By Martin Rmer,

1
The Lisbon Strategy and the Role of ETUCE

• By Martin Rømer,
• ETUCE General Secretary

2
The Lisbon Strategy

• 2000 The Lisbon Strategy launched
• 2001 Defined common goals for the EUs education
  and training systems
• 2002 Detailed work programme Education
  Training 2010 ETUCE represented in Commission
  Expert Groups
• 2003 Council Resolution on 5 Benchmarks for
  Education and Training
• 2005 Mid-term review

3
5 Benchmarks

• By 2010 all Member States should at least halve
  the number of early school leavers, in order to
  achieve a EU-average rate of 9 or less.
• By 2010, all Member States will have at least
  halved the level of gender imbalance among
  graduates in mathematics, science and technology.
• By 2010, Member States should ensure that average
  percentage of 25-59 years olds in the EU with at
  least upper secondary education reaches 80 or
  more.
• By 2010, the percentage of low-achieving 15 year
  olds in reading, mathematical and scientific
  literacy will be at least halved.
• By 2010, the EU-average level of participation in
  lifelong learning should be at least 15 of the
  adult working age population (25-64 age group)
  and in no country should it be lower than 10.

4
Lisbon mid-term review

• Main message
• Urgent action needed - too little progress made
  towards achieving the five benchmarks within
  education and training
• Reform of the follow-up structure more
  coordination needed

5
New initiatives within Education Training 2010

• Common European Principles for Teacher
  Competences and Qualifications
• European Reference Framework on Key Competences
  for Lifelong Learning
• European Qualifications Framework
• ETUCE Council Meeting in December develop
  responses to these initiatives and develop
  strategies for setting up national follow-up
  structures

6
Common European Principles for Teacher
Competences and Qualifications

• Developed by Commission Expert Group on Teachers
  and Trainers 2004-2005
• Aim Support development of new policies at
  national level
• Council mandate To identify the competences
  teachers need in order to respond to the
  challenges of the knowledge society
• Draft principles presented in June 2005
• Commission formal proposal expected by the end of
  2005
• End of 2006 Adoption by Council and Parliament
  expected

7
Common European Principles for Teacher
Competences and Qualifications

• Sets out four common principles for teachers
• A graduate profession
• A profession placed within the context of
  lifelong learning
• A mobile profession, both between countries and
  between different levels of education
• A profession based on partnerships, i.e.
  partnership with schools, industry, work-based
  training providers, research institutes,
  community groups and stakeholders

8
Common European Principles for Teacher
Competences and Qualifications

• Defines three teacher key competences
• work with information, technology and knowledge
• work with their fellow human beings learners,
  colleagues and other partners in education and
• work with and in society - at local, regional,
  national, European and broader global levels.

9
European Reference Framework on Key Competences
for Lifelong Learning

• Lisbon Council in 2000 called for definition of
  the new basic skills.
• Developed by Commission Expert Group 2001-2004
• Key competences
• that everyone should be able to acquire and on
  which any successful outcome of any further
  learning depends
• that are needed for personal fulfilment, social
  inclusion and employment in a knowledge society.

10
European Reference Framework on Key Competences
for Lifelong Learning

• Part of promoting a European Dimension in
  national school curricula
• Commission formal proposal expected by the end of
  2005
• Adoption by Council and Parliament expected by
  the end of 2006

11
European Reference Framework on Key Competences
for Lifelong Learning

• Draft Reference Framework defines
• 8 key competences
• Communication in the mother tongue
• Communication in a foreign language
• Mathematical literacy and basic competences in
  science and technology
• Digital competence
• Learning-to-learn
• Interpersonal and civic competences
• Entrepreneurship
• Cultural expression

12
European Qualifications Framework (EQF)

• Education Ministers requested the creation of a
  EQF in 2004 and again in 2005
• July 2005 December 2005 Consultation on
  Commission Staff Working Paper Towards a
  European Qualifications Framework for Lifelong
  Learning
• Aim
• To promote lifelong learning and mobility by
  increasing the mutual recognition of
  qualifications across national borders

13
European Qualifications Framework (EQF)

• A meta-framework that should enable
  qualifications frameworks at national and
  sectoral level to relate and communicate to each
  other
• A set of common reference points referring to
  learning outcomes and levels of competences
  related to a qualification obtained at national
  level
• Common reference points located in a hierarchy
  of 8 levels
• Individual qualifications awarded at national
  level should contain a reference to the framework
• A translation device and a common reference for
  quality assurance
• Enable individual citizens to navigate within and
  between different education systems and locate
  their own learning outcomes in this broader
  context

14
Country A
Country B
15
Reforming coordination of Education Training
2010

• Clusters for Peer Learning activities
• Grouping countries according to a common theme of
  interest
• Enhanced use of the Open Method of Coordination
• Experimental stage in 2005 peer reviews
  identifying good practices, thematic review
  seminars, Study/site visits

16
Reforming coordination of Education Training
2010

• Peer Learning Clusters launched April 2005
• 1) EU Benchmark on adult participation in
  lifelong learning
• 2) Teachers and trainers
• 3) Making the best use of resources
• 4) ICT
• Peer Learning Clusters launched summer/early
  autumn 2005
• 5) EU benchmarks on early school leavers,
  completion rates and literacy
• 6) Key competences
• 7) EU benchmark on the total number of graduates
  in maths, science and technology, as well as the
  gender imbalance
• Social partners from the host country invited to
  take part in planning of the peer learning
  activities and in on-site peer learning study
  visits

17
Reforming coordination of Education Training
2010

• Education Training 2010 Coordination Group
  (ETCG)
• ETUCE, ETUC, UNICE/CEEP represented
• First meeting December 2005
• Global overview of the various strands of the
  work programme
• Oversee implementation of
• - Education Training 2010 work programme
• - the Copenhagen Process, the Maastricht
  Communiqué
• - 2002 Lifelong Learning Council Resolution
• - 2001 Mobility Recommendation and Action Plan

18
Reforming coordination of Education Training
2010

• National reports on progress towards achieving
  the Lisbon goals in education and training
• Member states submitted reports in April 2005
• Commission Progress Report 2006 to be issued in
  autumn 2005

19
Development of Indicators

• Part of Education Training 2010 work programme
• Currently 29 indicators are used to measure
  progress
• Education Council Conclusions May 2005 on
  indicators
• - Develop indicators in the areas of
  learning-to-learn and foreign language competence
  (no comparable data exists yet)

20
Development of Indicators

• Education Council Conclusions May 2005 on
  indicators (continued)
• Improve indicators in the fields of
• efficiency of investment
• ICT
• mobility
• adult education
• teachers and trainers
• vocational education and training
• social inclusion
• active citizenship
• (areas where some data collection already exists)

21
Indicators on teachers

• Three existing indicators
• 1) Age distribution of teachers, together with
  upper and lower retirement age
• 2 ) Number of young people in the 0-15 and 16-19
  age groups, and as percentage of total
  population
• 3) Ratio of pupils to teaching staff by education
  level

22
Indicators on teachers

• The Commission seeks to develop indicators
• - for measuring improvement in the education of
  teachers and trainers and in particular their
  continuous professional development
• Areas which are currently focused on in
  Commission expert group
• Levels of satisfaction with initial teacher
  education programmes
• The percentage of teachers and trainers who
  follow continuos professional training
• Numbers of teachers/trainers with different
  levels of professional qualifications
• Levels of investment in teacher and trainer
  education

23
Conclusion

• ETUCE
• Coordinating role after reform of Lisbon
  follow-up structure
• - peer learning activities in clusters
• - consult member organisations on Commission
  Progress Reports
• - member of overall coordination group
• National teacher unions
• set in place national follow-up structures