MGB russelspresentation by 7ikBt8Md


									Combating education inequalities and exclusion
      The EU policy for young children

Working for Inclusion seminar - Brussels, 9 December 2010
European Commission, DG Education and Culture
Head of Unit for “Equal Opportunities & Equity in Education and Training”   1
Growing unequal

• 84 million Europeans in poverty; more than 20 million are

• The risk of poverty of children increases to:

   – 25% for those in large families

   – 30% for those who live with lone parents

• Socio-economic disadvantage greatly reduces educational
  prospects and future life chances
Inequalities in E&T persist

• In every facet and level of education and training
  systems – in access, treatment and outcomes

• They reflect, reproduce and often compound the effects
  of wider socio-economic disadvantage

• Socio-economic background has a big impact on
  chances to access to and succeed in E&T at whatever

• They have a huge financial cost, rarely reported in public
  accountancy systems
Disadvantage in education (examples)
•   More than 6 million drop out of school early (1 in 7)

•   Early school leaving is more than double for migrant students and
    even higher for Roma children

•   6 million 4-year-olds not enrolled in pre-primary education
    and care –many of them in high-need families

•   Boys drop out more than girls and perform less well in reading;
    girls low in MST studies and careers

•   Migrant and Roma children overrepresented in special needs

•   80 million of adults with severe deficiencies in basic skills –less
    likely to engage in further learning

 The spatial/regional dimension

• EU and national-level averages conceal very unpleasant local
  and regional realities

• Fifth (2010) EU "Report on economic, social and territorial
  cohesion: the future of cohesion policy“:
   – Striking regional differences
   – Europe remains unequal and socially divided

• Hundreds of "grey zones" across the EU where educational
  disadvantage goes hand-in-hand with socio-economic
  deprivation and undermines quality of life, local and regional
  development and social cohesion
The policy response

Europe 2020: strategic priorities and headline targets

• Strategic priorities: smart, sustainable and inclusive

• Headline targets:
   – Early school leavers should be under 10%
   – at least 40% of the younger generation should have a tertiary
   – 75% of the population aged 20-64 should be employed
   – 20 million less people should be at risk of poverty
The ET2020 Strategic Framework for
European policy cooperation in E&T

Adopted in May 2009, with 4 strategic objectives:
   - Making LLL and mobility a reality
   - Improving the quality and efficiency of E&T
   - Promoting equity, social cohesion and active citizenship
           – early school leaving
           – migrant children
           – Early childhood education and care
           – learners with special needs   (priorities for 2009-2011)

   – Enhancing creativity and innovation at all levels of E&T
European benchmark set for

• at least 95% of children between 4 years and the age
  of primary schooling to participate in ECEC
  European developments in 2010
• May 2010 Council Conclusions on the social dimension of
  education and training

• Belgian Presidency conference Breaking the Cycle of
  Disadvantage–social inclusion in and through education (Sept.
  2010) – one of the five parallel workshops on ECEC
       ⇩              ⇩              ⇩             ⇩
• Its conclusions fed an informal debate of ministers of education on
  Breaking the Cycle of Disadvantage on 19 Nov.

• The upcoming European Platform against Poverty and Social
  Exclusion: a European framework for social and territorial cohesion
  – one of the seven flagship initiatives in EU2020
  In the pipeline for 2011

• Commission’s Communication on Early Childhood
  Education & Care

• Proposal for a Communication accompanying a proposal
  for a Council Recommendation on early school leaving

• Proposal for a Council Recommendation on validation of
  non-formal learning
Education policy cannot make
it alone

• Challenges are complex and multi-dimensional
• Need for cross-sectoral synergies and cooperation
• Need for partnership with families and with different
  actors, including at local and regional level
• Need for political commitment – matched with financial
  investment and evidence-based policy making
A Commission overarching
  In the context of the upcoming “EU platform against poverty
                      and social exclusion”:

            a new overarching initiative in 2011 on

 Equity in education and training to support inclusive growth

 To support Member States and Regions to design comprehensive
 strategies that will link up education and training measures (at all levels)
 with action in related policy fields (youth, employment, social security, etc)
 towards more effective interventions against the cycle of disadvantage.
    Past ECEC-relevant EU-level work
•   Efficiency and Equity Communication + Council Conclusions (2006) – strong
    messages on ECEC, supported by evidence

•   Green Paper on education & migration (2007) + Council Conclusions (2009)

•   Peer-learning – thematic working group of national policy makers on “Access
    and social inclusion in LLL” (2006-2009)

•   The 2008 Communication on improving schools (with messages on pre-primary)

•   The 2008 European Symposium on Improving Early Childhood Education and

•   The 2009 NESSE independent expert report ECEC-lessons from research for
    policy makers and other thematic knowledge summaries:

•   The 2009 EURYDICE report Early Childhood Education and Care in Europe:
    tackling social and cultural inequalities
•   …

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