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High level Seminar on “ How to reinforce social dialogue in an enlarged EU” in Malta 18-20 Septe mber 2005 Education and the Social Dialog Education and training

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High level Seminar on“How to reinforce social dialogue in an enlarged EU” in Malta 18-20 September 2005

Education and the Social Dialog


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Education and training

  • Following a Council decision on 29 November 2002, a new process of structured dialoguebetween the troika of ministers, the social partners and the Commission wasestablished on education and training issues.

  • The first political-level meeting tookplace on 5 February 2003, at which all parties expressed a desire to promote ongoingconcertation on the questions of lifelong learning, development of competencies and research.


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Partners in Education

  • ETUC / ETUCE

  • UNICE

  • CEEP / CEMR

  • Commission / Parliament / Governments

  • ACVT Committee

  • SOCIAL DIALOGUE LIAISON FORUM


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Article 149

The Community shall contribute to the development of quality education by encouraging cooperation between .....


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Article 149

  • developing the European dimension in education, particularly through the teaching and dissemination of the languages of the Member States;

  • encouraging mobility of students and teachers, inter alia by encouraging the academic recognition of diplomas and periods of study;

  • promoting cooperation between educational establishments;

  • developing exchanges of information and experience on issues common to the education systems of the Member States;

  • encouraging the development of youth exchanges and of exchanges of socio-educational instructors;

  • encouraging the development of distance education


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Article 149

  • acting in accordance with the procedure referred to in Article 251, after consulting the Economic and Social Committee and the Committee of the Regions, shall adopt incentive measures, excluding any harmonisation of the laws and regulations of the Member States;

  • acting by a qualified majority on a proposal from the Commission, shall adopt recommendations.


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Article 150

  • shall implement a vocational training policy which shall support and supplement the action of the Member States, while fully respecting the responsibility of the Member States for the content and organisation of vocational training.


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Article 150

  • facilitate adaptation to industrial changes, in particular through vocational training and retraining;

  • improve initial and continuing vocational training in order to facilitate vocational integration and reintegration into the labour market;

  • facilitate access to vocational training and encourage mobility of instructors and trainees and particularly young people;

  • stimulate cooperation on training between educational or training establishments and firms;

  • develop exchanges of information and experience on issues common to the training systems of the Member States.


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Article 150

  • The Council, acting in accordance with the procedure referred to in Article 251 and after consulting the Economic and Social Committee and the Committee of the Regions, shall adopt measures to contribute to the achievement of the objectives referred to in this Article, excluding any harmonisation of the laws and regulations of the Member States.


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Education and training 2010Lisbon Process

  • All processes covered:

    - ´General education

    - Higher education and research (Bologna)

    - Vocational education and training

    (Copenhagen process)

    - Life Long Learning

  • Using the Open Method of Coordination

    - Benchmarks

    - Indicators


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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


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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


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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


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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


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European Structure established-lack of national follow-up structure

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



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