Conclusions du Conseil de l'Union européenne sur la dimension sociale de l’éducation et sur la formation et les compétences essentielles
Réuni le 11 mai dernier, le Conseil de l'Union européenne a statué sur plusieurs aspects de l'éducation, de la petite enfance à l'université en passant par l'éducation et la formation des adultes, et émis les conclusions suivantes dans le journal officiel de l'Union européenne :
> Conclusions du Conseil du 11 mai 2010 sur la dimension sociale de l'éducation et de la formation (PDF)
Présentations [en langue originale anglaise]
Conclusions du Conseil du 11 mai 2010 sur la dimension sociale de l'éducation et de la formation (PDF)
In the context of the European year for combating poverty and social exclusion 2010, the Council has adopted conclusions on the social dimension of education and training, a key priority for the Spanish presidency.
Education systems which are both efficient and equitable contribute significantly to reducing the risk of unemployment and social exclusion in a knowledge-based economy.
The conclusions seek to examine, in practical terms, how all levels of education - from schools through to vocational education and training, higher education and adult learning – can contribute to fostering social inclusion, for instance through:
a) the provision of high quality early childhood education and care;
b) the acquisition of key competences at school, particularly literacy and numeracy;
c) greater participation in vocational education and adult learning to acquire new competences;
d) more equitable access to higher education so that capable students are not excluded due to socio-economic circumstances or insufficient support.
The Council has adopted conclusions on competences supporting lifelong learning and the "new skills for new jobs" initiative. The text emphasises how important it is for individuals to develop competences so as to improve employment prospects. Reports say that there is a particular need in Europe to strengthen those competences required to engage in further learning. The proposed conclusions also assert that more should be done to adequately assess and record citizens’ competences acquired throughout their lives. The text therefore invites member states to help teachers implement a competence-based approach to learning as well as to develop a common terminology to designate such skills. The Commission is encouraged to facilitate the exchange of best practices in this area and to report back to the Council by 2011 on how this agenda could be further pursued.