New scientific tool to analyse the inclusiveness of education systems embraces EPA advocacy messages

Professor Paul Downes and his team has just published a scientific paper setting up an exhaustive set of structural indicators to measure the inclusiveness of systems in and around schools on different vertical levels and local. Inclusion is key to making Europe more successful in educating lifelong learners who are equipped for future challenges and can also cope with the present. Professor Downes, one of the speakers of our conference in Dubrovnik in April 2016, shares our thoughts about the importance of fully engaging both parents and students of all ages as the only means to achieve this successfully. We were consulted as experts during the development of the indicators, and we are proud to see that our comments were not only taken into account, but the paper refers to and openly embraces EPA advocacy messages, becoming the first official European Commission document referencing our Manifesto 2015. The publication offers assessment tools for use on national policy and also on institutional (school) level. It is free to be downloaded from here.

Why are parents important? - Ask your teacher and publish the video on #ParentsAndSchools Day

On the second Tuesday of October, this year on 11 October, Europe celebrates the European Day of Parents and Schools since 2002. Initiated by the European Parents’ Association (EPA), this day is used to highlight the importance of parents and teachers working together for the benefit of children by parents’ organisations, often supported by their respective national Ministries of Education.

Parents’ associations gathered together in EPA want to use the occasion of #ParentsAndSchools Day to promote and advocate for the implementation of new policy messages by the European Commission published earlier this year on transforming schools to make them more attractive for students and families alike in order to achieve the EU2020 headline target of reducing early school leaving. These recommendations fundamentally build on the school community, parents, teachers and students taking ownership of learning by actively participating in transforming the school to meet the needs of today’s children as well as preparing them for the challenges of the 21^st century.

ESP Advisory Council to boost development and recognition of entrepreneurial skill-sets among young people

JA Europe and the Austrian Federal Economic Chamber (WKO) has just announced in a press release the establishment of the ESP Advisory Council in support of the Entrepreneurial Skills Pass, a unique international qualification in entrepreneurial skills, knowledge and competences for 15-19 year olds. EPA has been invited to participate at the Advisory Council.

In line with the upcoming New Skills Agenda for Europe, the ESP Advisory Council is committed to boost recognition of the competences and skills young people acquire through initiatives like the Entrepreneurial Skills Pass and promote greater uptake of entrepreneurship education at schools across Europe.

New EU policy recommendations on transforming schools focus on parental involvement and child participation

On 7-8 March a conference in Brussels discussed the results of the ET2020 Working Group on Schools Policy – an expert group of policymakers and stakeholders from more than 30 European countries. The Group’s work over the last two years had focused on identifying successful policy approaches to reducing early school leaving and to raising the quality of Initial Teacher Education. The set of new policy recommendations focus very much on parental involvement and child participation, as well as preparing professionals for this. EPA was represented by Eszter Salamon, President, who was invited to participate at the closing plenary round table discussion, together with representatives of other stakeholder groups, of the event.

Thematic Working Group on Early School Leaving

The Thematic Working Group (TWG) on Early School Leaving (ESL) met in Brussels on June 25^th and 26^th. The group consists of delegates from EU member-states – representatives from Ministries of Education and experts – as well as international experts (OECD, EURYDICE). In addition several European NGOs (ETUCE, OBESSU, EPA, COFACE) are represented. EPA’s delegate is former President Johannes Theiner who was given the mandate to continue some of his activities.

Constitution of a Thematic Working Group Early School Leaving in Vocational Education and Training

Early School Leaving had been assigned a key issue in the ET2020 strategy. The ambitious target was set to lower the rate of young people without upper secondary education to 10 % by 2020. The commission agreed on a general definition: ESL was measured at the age cohort 18 an 24 accounting for “NEETs”, young adults Not in Employment, Education or Training. Some discrepancies are caused as on national level different definitions had been established and are still in use in data collection.

By December 2011 DG EAC1 established a High Level Thematic Working Group (TWG) on ESL. This consists of representatives of national ministries of education and experts related to those. In addition several European stakeholder associations were invited to participate. Among them are EPA, OBESSU2 representing the school students in upper secondary education and ETUCE3 representing teachers.

Europe 2020

Europe 2020 is the EU's growth strategy for the coming decade.
In a changing world, we want the EU to become a smart, sustainable and inclusive economy. These three mutually reinforcing priorities should help the EU and the Member States deliver high levels of employment, productivity and social cohesion.

Concretely, the Union has set five ambitious objectives - on employment, innovation, education, social inclusion and climate/energy - to be reached by 2020. Each Member State has adopted its own national targets in each of these areas. Concrete actions at EU and national levels underpin the strategy. 

In Education the two main targets are to reduce school drop-out rates below 10% and to have at least 40% of 30-34-year-olds complete third level education.