Opinion Factsheet  

Realizzazione dello spazio europeo dell'istruzione entro il 2025

Opinion Number: CDR 4756/2020
Rapporteur: BOC Emil
Commission: SEDEC
Status: Adopted
Date: 19/03/2021
Continue to directly contribute to the establishment of the European Education Area and call for clear milestones and commensurate means for its completion by 2025;
Highlight the key role of LRAs in the process and their potential, beyond sharing of good practices on investment in education, as real partners in reforming education and training policies and an interface between the world of learning and the world of work;
Support a global approach to research, innovation, education and youth policy areas and plead for the establishment of powerful links and synergies between the European Education Area (EEA) and the European Research Area (ERA);
Insist on the need to ensure quality and inclusive education for all and bridge the gaps between regions in the framework of green and digital transitions and to also valorise the activities of regional and peripheral education and training institutions;
Call for the CoR to be included in the future enhanced structured work and the Steering Board for the European Education Area and to be part of the permanent European Education Area Platform;
Ensure that LRAs continue to play a vital role in implementing and (re)designing the proposed reforms and measures.

- points out that education is an important factor in making communities more resilient, enabling them to cope more easily with economic or any other crises and to adapt to new requirements and circumstances;

- considers that local and regional authorities (LRAs) have an instrumental role to play in delivering on the vision of the European Education Area;

- points out that a roadmap, annual indicators and benchmarks need to be developed in order to assess progress towards European Education Area objectives at European, national and, where relevant, at regional and local level;

- considers that it is important to reduce current education disparities between remote, rural and urban areas, regional disparities, stages in the education system (primary, secondary and university) and educational establishments;

- considers that there are important lessons to be learned from the COVID-19 crisis as regards education in local and regional communities. The crisis has had a profound impact on education in local and regional communities, forcing them to meet huge challenges in terms of crisis management, economic and social resilience, the use of technology in education, adapting human resources to new circumstances, the need to cooperate and the need to provide inclusive education which meets high standards;

- highlights the increasing importance of building strategic partnerships between LRAs and their universities (central players in the "knowledge square": education, research, innovation and service to society). Universities play a key role in developing resilient local communities and regions.