This new strategy of the European Commission (11 July 2013) aims to ensure that European graduates gain the international skills they need to work anywhere in the world, and that Europe remains the most attractive destination for international students.
The Commission underlines that universities and other higher education institutions must also promote an international outlook among the 85% of students who are not mobile, so that they too acquire the international skills required in a globalised world.
The Irish Presidency (January - June 2013) came with a report that outlines what has been achieved in partnership with the Member States.
The Lithuanian Presidency (July - December 2013) presented its programme: 'For a Credible, Growing and Open Europe’.
The message of this edition is clear: education is the best protection against an economic crisis. It is a person's education that determines whether he or she will be extremely or only moderately exposed to the economic and social risks in times of crisis.
This book provides an overview of key economic, social, demographic and technological trends and raises pertinent questions about their potential impact on education. It makes use of a variety of robust international data resources (including OECD, World Bank and United Nations).The first edition was published in 2008, the second in 2010.
The Council adopted conclusions on the social dimension of higher education. The Irish Presidency updated Ministers on the negotiations on Erasmus for All. Ministers debated 'Ensuring a teaching profession of the highest quality to underpin the achievement of better learning outcomes'
The OECD Education Policy Outlook is meant for policy makers, practitioners and analysts, and reviews different education policies and practices that have been initiated across OECD member countries. It focuses on key policy areas such as raising student outcomes, supporting school improvement, and organising education systems so as to deliver education policy more effectively.
The study on educational support to NAMS has identified three main messages that policy makers should take into consideration while designing integration policies for NAMS through education.
Firstly, an integrated approach to inclusion is important. Targeted policy response to NAMS' needs will only work effectively in an inclusive and comprehensive education system. Secondly, identification of NAMS as a specific target group in education is not a prerequisite for having a good and comprehensive integration policy. Finally, a combination of discretion and national monitoring should be ensured for effective implementation of policies.