policies to improve the quality and relevance of Initial Teacher Education, aimed at a more effective continuum of teacher education and professional development;
ways of developing collaborative practices inside and around schools ('whole school approach') to tackle early school leaving and ensure that all learners succeed in education.
The purpose of the Working Group was to support policymakers to develop effective strategies for reforms of school education and to identify the conditions needed for their implementation.
The Group was composed of government representatives from 30 European countries, including EU Member States as well as Liechtenstein, Norway, Serbia, Switzerland and Turkey, and representatives of European social partner organisations.
identifying key conditions for implementing a whole school approach to tackling early school leaving.
How to prepare and support teachers
An online European Toolkit for Schools, a unique resource platform offering to policy makers and practitioners a wealth of resources and practical examples of effective practices to promote educational success and prevent early school leaving
Policy messages identifying key conditions for implementing a whole school approach to tackling early school leaving. The messages are available in:
To reach these outputs, the group has been practicing peer learning through country-focus workshops, country analysis and exchange of good practices; it has benefited from inputs from international research and dialogue with experts. A number of reports have been also produced on specific topics:
According to its mandate, the Working Group supported Member State reforms to maximise the potential of higher education systems to provide high quality higher education, increasing Europe's innovation capacity and contributing to growth and jobs. Its main policy priorities were:
Improve the quality and relevance of higher education
Strengthen quality through mobility and cross border cooperation
Link higher education, research and business for excellence and regional development
Improve governance and funding.
The purpose of the activities of the Working Group was to enable policymakers to develop effective strategies for reforms and to identify the conditions needed for their implementation, on the basis of country evidence as well as mutual learning based on national and institutional good practices. The Working Group was made up of national polucy-makers and representatives of the social partners. Country-focused workshops have already led to reports on:
The group also produces and updates a “Report on Good Practices in the Modernisation of Higher Education" (Member States’ Level) highlighting national policy measures reported by members of the Working Group.
The primary purpose of the Working Group on Adult Learning was to benefit the participating countries in further developing their adult learning policies, through mutual learning and the identification of good practices. The group addressed challenges in relation to basic skills, literacy, numeracy and digital skills, and focused on effective implementation of adult learning policies (see mandate).
The group brought together experts from 27 EU Member states plus Serbia, Turkey, Iceland, Liechtenstein and Norway, and representatives of European Adult Learning stakeholders' organisations.
The Group's mutual learning has been documented in the following reports:
Strengthening policy efficiency, effectiveness and coherence
The Group has been interactively working with the contractor for the Commission’s study on "Adult learning policies and their effectiveness in Europe", guiding and commenting on the study, the analytical framework and the prototype web tool that will enable countries to self-assess the effectiveness of their adult learning policies. The Group has also followed and contributed to the study on "Adult learners in digital environments . The studies have contributed to the peer learning in the group and supported the development of policy recommendations for proactive adult learning policies.
The Working Group delivered its final report in January 2016.
According to its mandate, the primary focus of the working group was to benefit the Member States in their work of furthering policy development in the area of vocational education and training through mutual learning and the identification of good practices. The aim was to support effective implementation of national VET reforms which set up or strengthen work-based learning and apprenticeship-type schemes.
It addressed four policy challenges:
Support for companies, in particular SMEs, offering apprenticeships
Positive image of apprenticeships and improved career guidance
National governance, regulatory framework and social partners' involvement
According to its mandate, the primary focus of this working group was to support the Member States in their work of furthering policy development on transversal skills through mutual learning and the identification of good practices.
It focused on three transversal skills: Entrepreneurship, Digital Skills and Languages. This built upon work undertaken in the previous generation of working groups, specifically the three Thematic Working Groups on 'Entrepreneurship Education', 'ICT & Education' and 'Languages in Education & Training'.
Representatives from 27 Member States, 4 partner countries, social partners and European institutions, through both face-to-face meetings and online webinars, guided the development of innovative actions in the area of transversal skills.
These resulted in practical and tangible outputs addressing four key policy challenges: