Written by Nera Kuljanic,
© Sunny studio / Shutterstock
The digital transformation is fully under way, transforming the European economy and Europe’s society as a whole. New technical and soft skills are gaining in importance both in the labour market and as a means for fully participating in society. As a result, traditional roles, content and methods of education are being challenged – today’s education needs to prepare students for continuously changing tasks and roles both in the labour market and as European citizens. At the same time, today’s adults need help in reskilling and upskilling to enable them to tackle tomorrow’s challenges. Rethinking education in the digital age therefore constitutes a prerequisite for Europe’s future global competitiveness and for safeguarding European values such as equality, democracy and the rule of law.
Education in the digital age includes but is not restricted to digital education. It also encompasses the transmission of technical, soft and citizen skills, and refers to both formal and non-formal education throughout the entire lifespan of European citizens.
This new STOA study summarises the current state of play of education in the digital age across Europe, and anticipates trends and emerging issues across four stakeholder groups: policy-makers and public administration; students; educators and trainers; and employers and employees. Departing from the current strengths and weaknesses, and the upcoming opportunities and threats, the authors derived policy options for (European) policy-makers.
Main conclusions of the studyFor approximately the last two decades, policy work has often focused on ‘soft’ factors, such as teacher training, teacher and student competence building, as well as content development. From around 2015 onwards, policy approaches have often included ‘iterative’ and ‘organic’ approaches, i.e. small-scale experiments that can, if successful, be upscaled and mainstreamed. In terms of providing digital infrastructure, digital equipment in schools is generally at a good level across the EU, but with large disparities between regions and countries. Emerging trends are the provision of platform and cloud solutions for schools, open educational resources and massive open online courses (MOOCs).
Students in Europe have high digital skills, although differences persist specifically according to educational background and country. Gender differences in skills are negligible among the young generation, but girls remain by far less likely to turn their digital competences into a career. In the future, soft and citizen skills such as computational thinking and entrepreneurship skills should be more strongly transmitted in European schools, and career guidance will play an increasingly important role.
Educators and trainers in Europe today frequently use digital tools, but it remains unclear whether they are sufficiently able to employ them in pedagogically meaningful ways. Furthermore, the vast majority of teachers do not, or only sporadically, participate in professional development focused on digital education. Teachers may, moreover, not be sufficiently prepared and/or not be offered the structural contexts for focusing their teaching more strongly on the soft and citizen skills that are urgently necessary in the digital age. At the same time, new teaching technologies could offer opportunities for personalising learning contexts, thereby improving student motivation and retention. When introducing corresponding teaching technologies, issues such as discrimination by algorithms and data protection will need to be discussed and solutions for them implemented.
Employers and employees increasingly operate in contexts of high work flexibility and a decreasing demand for mid-level qualifications. This influences education in the sense that today’s students need to be prepared for more flexible forms of work, a possibly more flexible labour market and more mobile and dynamic work biographies. At the same time, the existing workforce will have to undergo extensive upskilling and reskilling, increasing the relevance of lifelong learning and informal and non-formal education.
Options for policy-makersThe authors developed twenty policy options, out of which four are developed more in detail in the study:
The study was carried out by VDI Technologiezentrum GmbH at the request of the STOA Panel, following a proposal from Eva Kaili (S&D, EL), STOA Chair.
Written by Katarzyna Sochacka and Clare Ferguson,
© European Union 2020 – Source: EP / Thierry ROGE
For the second time since the introduction of strict coronavirus containment measures, the European Parliament conducted its April plenary session with the majority of Members participating remotely, and used the alternative voting procedure put in place by Parliament’s Bureau for the March II session. This temporary voting procedure is available for use until 31 July 2020, unless extended by Bureau decision.
As in March, the session focused on a number of urgent legislative proposals as well as amendments to the EU’s 2020 budget to respond to the coronavirus pandemic. Members also heard from the Presidents of the European Council and Commission on the coordination of the European response to the Covid-19 outbreak. Parliament then adopted a resolution setting out its position on the response to the pandemic and its consequences, ahead of the next video-conference meeting of EU Heads of State or Government, on 23 April. In this resolution, Members called for a massive economic recovery package, greater coordination on cross-border health threats, and condemned national emergency measures that restrict civil liberties.
Amending Budget No 1/2020: Support for Greece on migration pressure, measures to fight coronavirus and reconstruction assistance for AlbaniaMembers approved draft Amending Budget No 1/2020 (DAB1), which will provide additional funds of more than half a billion euros to help address the needs arising from the increased migration pressures in Greece, to assist Member States to limit the impact of the coronavirus outbreak through meeting equipment and medical product needs, and to contribute to Albania’s post-earthquake reconstruction.
Amending Budget No 2/2020: Emergency support for the healthcare sectorPrior to the vote on draft Amending Budget No 2/2020 (DAB2), Parliament gave its consent to the Council to modify the 2014-2020 multiannual financial framework, in an amendment lifting restrictions on the scope of heading 3, ‘Security and citizenship’. Members then approved DAB2, which enables the use of three flexibility and last resort mechanisms (the Global Margin for commitments, the Flexibility Instrument and the Contingency Margin) and releases €2.7 billion in emergency support for the healthcare sector, to be used for development, production, procurement and distribution of medicines and medical equipment, including for testing. In addition, €300 million will be used to reinforce the reserves of emergency medical kit established by the Union Civil Protection Mechanism (rescEU).
Specific flexibility measures for ESI funds in response to the coronavirus outbreakMembers approved, by a large majority, specific flexibility measures for European structural and investment (ESI) funds to counter the coronavirus crisis, proposed by the European Commission as part of the second Coronavirus Response Investment Initiative (CRII+). This will temporarily allow programmes dealing with the impact of the crisis to be financed up to 100 % from the EU budget between July 2020 and June 2021, as well as greater simplification and flexibility in the rules on funding allocation.
Support for the fishing and aquaculture sectorsMembers approved, again by large majority, measures supplementing those already agreed under the Coronavirus Response Investment Initiative to support the hard-hit fisheries and aquaculture sector. These additional measures include support for a temporary end to fishing activities, including for aquaculture farmers, for storage costs, and for greater flexibility and simplified procedures in allocating the funding.
Read this ‘at a glance’ on ‘Plenary round-up – Brussels, April 2020‘ in the Think Tank pages of the European Parliament.