young people to become media-literate and responsible citizens of the future.
The conclusions are also a follow-up to the Paris declaration of March 2015 which highlights the key role that education has to play in promoting citizenship and the Union's fundamental values. Ministers agreed that one of the areas in need of strengthening was young people's ability to think critically and to exercise judgement so that they were able to grasp realities, to distinguish fact from opinion, and to resist all forms of indoctrination and hate speech.
At the 25th Session of the Council of Europe Standing Conference of Ministers of Education, Brussels, 11-12 April 2016, education ministers from across the continent have given their backing to a new tool to help teach democracy and democratic values in schools and other settings. Representatives of 50 countries also agreed to help put the tool into practice by supporting its testing at national, regional and European level.
Trends Shaping Education examines major trends affecting the future of education and sets the background on upcoming challenges for policy makers and education providers alike. This work does not give conclusive answers: it is not an analytical report nor is it a statistical compendium, and it is certainly not a statement of OECD policy on these different developments. It is instead a stimulus for thinking about major tendencies that have the potential to influence education, and conversely, the potential of education to influence these trends.
The General Assembly of the United Nations adopted a set of goals to end poverty, protect the planet, and ensure prosperity for all as part of a new sustainable development agenda. Each goal has specific targets to be achieved over the next 15 years. For the goals to be reached, everyone needs to do their part: governments, the private sector, civil society and just people.
On 1 January 2016, the 17 Sustainable Development Goals (SDGs) of the 2030 Agenda for Sustainable Development officially came into force.
The Netherlands holds the Presidency of the Council of the European Union from 1 January to 30 June 2016 and has presented, together with the Slovak and Maltese Presidencies that will follow, the Council's work programme for the period to June 2017.
The EU Presidency Trio states in its programme that ‘inclusive, smart and sustainable growth, jobs and competitiveness remain the top priority over the next 18 months.’
The conclusions take stock of the progress made so far, with a view to reviewing, consolidating and improving measures. According to 2014 data, 11.1 % of 18 to 24 year olds have left education and training without completing an upper secondary programme (around 4.4 million young people). Huge discrepancies remain within and between member states and the comprehensive strategies advocated in the 2011 Council Recommendation are still lacking in many countries.
Education at a glance provides data on the output of educational institutions, the impact of learning across countries; the financial and human resources invested in education; access, participation and progression in education; the learning environment and organisation of schools. The 2015 report also examines first generation tertiary-educated adults’ educational and social mobility, labour market outcomes for recent graduates, participation in employer-sponsored formal and/or non-formal education, readiness to use information and communication technology for problem solving in teaching and learning. The report provides indicators on the impact of skills on employment and earnings, gender differences in education and employment, and teacher and school leader appraisal systems.
This yearly report gives a picture of trends, improvements, challenges at all stages of education in the EU. It is the starting point for assessing EU countries’ performance as a basis for the yearly country reports in the framework of the European Semester.
