Council conclusions on countering the COVID-19 crisis in education and training
(2020/C 212 I/03)
THE COUNCIL OF THE EUROPEAN UNION,
HIGHLIGHTING THAT:
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1.
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The COVID-19 pandemic has affected and put
unprecedented pressure on education and training systems worldwide and
across the Union. It has brought major changes to how we learn, teach,
communicate and collaborate within and between our education and
training communities. This has had an impact on learners (1), their families, teachers, trainers, institution leaders, as well as on the broader society.
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2.
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From the outbreak of the pandemic, Member States
and education and training institutions have made significant efforts
to ensure the safety and wellbeing of learners and staff and the
continuation of learning and teaching, in order to preserve the right to
education.
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3.
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As an emergency response, the majority of Member
States have decided on widespread physical closures of education and
training institutions, while rapidly mobilising alternative options and
support for distance learning and teaching, in particular digital
solutions. This shift has brought different challenges to education and
training systems and stakeholders in Member States, in particular to
learners and their families, teachers and trainers, but has also
provided them with a valuable learning experience and has accelerated
further digital transformation of education and training institutions.
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4.
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In these exceptional circumstances, there has
been a remarkable collaboration between Member States, who have shown
solidarity and mutual support in a time of crisis by regularly
exchanging information on their national situations, challenges,
envisaged or already implemented measures and plans, as well as, where
possible, openly sharing educational resources.
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AWARE THAT:
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5.
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At the onset of the crisis, when education and
training institutions in the majority of Member States were still
operating regularly, the focus was on how to ensure the safety of
learners and staff, including by putting in place protective and
hygienic measures and by providing information and guidance, in
cooperation between national education and health authorities.
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6.
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As the situation has progressed, with increased
physical closures of education and training institutions in the majority
of Member States, in order to ensure the continuation of the learning
process Member States, education and training institutions and relevant
stakeholders have made significant efforts to adapt and prepare
educational content and to ensure its use in distance learning. This has
been supported by appropriate guidelines, combined with agile
management, continuous monitoring, ongoing improvements and legislative
adjustments, in line with national circumstances. In this respect, there
may have been different starting positions among Member States, as well
as among education and training institutions, in terms of digital
readiness of education and training systems, including availability of
digital learning tools and materials and preparedness of teachers and
trainers to deliver distance teaching.
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7.
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One of the major challenges has been the issue
of ensuring inclusion and equal access to quality distance learning
opportunities. Some learners, as well as teachers, trainers and
families, may lack digital skills, access to technology or the internet,
which can present a serious obstacle, especially for learners from
disadvantaged backgrounds and from rural, remote, as well as highly
urbanised areas. Moreover, there are learners with special educational
needs, who require counselling and additional support in their learning.
Furthermore, the closure of education and training institutions has
been particularly challenging for socioeconomically disadvantaged
learners who are more likely to live in a household not conducive for
home study or are normally entitled to free school meals, as well as for
learners at risk of early school leaving.
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8.
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Education and training institutions are more
than just places where people learn, teach and train – they are also
safe environments, and provide a sense of structure and of community and
opportunities for socialisation. With anxiety and stress caused by the
fear of the pandemic and social isolation, which is especially difficult
for those facing or at risk of domestic violence, it has been essential
to reach out, as well as to provide psychological and emotional
support, in order to ensure the wellbeing and physical and mental health
of learners, their families, teachers and trainers.
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9.
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Teachers and trainers have had to adjust rapidly from face-to-face to distance teaching. Since not all teachers and trainers (2)
had the experience, confidence, knowledge, skills and competences
needed to organise and deliver distance teaching effectively, there has
been a need for additional, targeted training. Their commitment has
often extended beyond delivering lessons and has included additional
efforts to ensure the progress and wellbeing of learners. The need to
adapt quickly to the new working environment may have brought an
increased workload, thus affecting their work-life balance. In these
circumstances, teachers and trainers and supporting staff have shown
admirable commitment and creativity, as well as openness to
collaboration, co-creation and peer-learning.
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10.
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Although the switch to digital teaching and
learning has played a major role in enabling the continuation of the
learning process, digital education cannot fully substitute for quality
face-to-face teaching and learning. Moreover, the sudden move to digital
teaching and learning was in many cases an emergency response rather
than a planned optimal delivery of widespread digital distance
education. Some teachers and trainers were teaching online for the first
time and, while their resilience and adaptability is to be commended,
the digital distance teaching and learning experienced in the context of
COVID-19, though valuable, should not necessarily be viewed as the
general standard for digital distance education.
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11.
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There has been a need for increased cooperation
between learners’ families and teachers and trainers and for a stronger
commitment to making distance learning possible. For parents and carers
working from home, it has been demanding to combine their work tasks
with learning support for children and childcare duties. For parents and
carers who have not been able to work from home, finding day care for
younger children has presented an additional challenge.
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12.
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Delivering practical parts of curricula is
particularly challenging in the context of distance learning. This is
particularly relevant in vocational education and training, where
practical learning constitutes a large part of curricula. Learners in
vocational education and training may have been at an additional
disadvantage since the crisis has affected many employers engaged in
work-based learning and apprenticeships. Given that apprentices, in some
cases, rely on payment and compensation from employers, this has had an
impact on their livelihood.
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13.
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Adult learners, especially the low-skilled,
sometimes lack digital skills necessary to take part in digital
learning, which may affect their opportunities for upskilling and
reskilling.
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14.
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One of the greatest challenges has been how to
manage assessment and grading, with some Member States encouraging a
focus on formative assessment and consideration of different learning
conditions. This is linked to the challenge of organising an efficient
completion of the school and academic year, which is especially
important in the context of school leaving examinations and final
degrees, since it has an effect on enrolment in different levels of
education and training. In this respect, exchange of information,
cooperation and dialogue between the relevant education and training
stakeholders, including quality assurance and recognition authorities
and social partners, can provide a basis for a useful coordinated
approach. This may be particularly useful when deciding on requirements
for enrolment to higher education institutions, with due respect to
their autonomy and national circumstances.
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15.
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The pandemic has also affected European and
international learning mobility opportunities. Since many education and
training institutions have been closed, learners on mobility have
encountered various difficulties concerning the continuation of their
mobility period, access to accommodation and healthcare, entitlement to
grants and scholarships, or returning to their home countries. Learners
on mobility may have also faced socioeconomic hardships related to
family income loss as a consequence of the labour market crisis caused
by the COVID-19 pandemic.
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16.
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Many Erasmus+ and European Solidarity Corps
project activities have been postponed or cancelled, and in cases where
mobility had been planned, virtual cooperation has been encouraged.
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17.
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Beyond the necessary investment to address the
health and socioeconomic impact of the crisis, it is important to focus
current investment priorities on education and training. In this
respect, it is crucial to recognise that high quality education and
training contribute decisively to the wellbeing and personal and
professional development of citizens, as well as the resilience of
society and of the economy, with an important role to play in the
recovery. It is necessary to take this into account while developing the
European recovery plan.
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RECOGNISING THAT:
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In order to overcome these challenges, and
depending on national circumstances, Member States and their education
and training institutions have rapidly put in place numerous measures,
such as:
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developing and
sharing quality educational content, materials and practices adapted to
the distance learning context at national and/or institution level;
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supporting virtual
learning environments, enabling the use of existing online learning
platforms (or developing new ones) and the use of team collaboration
tools;
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using television and other media broadcasting to deliver educational content;
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preparing a variety
of guidelines and instructions on how to take part in distance learning
and deliver distance teaching, for example, on safe use of digital tools
and online assessment;
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providing targeted professional development opportunities for teachers and trainers and other pedagogical staff;
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identifying learners
that are not able to participate in distance learning and reaching out
to them by providing the necessary equipment and internet access, in
particular to those from geographically isolated or socioeconomically
disadvantaged areas and backgrounds, as well as distributing printed
educational materials, when necessary;
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providing targeted support for learners with special educational needs;
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facilitating access to digital content in libraries;
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providing meals for learners from socioeconomically disadvantaged backgrounds;
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offering various forms of psychological support for learners, families, teachers and trainers;
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ensuring day care for
younger children whose parents and carers have not been able to work
from home, especially key workers in critical sectors, such as health
services;
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providing various types of support for both incoming and outgoing learners on mobility;
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regularly providing
information to learners, teachers and trainers, education and training
institutions, families, as well as other relevant stakeholders;
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developing
cooperation with local and regional authorities and non-governmental
organisations, as well as with businesses, including telecommunications
companies, internet providers and publishers, who in some cases provided
materials and tools free of charge;
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supporting and stimulating, if possible, physical education and activity, in line with safety precaution measures.
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19.
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In response to the COVID-19 crisis, the
Commission provided possibilities for additional flexibility in the
implementation of the Erasmus+ programme, complemented with practical
advice for Erasmus+ participants and national agencies. Moreover, in
addition to the efforts made within the Council, the Commission
facilitated further possibilities for cooperation and exchange of
information between Member States.
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20.
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As the situation unfolds, with the possible
lifting of containment measures on the recommendation of the health
authorities, further questions arise concerning the re-opening of
education and training institutions, as well as of companies providing
work-based learning, including organisational and safety measures, in
particular those pertaining to social distancing, sanitation and
hygiene. In this respect, some of the challenges relate to sufficient
human resources, as well as the preparedness and sustainability of
education and training facilities, in particular their appropriateness
for the implementation of the necessary measures.
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INVITES THE MEMBER STATES, WITH DUE REGARD TO SUBSIDIARITY AND IN ACCORDANCE WITH NATIONAL CIRCUMSTANCES, TO:
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21.
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Continue sharing information, experience and
best practices between Member States on how education and training can
best adapt to the situation, depending on further developments related
to the COVID-19 crisis, including on different measures related to the
re-opening of education and training institutions, ensuring equity,
fostering wellbeing of learners and staff and providing psychological
support. In this respect, encourage streamlined and coherent information
flow and make optimal use of existing networks.
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22.
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In relation to the re-opening of education and
training institutions, in line with local, regional and national
circumstances, take necessary measures to ensure the safety of learners
and staff, including appropriate sanitary and hygienic conditions, and
resume face-to-face learning and teaching activities, while ensuring
equal opportunities.
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23.
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Based on lessons already learnt in the context
of the COVID-19 crisis, and looking at potential long-term impacts of
the crisis on the future of education and training, examine
possibilities for innovation and make further efforts to accelerate the
digital transformation of education and training systems, and where
relevant, boost the digital capacity of education and training
institutions and narrow the digital gap.
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24.
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Taking into account the lessons learnt in the
context of the COVID-19-crisis, support further development of teachers’
and trainers’ digital skills and competences, in order to facilitate
teaching and assessment in digital learning environments.
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25.
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With due regard to institutional autonomy,
examine the possibility of embedding high quality digital learning as a
part of the education and training offer at all levels and in all types
of education and training. In doing so, pay attention to the
appropriateness of digital tools to the age and special needs of
learners, as well as to the compliance with data protection rules,
privacy, ethical considerations, safety and cybersecurity requirements.
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26.
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Explore possibilities for enhancing teaching and
learning through monitoring and evaluation based on educational data
mining focused on existing data, learning analytics and the use of
artificial intelligence, with due attention to compliance with the
General Data Protection Regulation (EU) 2016/679.
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27.
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While providing possibilities for distance,
digital and blended learning, pay additional attention to ensuring equal
opportunities and continued access to high quality education and
training for learners of all ages, assuring quality and encouraging
validation and recognition of acquired learning outcomes. In reaffirming
the right to education, pay particular attention to preventing a
potential increase in early school leaving, caused by the COVID-19
crisis.
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28.
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In order to mitigate the negative effect of
COVID-19 crisis on physical cross-border mobility and cooperation,
encourage the use of virtual possibilities for mobility and cooperation.
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29.
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Cooperate on removing COVID-19 related obstacles
to cross-border learning mobility, taking into account the possible
consequences of different approaches to assessment, possibly delayed or
cancelled exams and delayed enrolment, which may have a negative effect
on learning mobility opportunities in the following years.
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30.
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Cooperate on securing education possibilities
for learners who commute daily between neighbouring Member States,
especially in case of prolonged closure of borders.
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31.
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Support the further development of digital
infrastructure as well as digital skills and competences by making use
of the financing available within Union programmes and funds, in
particular the Erasmus+ programme, the European Solidarity Corps and the
European Structural and Investment Funds, the Structural Reform Support
Programme and their successors, as well as the new Digital Europe
programme.
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INVITES THE COMMISSION, IN LINE WITH ITS COMPETENCES AND WITH DUE REGARD FOR SUBSIDIARITY, TO:
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Carry out research and disseminate results on
the impact of the COVID-19 pandemic and lessons learnt at different
levels of education and training, with a focus on distance learning and
teaching and the digital capacities of education and training systems in
Member States, as a resource for strengthening evidence-informed
national policy making and cooperation at Union level, in order to build
resilience and preparedness for timely, effective and appropriate
future emergency responses.
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33.
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When developing a proposal for the European
recovery plan, recognise the transformative potential of education and
training as an enabling driving force for a successful recovery and the
need for investments in education and training, particularly in relation
to digital education, including infrastructure and digital skills.
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34.
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Support Member States in providing opportunities
for investment in sustainable education and training infrastructure, in
line with the European Green Deal, additionally taking into account the
capacities needed to secure safety and necessary organisational
measures in response to the COVID-19 crisis.
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35.
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When developing the European Education Area,
together with the post-2020 strategic framework for European cooperation
in education and training, the new Digital Education Action Plan and
the updated Skills Agenda, take into account the lessons learnt from the
COVID-19 crisis regarding the digital transformation of education and
training systems, paying special attention to quality and societal
challenges such as ensuring inclusion, providing equal opportunities,
promoting cohesion and combating disinformation.
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36.
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Continue facilitating exchanges on challenges
and measures taken by Member States, including by connecting, enhancing
access to and availability of open educational resource databases, in
order to facilitate sharing of different distance learning
methodologies, tools and materials. In this context, build on the
existing opportunities, such as those available via eTwinning, the
School Education Gateway and the Electronic Platform for Adult Learning
in Europe (EPALE). Promote the use of self-assessment tools such as
SELFIE and HEInnovate to support the digital capacity and transformation
of schools and higher education institutions.
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37.
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Present and disseminate further practical
information to Member States on the possibility of financing the needs
of education and training systems in alleviating the consequences of the
COVID-19 pandemic within the Coronavirus Response Investment
Initiatives (CRII and CRII+) and other appropriate funding mechanisms.
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38.
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Continue regularly sharing information with
Erasmus+ and European Solidarity Corps stakeholders and implementing
bodies on possibilities for flexible arrangements regarding the
implementation of learning mobility and projects in the context of the
COVID-19 crisis.
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39.
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Together with Member States, explore means to
address the most pressing needs during the times when physical mobility
is restricted by allowing flexibility to reallocate unused funds between
Erasmus+ actions, where appropriate.
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40.
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Support Member States in further development of
digital education practices and opportunities for digital education and
training, and in addressing the effects of the COVID-19 crisis on the
most vulnerable groups of learners, by using available Erasmus+
opportunities.
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41.
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Disseminate and promote the use of relevant
materials and tools, including virtual cooperation experience, resulting
from Erasmus+ and European Solidarity Corps projects and activities of
European and National Coalitions for Digital Skills and Jobs, which may,
in the spirit of solidarity between Member States, provide useful
additional support in response to the COVID-19 crisis.
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42.
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In cooperation with Member States and with due
respect for institutional autonomy and national contexts, commence
working on measures to remove COVID-19 related obstacles and reinitiate
the uptake of cross-border learning mobility opportunities in the
aftermath of the COVID-19 crisis, including by providing clear guidance
on how to facilitate learning mobility opportunities under Erasmus+.
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43.
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Promote quality virtual mobility and cooperation
and support the development of blended mobility in the framework of the
Erasmus+ programme, taking into consideration that, although it cannot
replace physical mobility, virtual mobility has an important
complementary role.
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44.
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Work closely with international organisations
such as the Council of Europe, Unesco and the OECD in providing and
disseminating information related to the implications of COVID-19 on
education and training.
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(1) For the purpose of this document the term learner
is to be understood in a broader sense, referring to learners in all
types and levels of education and training, including early childhood
education and care, general education, vocational education and
training, adult education and higher education.
(2) According to OECD’s TALIS survey (2018), less than 40 % of teachers feel well prepared for the use of ICT in teaching.
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