As announced in its programme, digital technology is at the heart of the Spanish Presidency’s education programme (see EUROPE 13214/8). The working group reviewed two draft recommendations on this matter on Thursday 20 July.
Digital skills
The first recommendations encourage Member States to work towards improving their citizens’ digital skills.
As a result, the text emphasises teacher training, the need for learning opportunities adapted to different educational or professional stages, and the importance of putting in place specific measures aimed at “priority or hard-to-reach groups”.
At the same time, the recommendations call on the EU27 to “address ongoing and emerging mismatches” between the digital skills taught and the skills in demand in the workplace. In this respect, they suggest strengthening cooperation between higher education establishments and businesses, providing flexible learning opportunities and ensuring recognition of prior learning.
More generally, the text calls for the development of a “strategic and systemic approach” to address shortages in the technology employment market. It recommends, for example, developing vocational training courses in key areas such as artificial intelligence and cyber security.
Finally, it points out that this must be accompanied by the “necessary funding”, encouraging Member States to mobilise both EU funds and private investment.
Recommendations: https://aeur.eu/f/86r
Tools and infrastructure
The second set of recommendations concerns the factors contributing to effective digital education.
Here, the Spanish Presidency calls on the Member States to make their digital education policies more effective. To achieve this, it recommends involving the various levels of government, parents, learners and social partners in their design. At the same time, it wants to encourage exchanges with the private sector on issues such as digital sovereignty, data and the sustainable use of resources for digital purposes.
In terms of education, the text focuses on the digital transition of educational establishments, the need to integrate digital technologies into teaching programmes and the development of an “ongoing dialogue” between training establishments and industry to identify the needs of the job market.
Finally, the text calls for “promoting equitable and impact-focused investment in high-quality, resilient and inclusive digital education and training”. In concrete terms, the Member States are encouraged to spend effectively on connectivity, infrastructure and digital tools and ensure that these investments are accessible and beneficial to all their citizens.
Recommendations: https://aeur.eu/f/86s
The two recommendations also call on the Member States to draw up national or regional strategies containing objectives aligned with the strategic priorities of the Digital Education Action Plan 2021-2027. (Original version in French by Hélène Seynaeve)