Homes in Madrid, Dublin, Cardiff, Ljubljana, and Leuven are participating in the Citizens Observing UrbaN Transport (WeCount) project, a European Commission–funded research project investigating sustainable economic growth.
Homes in Madrid, Dublin, Cardiff, Ljubljana, and Leuven are participating in the Citizens Observing UrbaN Transport (WeCount) project, a European Commission–funded research project investigating sustainable economic growth.
Échanges virtuels Erasmus+ est un projet novateur permettant aux jeunes d'Europe et du sud de la Méditerranée de s'engager dans des expériences interculturelles significatives en ligne, dans le cadre de leur éducation formelle ou non formelle.
Échanges virtuels Erasmus+ est un projet novateur permettant aux jeunes d'Europe et du sud de la Méditerranée de s'engager dans des expériences interculturelles significatives en ligne, dans le cadre de leur éducation formelle ou non formelle.
Each year the ESF helps millions of Europeans improve their lives by learning new skills and finding better jobs. Learn about the ESF: what it does, how it helps and who benefits.
Each year the ESF helps millions of Europeans improve their lives by learning new skills and finding better jobs. Learn about the ESF: what it does, how it helps and who benefits.
Each year the ESF helps millions of Europeans improve their lives by learning new skills and finding better jobs. Learn about the ESF: what it does, how it helps and who benefits.
New measures to boost key competences and digital skills, as well as the European dimension of education Brussels, 17 January 2018
To follow up on the Gothenburg Summit, the European Commission has today adopted new initiatives to improve key competences and digital skills of European citizens, to promote common values and pupils' awareness of the functioning of the European Union.
The new proposals come only two months after European Heads of State and Government discussed education, training and culture at the Gothenburg Summit in November 2017. They are intended to reduce socio-economic inequalities, whilst sustaining competitiveness in order to build a more united, stronger and more democratic Europe.
1. A Council Recommendation on Key Competences for Lifelong Learning: Building on the Recommendation on Key Competences adopted in 2006, this proposal brings forward important updates reflecting the rapid evolution of teaching and learning since then. It aims to improve the development of key competences of people of all ages throughout their lives and to provide guidance to Member States on how to achieve this objective. A particular focus is placed on promoting entrepreneurial drive and innovation-oriented mindsets in order to unlock personal potential, creativity and self-initiative. Moreover, the Commission is recommending steps to foster competences in science, technology, engineering and mathematics (STEM) and motivate more young people to embark on a career in these fields. The proposals made today should also be seen as part of the answer to urgently improve European education systems to face the many challenges highlighted in the latest PISA survey. More generally, the measures will support Member States in better preparing learners for changing labour markets and for active citizenship in more diverse, mobile, digital and global societies.
2. A Digital Education Action Plan that outlines how the EU can help people, educational institutions and education systems better adapt to life and work in an age of rapid digital change by:
making better use of digital technology for teaching and learning;
developing the digital competences and skills needed for living and working in an age of digital transformation; and
improving education through better data analysis and foresight.
Initiatives include supporting schools with high-speed broadband connections, scaling up a new self-assessment tool for schools on the use of technology for teaching and learning (SELFIE) and a public awareness campaign on online safety, media literacy and cyber hygiene.
3. A Council Recommendation on common values, inclusive education and the European dimension of teaching: This initiative proposes ways in which education can help young people understand the importance of and adhere to common values set out in Article 2 of the Treaty of the European Union. It aims at strengthening social cohesion and contributing to fight the rise of populism, xenophobia, divisive nationalism and the spreading of fake news. The proposal also strengthens inclusive education to promote quality education for all pupils as well as the European dimension of teaching, so children also learn about Europe's common heritage and diversity and get a good understanding of the functioning of the EU. To support these aims, the Commission will take steps to increase virtual exchanges among schools, notably through the successful e-Twinning network, and boost school mobility through the Erasmus+ programme.
New measures to boost key competences and digital skills, as well as the European dimension of education Brussels, 17 January 2018
To follow up on the Gothenburg Summit, the European Commission has today adopted new initiatives to improve key competences and digital skills of European citizens, to promote common values and pupils' awareness of the functioning of the European Union.
The new proposals come only two months after European Heads of State and Government discussed education, training and culture at the Gothenburg Summit in November 2017. They are intended to reduce socio-economic inequalities, whilst sustaining competitiveness in order to build a more united, stronger and more democratic Europe.
1. A Council Recommendation on Key Competences for Lifelong Learning: Building on the Recommendation on Key Competences adopted in 2006, this proposal brings forward important updates reflecting the rapid evolution of teaching and learning since then. It aims to improve the development of key competences of people of all ages throughout their lives and to provide guidance to Member States on how to achieve this objective. A particular focus is placed on promoting entrepreneurial drive and innovation-oriented mindsets in order to unlock personal potential, creativity and self-initiative. Moreover, the Commission is recommending steps to foster competences in science, technology, engineering and mathematics (STEM) and motivate more young people to embark on a career in these fields. The proposals made today should also be seen as part of the answer to urgently improve European education systems to face the many challenges highlighted in the latest PISA survey. More generally, the measures will support Member States in better preparing learners for changing labour markets and for active citizenship in more diverse, mobile, digital and global societies.
2. A Digital Education Action Plan that outlines how the EU can help people, educational institutions and education systems better adapt to life and work in an age of rapid digital change by:
making better use of digital technology for teaching and learning;
developing the digital competences and skills needed for living and working in an age of digital transformation; and
improving education through better data analysis and foresight.
Initiatives include supporting schools with high-speed broadband connections, scaling up a new self-assessment tool for schools on the use of technology for teaching and learning (SELFIE) and a public awareness campaign on online safety, media literacy and cyber hygiene.
3. A Council Recommendation on common values, inclusive education and the European dimension of teaching: This initiative proposes ways in which education can help young people understand the importance of and adhere to common values set out in Article 2 of the Treaty of the European Union. It aims at strengthening social cohesion and contributing to fight the rise of populism, xenophobia, divisive nationalism and the spreading of fake news. The proposal also strengthens inclusive education to promote quality education for all pupils as well as the European dimension of teaching, so children also learn about Europe's common heritage and diversity and get a good understanding of the functioning of the EU. To support these aims, the Commission will take steps to increase virtual exchanges among schools, notably through the successful e-Twinning network, and boost school mobility through the Erasmus+ programme.
As the teaching professions face rapidly changing demands, educators require an increasingly broad and more sophisticated set of competences than before. In particular the ubiquity of digital devices and the duty to help students become digitally competent requires educators to develop their own digital competence.
On International and national level a number of frameworks, self-assessment tools and training programmes have been developed to describe the facets of digital competence for educators and to help them assess their competence, identify their training needs and offer targeted training.
Analysing and clustering these instruments, this report presents a common European Framework for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background framework which helps to guide policy and can be directly adapted to implement regional and national tools and training programmes. In addition, it provides a common language and approach that will help the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood to higher and adult education, including general and vocational training, special needs education, and non-formal learning contexts. It aims to provide a general reference frame for developers of Digital Competence models, i.e. Member States, regional governments, relevant national and regional agencies, educational organisations themselves, and public or private professional training providers.
Gust MEES's insight:
As the teaching professions face rapidly changing demands, educators require an increasingly broad and more sophisticated set of competences than before. In particular the ubiquity of digital devices and the duty to help students become digitally competent requires educators to develop their own digital competence.
On International and national level a number of frameworks, self-assessment tools and training programmes have been developed to describe the facets of digital competence for educators and to help them assess their competence, identify their training needs and offer targeted training.
Analysing and clustering these instruments, this report presents a common European Framework for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background framework which helps to guide policy and can be directly adapted to implement regional and national tools and training programmes. In addition, it provides a common language and approach that will help the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood to higher and adult education, including general and vocational training, special needs education, and non-formal learning contexts. It aims to provide a general reference frame for developers of Digital Competence models, i.e. Member States, regional governments, relevant national and regional agencies, educational organisations themselves, and public or private professional training providers.
Theatre, is a text, a writing, an idea, a union of words, expressions, pulled from a sheet of paper, embodied in reality. Emotions expressed and interactions that are played between the protagonists of a moment. The text, first dissected to reveal all its meaning and its implications, must be stored or memorized prior to be interpreted. Played: the secret is finally exposed, play, like a child, think and believe it is true and keep that memory implanted. Learning through theatre is a wonderful method in the literal sense of the word: Students do not feel the constraints of learning and do not suffer from slow and often tedious methods. It is active.
Their bodies start to move in accordance with their senses, their minds. They act. Thus, plunging themselves into a procedure without even wondering if they have the basic knowledge to get there.
The theatre opens up a whole new universe for language teaching by making it accessible to all, any category of age, from all classes, educated or less educated.
[Gust MEES] I created a piece of theatre to learn about Cyber Security (in French):
Theatre, is a text, a writing, an idea, a union of words, expressions, pulled from a sheet of paper, embodied in reality. Emotions expressed and interactions that are played between the protagonists of a moment. The text, first dissected to reveal all its meaning and its implications, must be stored or memorized prior to be interpreted. Played: the secret is finally exposed, play, like a child, think and believe it is true and keep that memory implanted. Learning through theatre is a wonderful method in the literal sense of the word: Students do not feel the constraints of learning and do not suffer from slow and often tedious methods. It is active.
Their bodies start to move in accordance with their senses, their minds. They act. Thus, plunging themselves into a procedure without even wondering if they have the basic knowledge to get there.
The theatre opens up a whole new universe for language teaching by making it accessible to all, any category of age, from all classes, educated or less educated.
[Gust MEES] I created a piece of theatre to learn about Cyber Security (in French):
The European Commission has just published the final report of the study "ICT for Work: Digital Skills in the Workplace" on the impact of information and communication technologies (ICT) on the transformation of jobs and skills.
The evidence shows that digital technologies are used in all types of jobs, also in economic sectors not traditionally related to digitisation e.g. farming, health care, vocational training and construction.
The European Commission has just published the final report of the study "ICT for Work: Digital Skills in the Workplace" on the impact of information and communication technologies (ICT) on the transformation of jobs and skills.
The evidence shows that digital technologies are used in all types of jobs, also in economic sectors not traditionally related to digitisation e.g. farming, health care, vocational training and construction.
Today the studies about how to grow in different jobs are important for us as teachers, since we also prepare students to face laboral life.This study show something that is evident but not many people are prepared to recognise it, ICT is neccesary in every job, including teachers, How much is going to take till we open our eyes to the new age that includes technology? when we do it, we are going to increase productivity and as teachers we are going to increase students' interests, views and knowledge
"Basic digital skills include being able to communicate via email or social media, to create and edit documents digital documents and to search for information, or to protect personal information online."
During his state of the union address on September 14, 2016, European Commission President Juncker said: "There are many young, socially minded people in Europe willing to make a meaningful contribution to society and help show solidarity. We can create opportunities for them to do so... Solidarity is the glue that keeps our Union together."
According to the Commission, 25% of young people in the EU say that they have been involved in an organised voluntary activity in the past 12 months. Six percent say they have volunteered abroad. Of those who say they have not volunteered, 88% say that they did not have the opportunity to do so.
Target of 100,000 participants by 2020
At the same time, 80,000 job seekers are looking for work abroad in solidarity-related sectors. Enough reasons for the Commission to launch a program promoting work in the field of solidarity. The target is to have 100,000 young people joining the European Solidarity Corps by 2020.
According to the Commission, almost 24,000 people have registered for the Solidarity Corps up until now. Italians (4,000), Spanish (3,200) and Portuguese (2,400) are leading the list of registrations. Luxembourg is trailing in last position with 50 registrations.
Gust MEES's insight:
During his state of the union address on September 14, 2016, European Commission President Juncker said: "There are many young, socially minded people in Europe willing to make a meaningful contribution to society and help show solidarity. We can create opportunities for them to do so... Solidarity is the glue that keeps our Union together."
According to the Commission, 25% of young people in the EU say that they have been involved in an organised voluntary activity in the past 12 months. Six percent say they have volunteered abroad. Of those who say they have not volunteered, 88% say that they did not have the opportunity to do so.
Target of 100,000 participants by 2020
At the same time, 80,000 job seekers are looking for work abroad in solidarity-related sectors. Enough reasons for the Commission to launch a program promoting work in the field of solidarity. The target is to have 100,000 young people joining the European Solidarity Corps by 2020.
According to the Commission, almost 24,000 people have registered for the Solidarity Corps up until now. Italians (4,000), Spanish (3,200) and Portuguese (2,400) are leading the list of registrations. Luxembourg is trailing in last position with 50 registrations.
The cybersecurity market, one of the fastest growing markets in the ICT sector, yields huge economic opportunities. Strengthening the EU's cybersecurity industry will allow European businesses to seize these opportunities and reinforce trust of citizens and businesses in the digital world, contributing to the goals of the Digital Single Market Strategy.
The cybersecurity market, one of the fastest growing markets in the ICT sector, yields huge economic opportunities. Strengthening the EU's cybersecurity industry will allow European businesses to seize these opportunities and reinforce trust of citizens and businesses in the digital world, contributing to the goals of the Digital Single Market Strategy.
Today, the European Asylum Support Office launched its first mobile app for smartphones and tablets, allowing asylum seekers to quickly find information in English and various non-EU languages (English, Arabic, Sorani, Kumjani and Tigrinya) about the EU Relocation Programme, their rights and obligations when applying, contact points and more. The app is the latest initiative in the implementation of EASO’s integrated information and communication campaign on relocation. With the app, EASO aims to promote relocation as the only safe and legal way from Greece and Italy to other EU Member States. The EU Relocation Programme app can be downloaded from the AppStore and Google Play.
Available to download free of charge by IoS and Android smartphone users, the app provides clear, concise and up-to-date information about the relocation scheme, the procedure, and the role of EASO in the relocation process. It boasts a simple and user-friendly interface and incorporates a section with FAQ for asylum seekers to find out, among others, whether they are eligible for relocation, which countries they can get relocated to, why they are getting fingerprinted, and much other practical information related to relocation. Other features include an interactive map with GPS localisation, thanks to which asylum seekers with a smartphone can now easily find the nearest-by hotspots in Greece and Italy where they can get registered for international protection or get in touch with EASO experts who can assist them further. In addition, the app will allow users to watch videos in which people who have been successfully relocated share their stories.
Gust MEES's insight:
Today, the European Asylum Support Office launched its first mobile app for smartphones and tablets, allowing asylum seekers to quickly find information in English and various non-EU languages (English, Arabic, Sorani, Kumjani and Tigrinya) about the EU Relocation Programme, their rights and obligations when applying, contact points and more. The app is the latest initiative in the implementation of EASO’s integrated information and communication campaign on relocation. With the app, EASO aims to promote relocation as the only safe and legal way from Greece and Italy to other EU Member States. The EU Relocation Programme app can be downloaded from the AppStore and Google Play.
Available to download free of charge by IoS and Android smartphone users, the app provides clear, concise and up-to-date information about the relocation scheme, the procedure, and the role of EASO in the relocation process. It boasts a simple and user-friendly interface and incorporates a section with FAQ for asylum seekers to find out, among others, whether they are eligible for relocation, which countries they can get relocated to, why they are getting fingerprinted, and much other practical information related to relocation. Other features include an interactive map with GPS localisation, thanks to which asylum seekers with a smartphone can now easily find the nearest-by hotspots in Greece and Italy where they can get registered for international protection or get in touch with EASO experts who can assist them further. In addition, the app will allow users to watch videos in which people who have been successfully relocated share their stories.
WHICH Strategy could WE use for professional eLeadership and eSkills!? Well, giving pedagogical and andragocical (Adult Learning) courses since 2002 and being a Life-Long Learning person and interested (and experienced...) in resolving problems and finding NEW ways for BETTER Learning, here below my thoughts, ideas and strategy for a professional approach for #eLeadership…
Gust MEES's insight:
WHICH Strategy could WE use for professional eLeadership and eSkills!? Well, giving pedagogical and andragocical (Adult Learning) courses since 2002 and being a Life-Long Learning person and interested (and experienced...) in resolving problems and finding NEW ways for BETTER Learning, here below my thoughts, ideas and strategy for a professional approach for #eLeadership…
Die EU-Kommission will den öffentlichen Raum mit kostenlosem WLAN versorgen. Für die Einrichtung von Hotspots erhalten bis zu 8000 Gemeinden je 15.000 Euro. Jetzt startet die erste Bewerbungsphase.
Im Rahmen der Initiative WiFi4EU will die EU den öffentlichen Raum mit schnellem Internet versorgen. Schon bald sollen auf öffentlichen Plätzen, in Parks, Krankenhäusern und Büchereien WLAN-Hotspots zu finden sein – finanziert auch von der EU. Nun geht das Projekt in die nächste Runde: Seit dem heutigen Dienstag können sich Städte und Gemeinden auf der WiFi4EU-Webseite registrieren, um mit etwas Glück einen Gutschein in Höhe von 15.000 Euro für die Einrichtung von WLAN-Hotspots zu bekommen.
Die EU-Kommission will den öffentlichen Raum mit kostenlosem WLAN versorgen. Für die Einrichtung von Hotspots erhalten bis zu 8000 Gemeinden je 15.000 Euro. Jetzt startet die erste Bewerbungsphase.
Im Rahmen der Initiative WiFi4EU will die EU den öffentlichen Raum mit schnellem Internet versorgen. Schon bald sollen auf öffentlichen Plätzen, in Parks, Krankenhäusern und Büchereien WLAN-Hotspots zu finden sein – finanziert auch von der EU. Nun geht das Projekt in die nächste Runde: Seit dem heutigen Dienstag können sich Städte und Gemeinden auf der WiFi4EU-Webseite registrieren, um mit etwas Glück einen Gutschein in Höhe von 15.000 Euro für die Einrichtung von WLAN-Hotspots zu bekommen.
This website collects information about the progress of the pledges in the context of the Digital Skills and Jobs Coalition.
The Digital Skills and Jobs Coalition brings together Member States, companies, social partners, non-profit organisations and education providers who take action to tackle the lack of digital skills in Europe.
Member States can support cooperation among different actors in their country by bringing them together in national Digital Skills and Jobs Coalitions. Find the list of active national coalitions with correspondent contact details here.
For more information see the about page. For additional information, please use the contact page.
This website collects information about the progress of the pledges in the context of the Digital Skills and Jobs Coalition.
The Digital Skills and Jobs Coalition brings together Member States, companies, social partners, non-profit organisations and education providers who take action to tackle the lack of digital skills in Europe.
Member States can support cooperation among different actors in their country by bringing them together in national Digital Skills and Jobs Coalitions. Find the list of active national coalitions with correspondent contact details here.
For more information see the about page. For additional information, please use the contact page.
This website collects information about the progress of the pledges in the context of the Digital Skills and Jobs Coalition. The Digital Skills and Jobs Coalition brings together Member States, companies, social partners, non-profit organisations and education providers who take action to tackle the lack of digital skills in Europe. Member States can support cooperation among different actors in their country by bringing them together in national Digital Skills and Jobs Coalitions. Find the list of active national coalitions with correspondent contact details here.
How can Europe benefit from blockchain technologies?
Digitising European Industry ICT Innovation Next Generation Internet Boosting European digital industry
Blockchain is the best known distributed ledger technology. A ledger is a database which keeps a final and definitive record of transactions. Records, once stored, cannot be tampered without leaving behind a clear track. Blockchain enables a ledger to be held in a network across a series of nodes, which avoids one centralised location and the need for intermediaries’ services.
This is particularly helpful for providing trust, traceability and security in systems that exchange data or assets. There is a lot of potential for blockchain to be used in many different areas such as financial services, supply chains or healthcare.
European Commission launches the EU Blockchain Observatory and Forum
Brussels, 1 February 2018
The Commission launched today the EU Blockchain Observatory and Forum with the support of the European Parliament, represented by Jakob von Weizsäcker responsible for the recent report on virtual currencies.
The Blockchain Observatory and Forum will highlight key developments of the blockchain technology, promote European actors and reinforce European engagement with multiple stakeholders involved in blockchain activities.
Blockchain technologies, which store blocks of information that are distributed across the network, are seen as a major breakthrough, as they bring about high levels of traceability and security in economic transactions online. They are expected to impact digital services and transform business models in a wide range of areas, such as healthcare, insurance, finance, energy, logistics, intellectual property rights management or government services.
How can Europe benefit from blockchain technologies?
Digitising European Industry ICT Innovation Next Generation Internet Boosting European digital industry
Blockchain is the best known distributed ledger technology. A ledger is a database which keeps a final and definitive record of transactions. Records, once stored, cannot be tampered without leaving behind a clear track. Blockchain enables a ledger to be held in a network across a series of nodes, which avoids one centralised location and the need for intermediaries’ services.
This is particularly helpful for providing trust, traceability and security in systems that exchange data or assets. There is a lot of potential for blockchain to be used in many different areas such as financial services, supply chains or healthcare.
European Commission launches the EU Blockchain Observatory and Forum
Brussels, 1 February 2018
The Commission launched today the EU Blockchain Observatory and Forum with the support of the European Parliament, represented by Jakob von Weizsäcker responsible for the recent report on virtual currencies.
The Blockchain Observatory and Forum will highlight key developments of the blockchain technology, promote European actors and reinforce European engagement with multiple stakeholders involved in blockchain activities.
Blockchain technologies, which store blocks of information that are distributed across the network, are seen as a major breakthrough, as they bring about high levels of traceability and security in economic transactions online. They are expected to impact digital services and transform business models in a wide range of areas, such as healthcare, insurance, finance, energy, logistics, intellectual property rights management or government services.
New measures to boost key competences and digital skills, as well as the European dimension of education Brussels, 17 January 2018
To follow up on the Gothenburg Summit, the European Commission has today adopted new initiatives to improve key competences and digital skills of European citizens, to promote common values and pupils' awareness of the functioning of the European Union.
The new proposals come only two months after European Heads of State and Government discussed education, training and culture at the Gothenburg Summit in November 2017. They are intended to reduce socio-economic inequalities, whilst sustaining competitiveness in order to build a more united, stronger and more democratic Europe.
The three initiatives proposed by the Commission are:
1. A Council Recommendation on Key Competences for Lifelong Learning: Building on the Recommendation on Key Competences adopted in 2006, this proposal brings forward important updates reflecting the rapid evolution of teaching and learning since then. It aims to improve the development of key competences of people of all ages throughout their lives and to provide guidance to Member States on how to achieve this objective. A particular focus is placed on promoting entrepreneurial drive and innovation-oriented mindsets in order to unlock personal potential, creativity and self-initiative. Moreover, the Commission is recommending steps to foster competences in science, technology, engineering and mathematics (STEM) and motivate more young people to embark on a career in these fields. The proposals made today should also be seen as part of the answer to urgently improve European education systems to face the many challenges highlighted in the latest PISA survey. More generally, the measures will support Member States in better preparing learners for changing labour markets and for active citizenship in more diverse, mobile, digital and global societies.
2. A Digital Education Action Plan that outlines how the EU can help people, educational institutions and education systems better adapt to life and work in an age of rapid digital change by:
making better use of digital technology for teaching and learning;
developing the digital competences and skills needed for living and working in an age of digital transformation; and
improving education through better data analysis and foresight.
Initiatives include supporting schools with high-speed broadband connections, scaling up a new self-assessment tool for schools on the use of technology for teaching and learning (SELFIE) and a public awareness campaign on online safety, media literacy and cyber hygiene.
3. A Council Recommendation on common values, inclusive education and the European dimension of teaching: This initiative proposes ways in which education can help young people understand the importance of and adhere to common values set out in Article 2 of the Treaty of the European Union. It aims at strengthening social cohesion and contributing to fight the rise of populism, xenophobia, divisive nationalism and the spreading of fake news. The proposal also strengthens inclusive education to promote quality education for all pupils as well as the European dimension of teaching, so children also learn about Europe's common heritage and diversity and get a good understanding of the functioning of the EU. To support these aims, the Commission will take steps to increase virtual exchanges among schools, notably through the successful e-Twinning network, and boost school mobility through the Erasmus+ programme.
New measures to boost key competences and digital skills, as well as the European dimension of education Brussels, 17 January 2018
To follow up on the Gothenburg Summit, the European Commission has today adopted new initiatives to improve key competences and digital skills of European citizens, to promote common values and pupils' awareness of the functioning of the European Union.
The new proposals come only two months after European Heads of State and Government discussed education, training and culture at the Gothenburg Summit in November 2017. They are intended to reduce socio-economic inequalities, whilst sustaining competitiveness in order to build a more united, stronger and more democratic Europe.
The three initiatives proposed by the Commission are:
1. A Council Recommendation on Key Competences for Lifelong Learning: Building on the Recommendation on Key Competences adopted in 2006, this proposal brings forward important updates reflecting the rapid evolution of teaching and learning since then. It aims to improve the development of key competences of people of all ages throughout their lives and to provide guidance to Member States on how to achieve this objective. A particular focus is placed on promoting entrepreneurial drive and innovation-oriented mindsets in order to unlock personal potential, creativity and self-initiative. Moreover, the Commission is recommending steps to foster competences in science, technology, engineering and mathematics (STEM) and motivate more young people to embark on a career in these fields. The proposals made today should also be seen as part of the answer to urgently improve European education systems to face the many challenges highlighted in the latest PISA survey. More generally, the measures will support Member States in better preparing learners for changing labour markets and for active citizenship in more diverse, mobile, digital and global societies.
2. A Digital Education Action Plan that outlines how the EU can help people, educational institutions and education systems better adapt to life and work in an age of rapid digital change by:
making better use of digital technology for teaching and learning;
developing the digital competences and skills needed for living and working in an age of digital transformation; and
improving education through better data analysis and foresight.
Initiatives include supporting schools with high-speed broadband connections, scaling up a new self-assessment tool for schools on the use of technology for teaching and learning (SELFIE) and a public awareness campaign on online safety, media literacy and cyber hygiene.
3. A Council Recommendation on common values, inclusive education and the European dimension of teaching: This initiative proposes ways in which education can help young people understand the importance of and adhere to common values set out in Article 2 of the Treaty of the European Union. It aims at strengthening social cohesion and contributing to fight the rise of populism, xenophobia, divisive nationalism and the spreading of fake news. The proposal also strengthens inclusive education to promote quality education for all pupils as well as the European dimension of teaching, so children also learn about Europe's common heritage and diversity and get a good understanding of the functioning of the EU. To support these aims, the Commission will take steps to increase virtual exchanges among schools, notably through the successful e-Twinning network, and boost school mobility through the Erasmus+ programme.
The biennial OECD Digital Economy Outlook examines and documents evolutions and emerging opportunities and challenges in the digital economy. It highlights how OECD countries and partner economies are taking advantage of information and communication technologies (ICTs) and the Internet to meet their public policy objectives.
Through comparative evidence, it informs policy makers of regulatory practices and policy options to help maximise the potential of the digital economy as a driver for innovation and inclusive growth.
The biennial OECD Digital Economy Outlook examines and documents evolutions and emerging opportunities and challenges in the digital economy. It highlights how OECD countries and partner economies are taking advantage of information and communication technologies (ICTs) and the Internet to meet their public policy objectives.
Through comparative evidence, it informs policy makers of regulatory practices and policy options to help maximise the potential of the digital economy as a driver for innovation and inclusive growth.
(TALLINN and BRUSSELS – 06 October 2017) European Union and European Free Trade Area (EFTA) member states signed the Tallinn Declaration on eGovernment, a new European commitment on significant priorities towards ensuring high-quality, user-centric digital public services for citizens and seamless cross-border service provision for businesses.
Download the Ministerial Declaration on eGovernment: The 2017 Tallinn Declaration
Building on previous initiatives such as the EU eGovernment Action Plan 2016-2020 and the European Interoperability Framework, the Tallinn Declaration sets out six lines of policy action to move towards the five-year objectives (2018-2022) at both national and EU levels:
Digital-by-default, inclusiveness and accessibility Once only “for key public services” Trustworthiness and security Openness and transparency Interoperability by default Horizontal enabling policy steps
In the annex of the Declaration, ministers in charge of policy and coordination of digital public services in the 32 signatory countries commit to designing and delivering their services, guided by the principles of user-centricity.
(TALLINN and BRUSSELS – 06 October 2017) European Union and European Free Trade Area (EFTA) member states signed the Tallinn Declaration on eGovernment, a new European commitment on significant priorities towards ensuring high-quality, user-centric digital public services for citizens and seamless cross-border service provision for businesses.
Download the Ministerial Declaration on eGovernment: The 2017 Tallinn Declaration
Building on previous initiatives such as the EU eGovernment Action Plan 2016-2020 and the European Interoperability Framework, the Tallinn Declaration sets out six lines of policy action to move towards the five-year objectives (2018-2022) at both national and EU levels:
Digital-by-default, inclusiveness and accessibility Once only “for key public services” Trustworthiness and security Openness and transparency Interoperability by default Horizontal enabling policy steps
In the annex of the Declaration, ministers in charge of policy and coordination of digital public services in the 32 signatory countries commit to designing and delivering their services, guided by the principles of user-centricity.
Check out this video that shows how the EU and its Member States are progressing digitally. The 2017 Digital Economy and Society Index (DESI) is a tool that presents the performance Member States in a wide range of areas, from connectivity and digital skills to the digitisation of businesses and public services. It shows that the EU is making progress but the gap between top digital players and lower-performing countries is still too wide. More efforts and investments are needed to make the most of the Digital Single Market.
Check out this video that shows how the EU and its Member States are progressing digitally. The 2017 Digital Economy and Society Index (DESI) is a tool that presents the performance Member States in a wide range of areas, from connectivity and digital skills to the digitisation of businesses and public services. It shows that the EU is making progress but the gap between top digital players and lower-performing countries is still too wide. More efforts and investments are needed to make the most of the Digital Single Market.
European IT Professionalism Framework launched in Brussels 14 December 2016
On 6 December 2016, the European IT Professionalism Framework was launched during the IT Professionalism conference in Brussels. There is broad consensus about the crucial importance of e-skills for Europe given the e-skills shortages, gaps and mismatches that have a continuing negative effect on achieving further growth, competitiveness, innovation and employment in Europe.
This Framework will be an important step to encourage further growth of the knowledge, skills and competences of the European IT workforce and people.
This framework is the outcome of a project by a consortium of Capgemini Consulting, EY and IDC that started in September 2015 and was commissioned by DG Growth and EASME.
Gust MEES's insight:
European IT Professionalism Framework launched in Brussels 14 December 2016
On 6 December 2016, the European IT Professionalism Framework was launched during the IT Professionalism conference in Brussels. There is broad consensus about the crucial importance of e-skills for Europe given the e-skills shortages, gaps and mismatches that have a continuing negative effect on achieving further growth, competitiveness, innovation and employment in Europe.
This Framework will be an important step to encourage further growth of the knowledge, skills and competences of the European IT workforce and people. This framework is the outcome of a project by a consortium of Capgemini Consulting, EY and IDC that started in September 2015 and was commissioned by DG Growth and EASME.
Published on 17 Oct 2014 The Erasmus For Young Entrepreneurs programme has been going for five years. During this time it has enabled nearly 3,000 participants to learn from the experience of others who have set up their own business.
The experience of Stefan Koeppl, co-founder of Indie Campers, is typical of many who have benefited from the scheme.
For several months minibuses from his rental company have been rolling up and down the Portuguese coast serving mainly the many surfers who come to the region…
Published on 17 Oct 2014 The Erasmus For Young Entrepreneurs programme has been going for five years. During this time it has enabled nearly 3,000 participants to learn from the experience of others who have set up their own business.
The experience of Stefan Koeppl, co-founder of Indie Campers, is typical of many who have benefited from the scheme.
For several months minibuses from his rental company have been rolling up and down the Portuguese coast serving mainly the many surfers who come to the region…
The current political momentum around skills is certainly welcomed by those whom, as European Schoolnet, strongly believe in the importance of skills and education to thrive in society.
European Schoolnet is a Brussels-based network of 30 European Ministries of Education. We aim to bring innovation in teaching and learning. We therefore welcome the launch of the New Skills Agenda by the European Commission and support the priorities that are set within the agenda, in particular the emphasis on the need to develop digital skills.
From digital skills to the safe and responsible use of online technology, through the wide variety of ICT in education projects we are involved in, it is clear to us how much digital skills are needed for citizens to actively participate in today's digital society, and how central they are in shaping the personal and professional future of a connected generation. Our leading role in a number of European initiatives in the area of STEM and of Key Competences for lifelong learning has further strengthened our belief that investing in the development and recognition of a wide variety of skills is beneficial to learners’ personal development, active citizenship, social inclusion, and employment.
European Schoolnet looks forward to supporting the New Skills Agenda for Europe in the four major areas outlined below. We believe that our network of stakeholders (Ministries of Education, schools, teachers, researchers, and industry partners) together with our targeted actions, tools, platforms, and services are able to contribute to bring about change.
Foster the development and assessment of key competences
Develop learners’ digital skills in school
Enhance young people’s employability
Develop students’ media literacy and critical thinking for digital citizenship
The current political momentum around skills is certainly welcomed by those whom, as European Schoolnet, strongly believe in the importance of skills and education to thrive in society.
European Schoolnet is a Brussels-based network of 30 European Ministries of Education. We aim to bring innovation in teaching and learning. We therefore welcome the launch of the New Skills Agenda by the European Commission and support the priorities that are set within the agenda, in particular the emphasis on the need to develop digital skills.
From digital skills to the safe and responsible use of online technology, through the wide variety of ICT in education projects we are involved in, it is clear to us how much digital skills are needed for citizens to actively participate in today's digital society, and how central they are in shaping the personal and professional future of a connected generation. Our leading role in a number of European initiatives in the area of STEM and of Key Competences for lifelong learning has further strengthened our belief that investing in the development and recognition of a wide variety of skills is beneficial to learners’ personal development, active citizenship, social inclusion, and employment.
European Schoolnet looks forward to supporting the New Skills Agenda for Europe in the four major areas outlined below. We believe that our network of stakeholders (Ministries of Education, schools, teachers, researchers, and industry partners) together with our targeted actions, tools, platforms, and services are able to contribute to bring about change.
Foster the development and assessment of key competences
Develop learners’ digital skills in school
Enhance young people’s employability
Develop students’ media literacy and critical thinking for digital citizenship
The impact of the United Kingdom voting to withdraw from the European Union could have far-reaching implications for international companies who experts say may
need to rethink their data management policies as the move could create a network of disparate data sovereignty laws across Europe.
The impact of the United Kingdom voting to withdraw from the European Union could have far-reaching implications for international companies who experts say may
need to rethink their data management policies as the move could create a network of disparate data sovereignty laws across Europe.
Der Brexit wird auch für die IT-Branche Folgen haben. Gerade für einen einheitlichen digitalen Binnenmarkt ist die Entscheidung der Briten ein schwerer Rückschlag. Aber auch rechtliche Fragen rund um Verträge, Datenschutz und das Copyright hinterlassen erst einmal viel Unsicherheit.
Der Brexit wird auch für die IT-Branche Folgen haben. Gerade für einen einheitlichen digitalen Binnenmarkt ist die Entscheidung der Briten ein schwerer Rückschlag. Aber auch rechtliche Fragen rund um Verträge, Datenschutz und das Copyright hinterlassen erst einmal viel Unsicherheit.
To get content containing either thought or leadership enter:
To get content containing both thought and leadership enter:
To get content containing the expression thought leadership enter:
You can enter several keywords and you can refine them whenever you want. Our suggestion engine uses more signals but entering a few keywords here will rapidly give you great content to curate.
Your new post is loading...
Homes in Madrid, Dublin, Cardiff, Ljubljana, and Leuven are participating in the Citizens Observing UrbaN Transport (WeCount) project, a European Commission–funded research project investigating sustainable economic growth.
Learn more / En savoir plus / Mehr erfahren:
https://www.scoop.it/topic/21st-century-learning-and-teaching/?&tag=Citizen+Science
https://www.scoop.it/topic/21st-century-learning-and-teaching/?&tag=makerspace
https://www.scoop.it/topic/21st-century-learning-and-teaching/?&tag=STEM
https://www.scoop.it/topic/21st-century-learning-and-teaching/?&tag=LoRaWAN