Arvamuse küsimine Euroopa Komisjoni kõrghariduspaketile

Käesolevaga edastatakse delegatsioonidele dokument QUOTE " QwBvAG0AbQBEAG8AYwBzAHwAUwBMAA== ADDIN "DocuWrite metadata link" COM(2024) 144 final " COM(2024) 144 final . Lisatud: QUOTE " QwBvAG0AbQBEAG8AYwBzAHwAUwBMAA== ADDIN "DocuWrite metadata link" COM(2024) 144 final " COM(2024) 144 final Sissejuhatus Haridus on ELi tuleviku pant. See on eneseteostuse, tööalase konkurentsivõime, saavutuste ja vastutustundliku kodanikuaktiivsuse alus. Ülikoolid on kvaliteetse hariduse andjatena eeskujuks meie euroopalikule eluviisile. Selle hulka kuulub akadeemiliste väärtuste, tipptaseme, demokraatlike tavade ja põhiõiguste edendamine ning võrdõiguslikkuse, mitmekesisuse ja kaasatuse suurendamine. Euroopa konkurentsivõime ja heaolu sõltuvad praeguste ja järgmiste põlvkondade tulevikukindlatest oskustest kiirendada ja teostada rohe- ja digipööret, kompenseerida demograafilisi suundumusi ning tagada Euroopa avatud strateegiline autonoomia võtmevaldkondades. Haridus on keskse tähtsusega ka ELiga ühineda soovivate riikide majandus- ja sotsiaalarengu ning vastupanuvõime seisukohast. Peame olema valmis juhtima muutusi ja kujundama tulevikku. Kuna meie aja peamised väljakutsed muutuvad üha globaalsemaks ja Euroopa peab tugevdama oma avatud strateegilist autonoomiat, ei ole riikidevaheline haridus enam võimalus, vaid vajadus. See on eeltingimus, et tulevased põlvkonnad saaksid pädevused ja oskused, mida Euroopa ühiskonnad vajavad edukaks toimimiseks üha tihedamalt seotud maailmas. EL konkureerib maailma teiste haridusruumidega. Võimekus meelitada ligi parimaid talente sõltub osaliselt kõrgharidusasutuste pakutavatest teaduskraadidest . Seepärast püüavad paljud Euroopa ülikoolid koondada teadmisi ja kombineerida üksteist täiendavaid tugevaid külgi , mis ei ole üheski üksikus õppeasutuses eraldi kättesaadavad, et anda koolilõpetajatele ja elukestvalt õppijatele strateegilisi oskusi tulevikuks . Alates Euroopa haridusruumi loomisest 2020. aastal on tehtud märkimisväärseid edusamme. Riikide koostöö on olnud reformide liikumapanev jõud, et hõlbustada ja toetada selliste uuenduslike mudelite tekkimist nagu peagi loodavad Euroopa 60 ülikoolide liitu, kuhu kuuluvad umbes 500 kõrgharidusasutust kõikjalt Euroopast, alates pealinnadest kuni maapiirkondadeni. Ülikoolide liidud on kogu kõrgharidussektori teerajajad . Ülikoolide piiriülene koostöö võib areneda mitmel eri viisil. Kõige ambitsioonikamad riikidevahelise ühisõppe vormid on õppekavad, mis viivad ühise teaduskraadini. Märkimisväärsed õigus- ja haldustakistused raskendavad aga jätkuvalt selliste kraadide andmist. See pidurdab vajalikke muutusi Euroopa kõrgharidussektoris . 2022. aastal vastu võetud Euroopa ülikoolistrateegias on sätestatud ambitsioonikad meetmed Euroopa kõrgharidusruumi loomiseks, et arendada välja Euroopa teaduskraad . Käesoleva teatisega viiakse see kavatsus ellu, esitades selge tegevuskava, kuidas Euroopa teaduskraad saaks reaalsuseks. Euroopa teaduskraad – uut tüüpi kvalifikatsioon, mis tuleb sätestada siseriiklikes õigusaktides – lihtsustaks eri riikide ülikoolide sujuvat koostööd ja selliste uuenduslike ühiste õppekavade väljatöötamist, mis viivad ühise teaduskraadini, austades täielikult ülikoolide autonoomiat ning liikmesriikide või piirkondade valitsuste pädevust . Euroopa teaduskraad aitaks kaasa ka ühise Euroopa identiteedi ja tugevama Euroopa kuuluvustunde loomisele . See põhineks ühiselt kokkulepitud Euroopa kriteeriumidel, mis kajastavad õpikogemuse asjakohasust, pühendumist ühistele väärtustele ja ülikoolidevahelise koostöö tipptaset. Euroopa teaduskraad edendaks ühist arusaamist ELi vajadustest akadeemiliste ja kutseoskuste osas vastavalt Euroopa ülikoolistrateegiale. See võiks olla ajendiks nende olemasolevate erinevuste läbivaatamiseks ja kõrvaldamiseks, mis praegu piiravad ülikoolide koostöövõimet Euroopas. Euroopa teaduskraad hõlmaks ühiseid jõupingutusi, interdistsiplinaarseid lähenemisviise ja rahvusvahelisi perspektiive , mis kõik rõhutavad Euroopa valmisolekut toetada ja arendada kõrge kvalifikatsiooniga, kohanemisvõimelist ja üleilmselt konkurentsivõimelist Euroopa tööjõudu. Euroopa teaduskraadi andvatel ühistel haridusprogrammidel oleks potentsiaal meelitada ligi üliõpilasi kogu maailmast ja aidata leida meie majanduse jaoks vajalikke talente, mis on eriti oluline elutähtsa tehnoloogia valdkondades, mis on meie konkurentsivõime ja tehnoloogilise suveräänsuse jaoks üliolulised. Samal ajal edendaks Euroopa teaduskraadi pakkumine ka õpirännet ELis, tegeleks talendipuudusest tulenevas arengulõksus olevate piirkondade vajadustega ning aitaks rahuldada tööturu nõudlust euroopalikult ja globaalselt mõtlevate kõrgkoolilõpetajate järele. Käesolev teatis koos kahe esildatud nõukogu soovitusega , millest üks käsitleb Euroopa kõrghariduse kvaliteeditagamise ja tunnustamise süsteemi ning teine atraktiivseid ja kestlikke karjäärivõimalusi kõrghariduses, on suur samm Euroopa haridusruumi loomise suunas . Kuigi mõlemad nõukogu soovituse ettepanekud lähevad kaugemale Euroopa teaduskraadi väljatöötamise eesmärgist ning on asjakohased igat liiki kõrgharidusasutuste ja nende pakutava hariduse puhul, on need omavahel tihedalt seotud. Kvaliteeditagamise ja tunnustamise süsteem on ühiste haridusprogrammide vastu usalduse suurendamisel keskse tähtsusega. Kõrge kvalifikatsiooniga ja motiveeritud akadeemilised töötajad on meie ülikoolides kvaliteetse õppe- ja teadustöö tagamiseks hädavajalikud. Ühis õppekavasid ei peeta sageli akadeemilise personali põhitegevuse osaks ja seetõttu võivad need olla lisakoormuseks, mistõttu oleks vaja täiendavat tunnustamist ja stiimuleid. Euroopa teaduskraad: oluline element Euroopa haridusruumi loomisel ning Euroopa konkurentsivõime ja atraktiivsuse suurendamisel Euroopa teaduskraad oleks strateegiline vahend Euroopa haridusruumi loomiseks, mis oleks ühine ja kaasav ruum kvaliteetseks hariduseks ja kõigile mõeldud piiriüleseks õpirändeks ning mille haridus- ja koolitussüsteemid oleksid omavahel tihedalt seotud. See muudaks ELi kõrgharidussektori konkurentsivõimelisemaks ja atraktiivsemaks, tuginedes aastatepikkusele koostöökogemusele ELi programmide raames. Tööalase konkurentsivõime ja oskuste asjakohasuse suurendamine Tööandjad, sealhulgas hargmaised ettevõtted ja VKEd, otsivad inimesi, kellel on kombineeritud valdkonnaülesed oskused (kultuuriline intelligents, kriitiline mõtlemine, probleemide lahendamise oskused, loovus ja kohanemisvõime). Nende oskuste järele on OECD 2023. aasta oskuste ülevaate kohaselt eeldatavasti nõudlus, et saavutada ELi rohepöörde eesmärgid . Kõrgharidusasutuste suutlikkuse suurendamine, et anda rohkematele inimestele selliseid oskusi, aitaks seda nõudlust rahuldada. Euroopa teaduskraad toetaks rohkemate ühisõppekavade loomist, mis kajastaksid teadmistepõhise majanduse nõudmisi. Ühiselt kokku lepitud Euroopa kriteeriumidega püütakse suurendada kõrgkooli lõpetanute tööalast konkurentsivõimet, andes neile tulevikukindlad pädevused ja oskused, mida tööandjad eriti otsivad. Uuringutest ja küsitlustest saadud tõendid, mis on koondatud lisatud personali töödokumenti, näitavad, et riikidevaheliste ühis õppekavade lõpetanu t e sõnul on nende karjäärile ja kultuuridevahelistele kogemustele kõige suuremat mõju avaldanud paranenud tööalased oskused (näiteks keeleoskus, kriitiline mõtlemine, sektori- või valdkonnapõhised oskused, suhtlemis-, analüüsi- ja probleemide lahendamise oskused) ning suurenenud isiklik ja kultuuridevaheline pädevus, sealhulgas avatus uutele väljakutsetele, sallivus, enesekindlus ning suurem teadlikkus oma tugevatest ja nõrkadest külgedest. Selline valdkonnaüleste ja sektoripõhiste oskuste ja pädevuste kombinatsioon suurendab üliõpilaste tööalast konkurentsivõimet Euroopa tasandil . Euroopa teaduskraad muudaks kõrgkooli lõpetanud tulevaste tööandjate jaoks atraktiivsemaks. See oleks sünonüümiks kvaliteetsetele programmidele, mis valmistavad ette euroopalikult ja globaalselt mõtlevaid kõrgelt kvalifitseeritud inimesi. Lühidalt: Euroopa teaduskraad toetaks tööturu seisukohalt oluliste ühis õppekavade loomist. Euroopa teaduskraadiga seotud võtmepädevused muudaksid kõrgkooli lõpetanud nõutud spetsialistideks Euroopa ja maailma tööturul, kus nad paistaksid silma kõrge kvalifikatsiooniga, mis ühendab endas probleemide lahendamise oskuse, kohanemisvõime, mitmekeelsuse, teadlikkuse mitmekultuurilisusest ja interdistsiplinaarsed teadmised, mis sobivad kokku globaalse tööjõu muutuva nõudlusega. Bürokraatia vähendamine kõrgharidussüsteemide läbipaistvuse ja nähtavuse suurendamiseks Paljud ülikoolid, kes soovivad süvendada riikidevahelist koostööd, seisavad silmitsi riiklike õigusaktide erinevustega . See nõuab ressursse ja segab tegelikku tööd. Lihtsustades ülikoolide tööd, saame kasutada väärtuslikke ressursse õpetamiseks ja teadusuuringuteks. Eurobaromeetri 2018. aasta uuringus leidis 92 % ülikoolidest, et rahvusvaheliste strateegiliste kõrgkoolidevaheliste partnerluste õigus- ja haldustakistuste kõrvaldamine on peamine küsimus, mis edendaks riikide koostööd . Vaatamata 25 aastat kestnud koostööle valitsustevahelise Bologna protsessi raames ning mitmete vahendite väljatöötamisele, et parandada liikmesriikide kõrgharidussüsteemide läbipaistvust, hariduspakkumiste kvaliteedi tagamist ja teaduskraadide tunnustamist, on endiselt suuri probleeme. Edusamme Euroopa kõrgharidusruumis on takistanud rakendamise erinev tase riikide vahel ja riikides endis. EL peab liikuma senisest kaugemale ja kiiremini, et võimaldada ülikoolidel teha sujuvat ja tõhusat koostööd. Hiljutises uuringus vastas 92 % küsitletud riiklikest ja piirkondlikest ametiasutustest, et Euroopa teaduskraad võiks parandada olemasolevate Bologna vahendite rakendamist, 84 % ütles, et see parandaks Euroopa kõrghariduse mainet maailmas, ning 88 % oli seisukohal, et see aitaks hõlbustada riiklike ametiasutuste koostööd hariduspoliitika valdkonnas. 140 kõrgharidusasutusega läbi viidud Erasmus+ poliitika eksperimentaalprojektid näitavad, et Euroopa teaduskraad võiks lihtsustada protsesse ja vähendada bürokraatiat ühiskraadi õppekavade loomisel, millel on selge ja ühine lähenemisviis, mis tagab, et igat liiki Euroopa ülikoolid saavad teha tõhusalt koostööd. Lühidalt: Euroopa teaduskraad aitab lihtsustada protsesse ja vähendada bürokraatiat ühiskraadi õppekavade loomisel, tagades Euroopa ülikoolide tõhusa koostöö. See omakorda toetab rohkemate ühisõppekavade väljatöötamist, millest saab kasu suurem arv üliõpilasi. Strateegilise koostöö, üleilmse konkurentsivõime ja atraktiivsuse hoogustaja Euroopa teaduskraad võimaldab ülikoolidel teha partneritega tihedamat koostööd kiiremini ja lihtsamalt, mis suurendab nende tulemuslikkust ja tipptaset üleilmse atraktiivsuse ja konkurentsivõime seisukohast. U-Multiranki kõrghariduskoostöö indeks näitab, et kõrgharidusasutused, kes teevad koostööd teiste asutuste, ettevõtete, tööstussektori, valitsuste ja piirkondade asutustega ning piiriüleselt, toimivad paremini kui need, kes keskenduvad koostööle vähem. Kuna üha rohkem ülikoole seab koostöö prioriteediks, oleks kõige lihtsam teha koostööd ELi piires. Praegu on mõned ülikoolid teatanud, et ühiskraadi õppekavade loomine ELi-väliste partneritega on lihtsam. Tehnoloogia areng üha kiireneb, ületades traditsioonilisi teemade ja erialade vahelisi piire. Teemadeülene koostöö interdistsiplinaarse lähenemisviisi abil võib anda uusi teadmisi, pakkuda uusi lahendusi keerulise maailma probleemidele ja viia uute oskuste arendamiseni. Euroopa teaduskraadi üks põhijooni oleks saada rohkem kasu interdistsiplinaarsest koostööst, mis põhineb kaasaegse kõrghariduse kõige uuenduslikumal õppe- ja teadustöö lähenemisviisil. Sellel lähenemisviisil põhinev Euroopa teaduskraad tugevdaks Euroopa innovatsioonisuutlikkust ja pikas perspektiivis üleilmset konkurentsivõimet. Lühidalt: Euroopa teaduskraad soodustaks paljude ühiskraadi õppekavade loomist, mis on globaalselt konkurentsivõimelised ja atraktiivsed nii Euroopa kui ka kolmandate riikide, sealhulgas ELi kandidaatriikide kodanikele, ning mis annavad Euroopale talente ja oskusi, mida on vaja edu saavutamiseks, innovatsiooniks ja kasvuks. Euroopa teaduskraad: põhinäitajad ja lisaväärtus Milline oleks Euroopa teaduskraad? Euroopa teaduskraad: antaks ühiskraadina riigi, piirkonna või kõrgharidusasutuse tasandil nagu mis tahes muu kraad , järgides täielikult subsidiaarsuse, institutsioonilise autonoomia ja akadeemilise vabaduse põhimõtteid; antaks vabatahtlikkuse alusel kogu ELis koostööd tegevate ülikoolide poolt , tõendades riikidevaheliste õppekavade raames saavutatud õpitulemusi; põhineks ühistel kriteeriumidel, mis on kokku lepitud Euroopa tasandil ja mida kohaldatakse ühiskraadi õppekavade suhtes. Euroopa kriteeriumid kajastaksid ühist arusaama ja konkreetset vajadust anda Euroopa tööjõule asjakohased pädevused ja oskused, et suurendada oma innovatsioonisuutlikkust, eelkõige rohe- ja digipöörde kontekstis. Kaasavuskriteeriumide kaudu edendataks kättesaadavust ja atraktiivsust igasuguse taustaga, sealhulgas vähemate võimalustega õpilaste jaoks; seda võimaldaksid asjaomased siseriiklikud kõrgharidusalased õigusaktid, mida toetavad riiklikud kvalifikatsiooniraamistikud , et kõrgharidusasutused saaksid akrediteerida ja anda selliseid kraade koos teiste riiklike kraadidega bakalaureuse-, magistri- ja doktoriõppe tasemel; antaks eelistatavalt digivormingus ; neid tunnustataks automaatselt kogu ELis. Üks Euroopa teaduskraad, palju eeliseid Teadusuuringute, 40 sidusrühmadega konsulteerimise vooru, tagasisidekorje ja käimasolevate Erasmus+ poliitika eksperimentaalprojektide esialgsete järelduste abil on kindlaks tehtud mitmeid eeliseid ja võimalusi, mis on seotud Euroopa teaduskraadi loomisega. Tulemused näitavad ülikoolide märkimisväärset entusiasmi seoses suurema lihtsustamise ja parema strateegilise partnerlusega. Üliõpilased soovivad, et ühisõppekavad oleksid laialdasemalt kättesaadavad. Tööandjad väljendavad suurt huvi nähtava ja kergesti mõistetava vahendi vastu, mis varustab tulevasi töötajaid kõrgelt hinnatud töökohal vajamineva pädevusega. Euroopa teaduskraadil oleks järgmised eelised. Üliõpilased. Üliõpilased oleksid Euroopa teaduskraadi keskmes, mis annaks neile võimaluse osaleda erinevates akadeemilistes kogukondades, aidates kaasa mitmekesisema ja omavahel ühendatud Euroopa haridusruumi loomisele. Hiljutises uuringus leidis kümnest üliõpilasest üheksa, et Euroopa teaduskraadi peamised võimalikud eelised on järgmised: loob rohkem võimalusi õppimiseks mitmes Euroopa riigis, kasutades selleks automaatset ainepunktide tunnustamist; hõlbustab uuenduslike ühiste õppekavade pakkumist ja sujuvat akadeemilist kogemust ülikoolilinnakutes ning tagab oskused ja pädevused, tänu millele suureneb tööalane konkurentsivõime kogu maailmas. Tööandjad ja tööturg. Tööandjad ja ettevõtted hindavad kõrgelt Euroopa teaduskraadi kontseptsiooni, mis tähendaks konkreetseid väärtustlikke valdkonnaüleseid pädevusi. Nende vaatepunktist tooks Euroopa teaduskraad kaasa järgmise: lihtsam, läbipaistvam ja selgem tööle värbamine tänu Euroopa teaduskraadile, mis on kergesti loetav ja mõistetav, võrreldes sama õppekava mitme eri kraadiga; Euroopa suurem atraktiivsus andekate üliõpilaste jaoks, kellel on Euroopa tööturu jaoks asjakohased oskused; ning suuremad võimalused koostööks ülikoolidega, näiteks õppekavade ühise väljatöötamise kaudu. Akadeemilised töötajad. Euroopa teaduskraad ei kujundaks mitte ainult üliõpilaste akadeemilist teekonda, vaid ka ülikoolide töötajate maastikku ning annaks akadeemilistele ringkondadele võimaluse tulla toime globaliseerumisest tuleneva keerukusega. Euroopa kõrghariduse registri poolt 1500 ülikooli suhtes tehtud analüüs näitab, et akadeemilise personali rahvusvahelistumine on kõrgkoolide ja riikide lõikes ebaühtlane. Akadeemilise personali jaoks tooks Euroopa teaduskraad kaasa järgmise: rohkem võimalusi liikuvuseks, uute pedagoogiliste lähenemisviiside ja atraktiivsete õpetamiskogemuste katsetamiseks; vähem bürokraatlikke takistusi – siis saaksid akadeemilised töötajad keskenduda pigem koostöö sisule ja kvaliteedile kui selle haldamisele; ning teadmussiire ja oskuste parandamine, pidevõppe ja kutsealase arengu kultuuri edendamine riikidevahelise koostöö kaudu. Ülikoolid. Ülikoolid soovivad lihtsamaid koostöövõimalusi. Pakkudes paindlikkust ja säilitades kvaliteedistandardid, võimaldades ühist ja lihtsustatud raamistikku uue koostöö loomiseks, võimaldaks Euroopa teaduskraad ülikoolidel järgmist: koondada ressursse, et pakkuda võimalusi, mida eraldi ei saaks pakkuda; kõrvaldada tarbetud tõkked, mis takistavad mitut ülikooli hõlmava kraadiõppekava loomist; lisada õppekavadesse välismaal veedetud õppeperioodid ning tagada kõnealuste kvalifikatsioonide automaatne tunnustamine kogu ELis. Euroopa Liit ja selle liikmesriigid. Kõrgharidusasutused aitavad luua sidemeid Euroopas ja väljaspool ning edendada Euroopa väärtusi ja eluviisi kogu maailmas. Rohkemate ühiskraadi õppekavade loomise võimaldamine aitaks meelitada ligi ja hoida rohkem talente Euroopas ning tegelda Euroopa piirkondades talentide puudusest tulenevate arengulõksudega, toetades samal ajal koostööd ülikoolide ja süsteemidega terves maailmas. Euroopa teaduskraad võimaldaks: tugevdada Euroopa identiteeti ja kuuluvustunnet; parandada Euroopa kõrgharidussüsteemide üleilmset konkurentsivõimet ja mainet, võimaldades neil luua konkurentsivõimelisemaid ühiseid hariduspakkumisi ja meelitada ligi rohkem talente kolmandatest riikidest; edendada üliõpilaste ja talentide tasakaalustatud õpirännet ELis ja mujal ning edendada Euroopa haridusruumis euroopalikku koostöövaimu. Euroopa teaduskraadi teel olevad takistused, mis tuleb ületada Rikkalikud empiirilised tõendid Euroopa haridusruumis on sujuvamaks ja sügavamaks riikidevaheliseks koostööks veel liiga palju takistusi, mida käsitletakse järgmises osas. Tõendid selle kohta ilmnesid rohkem kui kolme aasta jooksul peetud konsultatsioonidest kõrghariduse sidusrühmadega, eelkõige tihedas riikidevahelises koostöös osalevate ülikoolidega, nagu Euroopa ülikoolide liidud või Erasmus Munduse ühised magistriõppekavad. Ülikoolid ootavad lahendusi, et ületada nende ees seisvad probleemid. Paljud neist takistustest tehti juba kindlaks seoses nõukogu 2022. aasta soovitusega, mis käsitleb võimaluste loomist tulemuslikuks Euroopa kõrghariduskoostööks . Vaja on uusi jõupingutusi, et saavutada edu nõukogu selle soovituse rakendamisel. Lisaks on kindlaks tehtud täiendavaid takistusi. EL vajab seetõttu Euroopa teaduskraadi kui sihipärast ja toetavat raamistikku takistuste ületamiseks. Programmiga „Erasmus+“ on toetatud poliitika eksperimentaalprojekte, millesse on kaasatud rohkem kui 140 ülikooli ning kõrghariduse akrediteerimise, kvaliteeditagamise ja reguleerimise eest vastutavat 60 siseriiklikku ja piirkondlikku asutust kõigist liikmesriikidest, ettevõtted ja üliõpilaste esindajad. Koos kaardistasid nad enam kui 1000 ühisõppekava ning kasutasid neid rikkalikke teadmisi ja kogemusi, et uurida Euroopa teaduskraadi kui märgist ja kui kraadi. Intervjuude, tuhandete üliõpilaste ja praktikute küsitlemiste, fookusgruppide, töötubade ja konsultatsioonide abil arutati projektide raames, millist lisaväärtust võiks Euroopa teaduskraad pakkuda. Samuti kaaluti kriteeriume, mis vastaksid kõige paremini selle kraadi olemusele, ja tehti kindlaks peamised probleemid, mis takistavad ühisõppekavade täieliku potentsiaali saavutamist. Need takistused võib rühmitada järgmiselt. Erinevad ja keerulised õigusaktid ja määrused, mis on esile toodud Erasmus+ poliitika eksperimentaalprojektides Riiklikud haridus- ja koolitussüsteemid ning vastavad siseriiklikud õigusaktid ja eeskirjad on suures osas välja arendatud sõltumatult, kaalumata riikidevahelise koostöö võimalusi. See toob kaasa erinevused, mis takistavad ülikoolidel riikidevaheliste ühisõppekavade ja ühiskraadide pakkumist või muudavad selle väga tülikaks. Takistused on järgmised. Spetsiifilised riiklikud eeskirjad lõpueksamite vormi, hindamisskaala ja õppekoormuse kohta , mida kohaldatakse ühisõppekavade suhtes, takistavad ülikoolidel pakkuda tõeliselt riikidevahelisi ja integreeritud ühiskraadi õppekavasid ning seavad üliõpilastele kunstlikke lisanõudeid. Mitmekeelsuspiirangud ühiskraadi õppekavades. Kuna tänapäeval suureneb õpiränne, hõlbustaks ühisõppekavade riikidevaheliste koostöömudelite kasutamist see, kui võetaks arvesse ja käsitletaks vajadust kõrvaldada üliõpilaste, asutuste ja tööturu huvides takistused mitme keele kasutamiselt. Füüsilise kohaloleku minimaalse või maksimaalse kestuse kohta tehtud ettekirjutused . Need peegeldavad maailma enne Euroopa integratsiooni ja digipööret ning mõjutavad negatiivselt üliõpilaste õpirännet, piirates digitehnoloogia võimalikku kasu riikidevaheliste õppimisvõimaluste hõlbustamisel. Kombineeritud/veebipõhise õppe vähene tunnustamine takistab digivahendite potentsiaali täielikku ärakasutamist hariduses, võttes sealhulgas arvesse COVID-19 pandeemiast saadud õppetunde. Ülikoolid, nende töötajad ja üliõpilased peavad saama digipöördest täit kasu. Partnerülikoolide õppejõudude osalemise piirangud, mida kohaldatakse riikidevahelistes ühisõppekavade puhul, piiravad kunstlikult ülikoolide võimalust saada endale kogenud töötajaid ja seavad piiri tulemuslikkusele. Need takistused tekitavad probleeme mis tahes riikidevahelisele partnerlusele . Paljud neist on vastuolus ideega luua Euroopa haridusruum, kus õppijad saavad vabalt liikuda ja neil on sujuv juurdepääs kvaliteetsele kaasavale kõrgharidusele. Üliõpilastele kraadide ja diplomite väljaandmise suhtes kehtivad samuti piiravad eeskirjad, mis muudab selle väga keeruliseks. Nende hulka kuuluvad keelepiirangud, tunnustatud allkirjad, allkirjavormingud (digitaalsed või füüsilised), heakskiidetud logod ja erinõuded paberile (nt mõõtmed, paksus, kindlad trükikojad). Üliõpilasele ühiskraadi andmise protsess võib kesta aastaid , kui see on üldse võimalik. Erasmus+ poliitika eksperimentaalprojektide esialgsed tulemused näitavad selgelt, et nende takistuste ületamisel võiks olla kasu Euroopa teaduskraadist. Bologna protsessi vahendite ebaühtlane ja aeglane rakendamine 1999. aastal väljaspool ELi raamistikku algatatud valitsustevahelise Bologna protsessi eesmärk on muuta kõrgharidussüsteemid 49 riigis, sealhulgas 27 ELi liikmesriigis, ühtsemaks. Sellega loodi Euroopa kõrgharidusruum, et hõlbustada üliõpilaste ja töötajate liikuvust, muuta kõrgharidus kaasavamaks ja kättesaadavamaks ning globaalselt atraktiivsemaks ja konkurentsivõimelisemaks. Bologna protsess on väga oluline, et luua vajalik usaldus edukaks õpirändeks, piiriüleseks akadeemiliseks koostööks ning välismaal läbitud õppeperioodide ja omandatud kvalifikatsioonide vastastikuseks tunnustamiseks. Kuigi Bologna protsessis rõhutatakse ühiskraadide tähtsust, on edusammud olnud aeglased, osaliselt suure geograafilise ulatuse ning süsteemide, traditsioonide ning poliitilise ja majandusliku konteksti mitmekesisuse tõttu. Seetõttu ei ole kõik liikmesriigid rakendanud vajalikke reforme, mille tulemuseks on 49 riigi ebatõhus koostöö. Vaatamata ühisõppekavade kvaliteedikindluse Euroopa lähenemisviisi loomisele – see on üleeuroopaline vahend, mis võimaldab ühisõppekavade ühekordset hindamist – on seda vahendit viimase üheksa aasta jooksul kasutatud vaid väheste õppekavade puhul. Mõned Bologna õigusaktid, eelkõige seoses kvaliteeditagamise ja tunnustamisega, ei ole veel andnud soovitud tulemusi. ELis kehtestatud mehhanismid otsuste tegemiseks ja riikidevahelise koostöö rakendamiseks võivad veelgi hõlbustada Euroopa haridusruumi väljakujundamist, kusjuures tõhusad lahendused võimaldavad ülikoolidel teha tulemuslikku koostööd usaldusväärsete ja kõrgelt hinnatud teaduskraadide abil. Kõrghariduse kvaliteeditagamise ja tunnustamise süsteeme tuleks veelgi parandada Teaduskraadi andmiseks tuleks kõiki õppekavasid, olgu need ühised või mitte, akrediteerida kindla kvaliteeditagamise protsessi kaudu. See on oluline, et tagada vajalik usaldus hariduse kvaliteedi vastu. Paljud Euroopa kõrgharidusasutused on märkinud, et riikidevaheliste õppekavade kvaliteeditagamise protsessid on liiga pikad ja kulukad. Mida rohkem eri riikide ülikoole on ühisõppekavasse kaasatud, seda keerulisem on protsess. Akrediteeringu saamine võib vahel võtta aega kuni kaks aastat. Pikad menetlused ei võimalda ülikoolidel kohaneda muutuvate oludega ega reageerida kiiresti tekkivatele poliitilistele, majanduslikele või ühiskondlikele vajadustele. Kvalifikatsioonide ja välismaal veedetud õppeperioodide tunnustamine ei ole veel kõikides riikides automaatne, eriti kui otsus tehakse kõrgharidusasutuse tasandil. See suurendab märkimisväärselt ülikoolilõpetanute koormust ning piirab nende võimalusi õppe- ja tööeesmärkidel vabalt liikuda. Kuigi kvaliteeditagamine on oluline usalduse tagamiseks haridussüsteemi vastu, on paljud erinevused vananenud ja eesmärgipäratud, tekitades tarbetut bürokraatiat. Töötajate motiveerimatus osaleda riikidevahelises koostöös ja ühiskraadides Kvaliteetse ühiskraadi õppekava väljatöötamine nõuab akadeemilistelt töötajatelt aega ja jõupingutusi . Uute riikidevaheliste projektide algatamine nõuab spetsiaalsete oskustega töötajaid ning arvestades konkreetseid probleeme ja takistusi, on see tavaliselt täiskohaga töö. Kogemused riikidevaheliste õppekavadega näitavad, et esineb oht, et riikidevaheline koostöö tuleb sellega tegelevate inimeste arvelt, sest nende tööd ei tunnustata alati vääriliselt. Lisaks peavad töötajad pidevalt kutsealaselt arenema, et säilitada nende valdkondadevaheliste pedagoogiliste õppekavade kõrge kvaliteet. Spetsiaalses uuringus nõustus 66 % kõrgharidussektori vastajatest, et riikidevaheline koostöö on osa nende kõrgharidusasutuste strateegiast, kuid ainult 39 % nõustus, et akadeemilise personali karjäärivõimalused võimaldavad, toetavad ja soodustavad riikidevahelist koostööd. See on kooskõlas varasemates uuringutes kindlaks tehtud väljakutsetega, milleks muu hulgas on „lisatöö maht lisaks tavapärasele tegevusele“ (80 % vastanutest) ning „akadeemiliste töötajate pühendumuse suurendamine ja säilitamine“ (72 %). Kuidas neid takistusi ületada – konkreetsed sammud Euroopa teaduskraadi loomise suunas Euroopa teaduskraad oleks kiire viis nende takistuste ületamiseks, sest annaks ELi riiklikele kõrgharidussüsteemidele vahendid ühiskraadide väljatöötamiseks, hindamiseks ja andmiseks, tuginedes ühiselt kokku lepitud Euroopa kriteeriumidele, mis ületavad riigi või piirkonna piire. See pakuks terviklikku lahendust, et parandada sujuvat ja tihedamat riikidevahelist koostööd Euroopa haridusruumis ning aidata kõrvaldada strateegilist oskuste nappust ELis. Kaks käesolevale teatisele lisatud ettepanekut nõukogu soovituste kohta tagavad ka selle, et Euroopa teaduskraad saab toetuda eesmärgipärastele kvaliteeditagamis- ja tunnustamissüsteemidele ning sellega kaasnevad akadeemilistele töötajatele atraktiivsed karjääriväljavaated. Igas etapis sõltub Euroopa teaduskraadi edukus liikmesriikide ja vajaduse korral piirkondade omavalitsuste valmisolekust ja kaasatusest. Euroopa muutmine innovatsiooni ja konkurentsivõime talendibaasiks Euroopa teaduskraadi ühiste kriteeriumide kindlaksmääramine Kõrgharidusasutused saaksid Euroopa teaduskraadi andmisel tugineda olemasolevate pädevate siseriiklike struktuuride hinnangule selle kohta, kas ühisõppekava vastab selgelt kindlaks määratud ja ühiselt kokku lepitud Euroopa kriteeriumidele . Nende kriteeriumide sisu moodustaks Euroopa teaduskraadi aluse ja määraks selle ambitsioonikuse taseme, tuues välja, milles see seisneb ja miks see erineb mujal maailmas väljaantavatest kraadidest. Kavandatavad Euroopa kriteeriumid on esitatud nõukogu soovituse ettepaneku (Euroopa kõrghariduse kvaliteeditagamise ja tunnustamise süsteemi kohta) II lisas. Euroopa teaduskraadi jaoks on välja pakutud järgmised kriteeriumid. Riikidevahelise õppekava korralduse ja juhtimise tipptase: ühisõppekavad põhinevad Bologna ning ELi vahenditel ja standarditel, need kavandatakse ja viiakse ellu ühiselt, tuginedes ühisele kvaliteeditagamise korrale. Õpikogemuse asjakohasus: ühisõppekavad on üliõpilaskesksed, hõlmates tööturu jaoks olulisi võimalusi, interdistsiplinaarseid komponente, üliõpilaste õpirännet ning horisontaal- ja digioskuste omandamist. Euroopa väärtuste järgimine: ühisõppekavad edendavad demokraatiat, mitmekeelsust, kaasatust ja keskkonnasäästlikkust. Eesmärk on edendada rohkemate ühisõppekavade väljatöötamist kooskõlas Euroopa ülikoolide strateegias esitatud visiooniga, eelkõige selleks, et võimaldada õppijate kui loovate ja kriitiliste mõtlejate, probleemilahendajate ning aktiivsete ja vastutustundlike kodanike arengut, kes viivad ellu muutusi oma kogukonnas, et avaldada positiivset mõju ümbritsevale ühiskonnale. Rangete standardite kehtestamisega toetavad Euroopa kriteeriumid riikidevahelist koostööd kõrgkoolide vahel, riikidevaheliste õpikogemuste pakkumist, üliõpilaskeskset õpetamist ja õppimist (sealhulgas interdistsiplinaarsuse, õpirände ja üliõpilaskesksete lähenemisviiside pakkumist), asjakohasust tööturu ja ühiskondlike vajaduste seisukohast (koostöö ettevõtete, avaliku sektori ja kodanikuühiskonnaga ning valdkonnaüleste, rohe- ja digioskuste pakkumine) ning ühiste väärtuste (mitmekeelsus, kaasavus, demokraatlikud väärtused) austamist. Kuna puudub kõigile sobiv lahendus, on Euroopa kriteeriumid piisavalt paindlikud, et Euroopa teaduskraad oleks kättesaadav igat liiki ülikoolidele, kõikidele valdkondadele ja erialadele ning kõigil tasanditel , austades akadeemiliste traditsioonide ja süsteemide mitmekesisust. Kavandatud Euroopa kriteeriumid tuginevad ELis ja Bologna protsessis välja töötatud olemasolevate vahendite kasutamisele ning tagavad, et Euroopa teaduskraad vastaks kõrghariduskoostöö rangeimatele standarditele. Need pakuvad ülikoolidele koostööraamistikku, et vähendada strateegiliste oskuste nappust Euroopa tööturul. Kriteeriumid austavad subsidiaarsust, institutsioonilist autonoomiat ja akadeemilist vabadust. Kuna Euroopas on mitmekesine kõrgharidusmaastik, erinevad ajaloolised taustad ja traditsioonid, nõuab ühise arusaama kujundamine Euroopa teaduskraadi olemusest ühist arutelu ja ühiseid jõupingutusi. See aruteluprotsess algas vahetult pärast seda, kui 2022. aasta aprillis võeti vastu nõukogu järeldused Euroopa strateegia kohta, mis käsitleb kõrgharidusasutuste mõjuvõimu suurendamist Euroopa tuleviku nimel . Kriteeriumide esialgne kavand on välja töötatud koos riikide ja piirkondade ametiasutuste, kõrgkoolide, akrediteerimis- ja kvaliteeditagamisasutuste, üliõpilasorganisatsioonide ning avaliku ja erasektori esindajatega. Pärast kriteeriumide kindlaksmääramist testiti neid kuue Erasmus+ poliitika eksperimentaalprojekti raames. Testis osales rohkem kui 140 kõrgharidusasutust kõigist liikmesriikidest , 60 riiklikku ja piirkondlikku asutust, sealhulgas 17 ministeeriumi ja 20 riiklikku kvaliteeditagamisasutust, üliõpilasorganisatsioonid ning majandus- ja sotsiaalpartnerid . Testi tulemusena tehti ettepanek kriteeriumid läbi vaadata . Läbivaatamise tulemusena sündisid kavandatavad Euroopa kriteeriumid , mis on esitatud nõukogu soovituse ettepaneku (Euroopa kõrghariduse kvaliteeditagamise ja tunnustamise süsteemi kohta) II lisas. Järgmise sammuna peaks ELi nõukogu seda ettepanekut edasi arutama. Testitud kriteeriumid on aluseks põhjalikele aruteludele ja dialoogile liikmesriikide, kõrgharidussektori ning majandus- ja sotsiaalpartneritega, et võtta järgmisi meetmeid Euroopa teaduskraadi loomiseks ja anda täiendavaid suuniseid nende meetmete rakendamiseks. Meetmed. Komisjon kutsub ELi nõukogu üles jätkama arutelu ettepaneku üle võtta vastu nõukogu soovitus Euroopa kõrghariduse kvaliteeditagamise ja tunnustamise süsteemi kohta , sealhulgas II lisa, milles sätestatakse Euroopa teaduskraadi kriteeriumid . Komisjon toetab dialoogi liikmesriikide, kõrgharidussektori ning majandus- ja sotsiaalpartneritega, et võtta järgmisi meetmeid Euroopa teaduskraadi loomiseks ning toetada koostööprotsessi liikmesriikide ja sidusrühmadega selle rakendamisel. Liikmesriigid valivad Euroopa teaduskraadiga ühinemiseks oma lähtetaseme Arvestades liikmesriikide paratamatult erinevaid lähtepositsioone, seisukohti ja traditsioone, ei saa Euroopa teaduskraadi välja töötada üleöö. Seda ei ole võimalik saavutada ka kõigile sobiva ühtse lähenemisviisi abil. Käesolevas teatises sätestatakse järkjärguline lähenemisviis ja eesmärkide tase liikmesriikidele, kes otsustavad Euroopa teaduskraadiga ühineda. See lähenemisviis võtab arvesse liikmesriikide ja nende kõrgharidusasutuste mitmekesisust, võimaldades neil liikuda Euroopa teaduskraadi suunas oma tempos. Liikmesriigid võiksid liikuda järk-järgult edasi ühiselt kindlaks määratud eesmärgi suunas, millel on kaks taset: Euroopa teaduskraad ja ettevalmistav Euroopa märgis, mis näitab, et Euroopa kriteeriumid on täidetud . Iga kõrgkoolide konsortsium saaks soovi korral leida õige lähtepunkti ja võtta aja jooksul kasutusele üha integreerituma protsessi. Euroopa teaduskraadi puhul võiks kasutada kahte erinevat ühinemiskohta. Ühinemiskoht: ettevalmistav Euroopa teaduskraadi märgis Euroopa kriteeriumidele vastavad ühiskraadi õppekavad võivad saada Euroopa märgise pädevatelt asutustelt, kes vastutavad kõrgharidusprogrammide akrediteerimise ja/või kvaliteeditagamise eest (iseakrediteerivad ülikoolid, akrediteerimisasutused, kvaliteeditagamisasutused). Kuigi märgis on võimas turundusvahend , ei lahenda see probleeme, millega ülikoolid ühiskraadi õppekavade loomisel ja läbiviimisel kokku puutuvad. See tee oleks ülikoolidele avatud pärast kavandatud Euroopa kriteeriumide vastuvõtmist ja nende rakendamiseks vajalike suuniste väljatöötamist. Ühinemiskoht: Euroopa teaduskraad Teaduskraadi annavad ühiselt mitu ülikooli eri riikidest (nt Euroopa ülikoolide liit). Euroopa teaduskraad integreeritaks siseriiklikesse õigusaktidesse uut liiki kvalifikatsioonina . See lihtsustaks oluliselt ülikoolide ja üliõpilaste olukorda, kuna kaotaks erinevused eri riikide eeskirjade vahel ning annaks ELi ülikoolidele ühise ja selge raamistiku ühiskraadi õppekavade loomiseks. Nagu mis tahes kraadi puhul, akrediteeriksid Euroopa teaduskraadi vastavalt siseriiklikele õigusaktidele ja riiklikele kvalifikatsiooniraamistikele pädevad asutused kõrgharidusasutuse, piirkonna või riigi tasandil. Euroopa teaduskraadi võiks anda ka juriidiline isik , mille on asutanud mitu ülikooli eri riikidest (nt õigusliku staatusega Euroopa ülikoolide liit). Mõned ülikoolide liidud on sellised juriidilised isikud juba loonud ja uurivad olemasolevate Euroopa õiguslike vahendite, näiteks Euroopa territoriaalse koostöö rühmituste kasutamist. See lähenemisviis võib olla ülikoolide jaoks kõige lihtsam ja tõhusam, arvestades sellega seotud kulusid ja vajalikke ressursse. Eesmärgipärased kvaliteeditagamise süsteemid Kvaliteeditagamise süsteemid on vajalikud aruandekohustuse täitmiseks ja ülikoolide tulemuste parandamiseks. Need loovad aluse usalduseks üliõpilastele pakutava kõrghariduse kvaliteedi vastu. Euroopa teaduskraad sõltuks vastastikusest usaldusest ja usaldusväärsetest kvaliteedi tagamise süsteemidest rohkem kui muud kraadid. Seepärast on eesmärgipäraste kvaliteeditagamise süsteemide loomine Euroopa teaduskraadi eeltingimus, mis oleks samal ajal kasulik kõigile õppekavadele, sealhulgas mikrokvalifikatsioonitunnistusi andvatele õppekavadele, ning võimaldab kvalifikatsioonide täiendavat automaatset tunnustamist. Selleks peaksid liikmesriigid: looma tugevamad, tõhusamad ja lihtsamad kvaliteeditagamise protsessid igat liiki õppekavade jaoks; looma uue Euroopa raamistiku mitmel kõrgkoolil põhinevaks lähenemisviisiks kvaliteeditagamisele, mis võimaldab kestlikel kõrgkoolide liitudel ise akrediteerida oma ühiskraadi õppekavasid ja ühiseid mikrokvalifikatsioonitunnistusi, tuginedes Erasmus+ QA fit ja IMINQA projektide tulemustele; ning kasutama sobivaid kvaliteeditagamise protsesse, et toetada kõrgharidusasutusi kvalifikatsioonide ja välismaal veedetud õppeperioodide automaatsel tunnustamisel . Meetmed. Komisjon esitab koos käesoleva teatisega nõukogu soovituse Euroopa kõrghariduse kvaliteeditagamise ja tunnustamise süsteemi kohta . Komisjon kutsub ELi nõukogu üles ettepanekut edasi arutama ja kavatseb toetada selle tulevast rakendamist punktis 5.2.4 kirjeldatud sihtmeetmete abil. Atraktiivsem akadeemiline karjäär kõrghariduses Üleilmses teadmistepõhises majanduses kujundab Euroopa tulevikku tema haridussüsteemide tulemuslikkus ja konkurentsivõime globaalses võidujooksus talentide pärast. Euroopa teaduskraadi ambitsioonika visiooni elluviimine sõltub tasemel õppejõududest, kes annavad ülikoolilõpetajatele õiged oskused. Me ei suuda luua silmapaistvaid riikidevahelisi õppekavasid, kui me ei stimuleeri suurepäraseid inimesi selles töös osalema. Seepärast on akadeemilise karjääri atraktiivsemaks muutmine kõrghariduses peamine Euroopa teaduskraadi võimaldav tegur. Selleks peaksid liikmesriigid: edendama, tunnustama ja väärtustama akadeemiliste töötajate tööd, mis on seotud riikidevahelise koostööga, näiteks ühiskraadi õppekavade väljatöötamine; edendama, tunnustama ja väärtustama erinevaid akadeemilisi rolle ja ülesandeid, sealhulgas innovaatilist ja tõhusat õpetamist; ning edendama konkurentsivõimelisi, ohutuid, õiglasi ja mittediskrimineerivaid töötingimusi töötajate ligimeelitamiseks ja hoidmiseks. Meetmed. Komisjon teeb koos käesoleva teatisega ettepaneku võtta vastu nõukogu soovitus atraktiivsete ja kestlike karjäärivõimaluste kohta kõrghariduses, mis täiendab nõukogu soovitust andekate teadlaste, novaatorite ja ettevõtjate Euroopasse meelitamise ja nende Euroopas hoidmise Euroopa raamistiku kohta . Komisjon kutsub ELi nõukogu üles ettepanekut edasi arutama ja kavatseb toetada selle tulevast rakendamist punktis 5.2.5 kirjeldatud sihtmeetmete abil. Komisjon tegutseb vahendaja ja toetajana Tuginedes laiale empiirilisele tõendusbaasile, on käesoleva teatise eesmärk esitada visioon võimalikest edasistest sammudest, kuidas muuta Euroopa teaduskraad reaalsuseks. Samuti püütakse sellega toetada avatud dialoogi liikmesriikide , kõrghariduse sidusrühmade ning majandus- ja sotsiaalpartneritega edasiste sammude üle. Komisjon vahendab ja toetab liikmesriike järgmiste meetmetega. Vahendada dialoogi Erasmus+ poliitilikaeksperimentide tulemuste ja soovituste üle, mis käsitlevad kõrgharidusasutuste liitude Euroopa teaduskraadi märgist ja õiguslikku staatust Komisjon avaldab 2024. aasta sügisel aruande Erasmus+ poliitika eksperimentaalprojektide lõpptulemuste kohta. Seejärel kavatseb komisjon 2025. aastal luua Euroopa teaduskraadi poliitikalabori . Käivitatakse hulgaliselt põhjalikke arutelusid ja sihipäraseid koosolekuid, kus osalevad eksperdid liikmesriikidest, kõrgharidusasutustest, kvaliteeditagamis-/akrediteerimisasutustest, üliõpilaste esindajad ning majandus- ja sotsiaalpartnerid, et kiirendada meetmete võtmist ja vajalikke riiklikke reforme ning töötada välja rakendussuunised ja tegevuskavad. Eesmärk on edendada vastastikust õppimist ja anda suuniseid Euroopa teaduskraadi kasutuselevõtuks. Meede: Komisjon kavatseb edendada koostööd 2025. aastal loodava ja programmist „Erasmus+“ toetatava Euroopa teaduskraadi poliitikalabori kaudu, et kaasata liikmesriigid ja laiem kõrghariduskogukond Euroopa teaduskraadi suuniste väljatöötamisse ja rakendamisse. Euroopa rahastamisstiimulid Programmist „ Erasmus+ “ pakutakse jätkuvalt toetust Euroopa ülikoolide liitudele, Erasmus Munduse ühistele magistriõppekavadele, Marie Skłodowska-Curie ühistele doktoriõppekavadele ning Euroopa Innovatsiooni- ja Tehnoloogiainstituudi (EIT) märgisega programmidele, mis toimivad Euroopa teaduskraadi rakendamise teerajajatena. Lisaks toetab Erasmus+ sihttoetuse kaudu Euroopa teaduskraadide väljatöötamist ja kasutuselevõttu, tuginedes Erasmus Munduse õppekavade väljatöötamise meetmete edukale näitele. Komisjon kavatseb 2025. aastal käivitada Erasmus+ raames tulevikku suunatud koostööprojektide meetme raames Euroopa teaduskraadi väljatöötamise projektid . Selle raames pakutakse liikmesriikidele ning nende akrediteerimis- ja kvaliteeditagamisasutustele, ülikoolidele, üliõpilastele ja majandus- ja sotsiaalpartneritele rahalisi stiimuleid Euroopa teaduskraadi kasutuselevõtuks. Tehnilise toe instrument võib pakkuda tehnilist oskusteavet vajalike reformide kavandamiseks ja rakendamiseks koos suuniste ja toetusega, et parandada õigus- ja haldusraamistikke, edendada koostööd ülikoolide, uurimisasutuste ja ettevõtete vahel ning parandada kvaliteeditagamise mehhanisme ja karjääri atraktiivsust kõrghariduses. Meetmed. Komisjon kavatseb teha alates 2025. aastast kättesaadavaks Euroopa rahastamisstiimulid selliste programmide kaudu nagu „Erasmus+“, et toetada Euroopa teaduskraadide loomist. Komisjon kavatseb käivitada ka Euroopa teaduskraadide väljatöötamise projektid , et stimuleerida kõigi asjaosaliste kaasamist. Komisjon kutsub ülikoole ja kõrghariduskogukonda üles kasutama parimal viisil ära ELi rahastamisvõimalusi , näiteks programmidest „Erasmus+“ või „Digitaalne Euroopa“ pakutavaid, et toetada ülikoole ja töötajaid Euroopa teaduskraadide kavandamisel ja pakkumisel koostöös riiklike ja piirkondlike ametiasutuste ning majandus- ja sotsiaalpartneritega. Toetada ja kiirendada nõukogu soovituse (mis käsitleb võimaluste loomist tulemuslikuks Euroopa kõrghariduskoostööks) rakendamist 2022. aasta aprillis vastu võetud nõukogu soovituse (mis käsitleb võimaluste loomist tulemuslikuks Euroopa kõrghariduskoostööks) täielik rakendamine hõlbustaks märkimisväärselt Euroopa teaduskraadi loomist. Selle soovituse rakendamise aruanne , mis avaldatakse 2024. aasta keskpaigaks ja mille kokkuvõte on esitatud lisatud komisjoni talituste töödokumendis, näitab Euroopa kõrgharidusmaastiku mitmekesisust meetmete osas, mis võimaldavad riikidel teha tihedamalt koostööd, kuid edusammud selles valdkonnas on ebaühtlased. Kuigi mõned liikmesriigid näivad rakendavat soovituse erinevaid põhimõtteid ja on juba alustanud reforme, on teised riigid teatanud aeglasemast edasiliikumisest. Aruande tulemuste põhjal teeb komisjon ettepaneku korraldada alates 2024. aasta sügisest liikmesriikide vahel vastastikuse õppe üritusi , et süvendada arutelu haldustakistuste kõrvaldamise üle ja niiviisi kiirendada edusamme soovituse rakendamisel. Meetmed. Komisjon toetab nõukogu soovituste (sealhulgas soovituse, mis käsitleb võimaluste loomist tulemuslikuks Euroopa kõrghariduskoostööks ), kasutuselevõttu. Alates 2024. aasta sügisest võib korraldada vastastikuse õppe üritusi, et kõrvaldada järelejäänud takistused. Komisjon kutsub liikmesriike üles kaaluma nõukogu praegusi ja tulevasi soovitusi kõrghariduse valdkonnas , et jätkata riikidevahelise koostöö takistuste kõrvaldamist ja sillutada teed Euroopa teaduskraadi loomisele. Toetada nõukogu tulevase soovituse (kvaliteeditagamise ja tunnustamise kohta) rakendamist Euroopa teaduskraadi reaalsuseks muutmine nõuab vabatahtlikku lähenemisviisi, mis pakub kõigile kõrgharidussüsteemidele võimaluse seda teekonda alustada, olenemata nende lähtepunktist. Samuti nõuab see üliõpilaste ja kõrgharidusasutuste juhtide aktiivset kaasamist, et luua ülikoolidele soodne keskkond Euroopa teaduskraadide loomiseks, tagades, et need on üliõpilaskesksed, strateegiapõhised ja kooskõlas Euroopa haridusruumi parimate tavadega. Oma ettepanekus nõukogu soovituseks Euroopa kõrghariduse kvaliteeditagamise ja tunnustamise süsteemi kohta teeb komisjon ettepaneku järgmiseks: Euroopa teaduskraadi poliitikalabori loomine: lisaks suuniste ja konkreetsete tegevuskavade esitamisele Euroopa teaduskraadi kasutuselevõtuks (vt punkt 5.2.1) töötaks komisjon välja ka suunised kõrgharidusasutuste liitude kvaliteeditagamise raamistiku rakendamiseks; Euroopa teaduskraadi foorumi loomine iga-aastase üritusena, mille korraldab komisjon koos nõukogu eesistujariigiga, et kõik sidusrühmad kohtuksid ja annaksid ülevaate üldistest edusammudest, mida on tehtud Euroopa teaduskraadi poliitikalabori kaudu. Foorumisse kuuluksid liikmesriikide kõrgetasemelised esindajad, kõige esinduslikumad sidusrühmade organisatsioonid kvaliteeditagamise valdkonnas (nt ENQA, EQAR), riiklike akadeemilise tunnustamise infokeskuste võrgustik (NARIC), riiklikud kvalifikatsiooniraamistikud, haridusvaldkonna sotsiaalpartnerid ning majandus- ja sotsiaalpartnerite esindajad; välise kvaliteeditagamise tulemuste andmebaasi (DEQAR) edasiarendamine, et muuta see kasutajasõbralikumaks ja siduda see otseselt kvalifikatsioonide automaatse tunnustamisega; Haridusasutuse lõpetanute käekäigu jälgimise süsteemi rakendamise jätkuv toetamine, et parandada kõrghariduse kvaliteeti ja asjakohasust, andes tagasisidet kõrgkoolilõpetanute tulemuste kohta ning parandades võrdlust ja analüüsi riikide ja kõrgharidusasutuste vahel. Meetmed. 2025. aastal kavatseb komisjon luua Euroopa teaduskraadi foorumi , et jälgida edusamme Euroopa teaduskraadi kasutuselevõtul. Komisjon kavatseb jätkuvalt toetada haridusasutuse lõpetanute käekäigu jälgimise süsteemi väljatöötamist. Komisjon kutsub liikmesriike, ülikoole, kõrgharidussektorit ning majandus- ja sotsiaalpartnereid üles ühiselt kavandama Euroopa teaduskraadi rakendussuuniseid ja tegevuskavasid , osaledes Euroopa teaduskraadi foorumil ja olles aktiivselt kaasatud tulevase Euroopa teaduskraadi poliitikalabori töösse. Samuti kutsutakse neid üles kasutama võimalust teha aktiivset koostööd ja pakkuda üliõpilastele tõeliselt riikidevahelisi õpikogemusi , mis valmistavad ette kvalifitseeritud tööjõudu, kes on valmis võtma vastu väljakutseid Euroopas ja kogu maailmas. Toetada atraktiivseid ja kestlikke karjäärivõimalusi kõrghariduses käsitleva nõukogu soovituse rakendamist Tõhus ja innovaatiline riikide koostöö kõrghariduse valdkonnas nõuab pühendumist kvalifitseeritud akadeemiliselt töötajatelt, kes saavad osaleda põhjalikes pikaajalistes partnerlustes kolleegidega teistest kõrgkoolidest. Oma ettepanekus nõukogu soovituseks atraktiivsete ja kestlike karjäärivõimaluste kohta kõrghariduses teeb komisjon ettepaneku järgmiseks: koostada suunised kõrghariduse karjäärivõimaluste ja personalipoliitika heade tavade kohta ning akadeemiliste töötajate pädevusraamistik, tuginedes olemasolevatele asjakohastele liidu tasandi pädevusraamistikele, nagu teadlaste Euroopa pädevusraamistik; toetada spetsiaalse sotsiaaldialoogi korraldamist; jälgida soovituse põhielemente Euroopa kõrgharidussektori vaatluskeskuse kaudu; edendada koostoimet nõukogu soovitusega andekate teadlaste, novaatorite ja ettevõtjate Euroopasse meelitamise ja nende Euroopas hoidmise Euroopa raamistiku kohta, mis on välja töötatud Euroopa teadusruumi raames ja mida kohaldatakse teadlaskarjääri suhtes kõigis sektorites, sealhulgas akadeemilistes ringkondades; hõlbustada vastastikust õpet liikmesriikide, kõrgharidusasutuste, Erasmus Munduse praktikute ja Euroopa ülikoolide liitude vahel, et asjakohaselt tunnustada riikidevahelises koostöös ja õpetamises osalevaid akadeemilisi töötajaid; kestlikud karjääriväljavaated ning talentide haldamise meetmed töötajatele, kes osalevad kestlike liitude, näiteks Euroopa ülikoolide liitude koordineerimises ja arendamises. Meede. Komisjon kavatseb toetada atraktiivseid ja kestlikke karjäärivõimalusi kõrghariduses käsitleva nõukogu soovituse rakendamist toetuse, vastastikuse õppimise ja seire kaudu. Koostoime muude seotud meetmetega Komisjon soovib tagada koostoime muude asjakohaste meetmete ja poliitikavaldkondadega, et toetada Euroopa teaduskraadi sujuvat ja edukat kasutuselevõttu. Selleks kavatsetakse teha järgmist: jätkata Bologna protsessi vahendite ja riiklike akadeemilise tunnustamise infokeskuste võrgustiku (NARIC) rakendamise toetamist programmi „Erasmus+“ raames rahastatavate kiirendustöörühmade kaudu, et tagada kiiremad edusammud kvalifikatsioonide automaatsel tunnustamisel; jätkuvalt edendada võimalusi kasutada Euroopa nullnetotööstuse akadeemiate loodud õppekavasid, sisu ja materjale ühiskraadide jaoks, mis on suunatud rohepöörde ja nullnetotehnoloogia tööstusharude oskuste nappuse leevendamisele; uurida koostoimet ja seoseid direktiivi (millega kehtestatakse ELi raamistik kvalifikatsioonide tunnustamiseks reguleeritud kutsealadele juurdepääsuks) ja Euroopa teaduskraadi vahel ning tagada kooskõla ja -toime Euroopa teaduskraadi ning Euroopa kvalifikatsiooniraamistiku, mitmekeelse Europassi platvormi, Euroopa digitaalsete kvalifikatsioonitunnistuste ning oskuste ja ametite Euroopa klassifikaatori (ESCO) valdkonnas tehtava edasise töö vahel. Meetmed. Komisjon jätkab Bologna protsessi vahendite rakendamise toetamist programmi „Erasmus+“ 2024. aasta Euroopa kõrgharidusruumi projektikonkursi kaudu. Kavas on uurida seoseid Euroopa teaduskraadi ja kutsekvalifikatsioonide tunnustamise direktiivi vahel ning tagada kooskõla Euroopa kvalifikatsiooniraamistiku, Europassi, Euroopa digitaalsete kvalifikatsioonitunnistuste ning oskuste ja ametite Euroopa klassifikaatoriga (ESCO) . Anda tihedas koostöös liikmesriikide ja sidusrühmadega ülevaade edusammudest Tuginedes tehtud edusammudele ja hinnangule selle kohta, kas kaks Euroopa teaduskraadi ühinemispunkti on sobivad, kavatseb komisjon alustada edasist tulevikku suunatud tööd, sealhulgas: vaadata koos Euroopa teaduskraadi poliitikalabori ja Euroopa teaduskraadi foorumiga läbi liikmesriikides Euroopa teaduskraadi kasutuselevõtul tehtud edusammud ; teha koostööd liikmesriikidega, et astuda täiendavaid samme kõrgharidusasutuste liitudele õigusliku staatuse loomiseks . Meede. Komisjon kavatseb koos liikmesriikide ja sidusrühmadega anda ülevaate edusammudest Euroopa teaduskraadi loomise igas etapis. Komisjon kutsub liikmesriike üles töötama Euroopa teaduskraadi kasutuselevõtu nimel, kasutades vajalike reformide läbiviimiseks ELi vahendite kaudu antavat toetust ja vastastikust õpet . Reformide seire ja toetamine Komisjon on pühendunud sellele, et tagada liikmesriikide jätkuv toetamine tõhusate reformide tegemisel Euroopa teaduskraadi kasutuselevõtuks , ning julgustab neid astuma samme, et maksimeerida ELi eelarve kasutamist ning kasutada täiel määral ära asjakohaste ja olemasolevate ELi rahastamisvahendite toetust. Lisaks tuletab komisjon liikmesriikidele meelde, et hariduse ja koolituse valdkonna ülevaade ning Euroopa poolaasta protsess on riiklike reformide toetamisel ja kiirendamisel väga asjakohased ja olulised. Mis puudutab tulevast toetust pärast 2027. aastat, siis tuletab komisjon meelde, et ettepanekut järgmise mitmeaastase finantsraamistiku kohta ja sellega seotud läbirääkimiste tulemusi ei saa praegu veel ette ennustada. Meede. Komisjon kavatseb toetada liikmesriike Euroopa teaduskraadi kasutuselevõtuks vajalikes reformides ning kutsub neid üles kasutama asjakohaseid ELi vahendeid reformide läbiviimiseks. Kokkuvõte Käesoleva teatisega Euroopa teaduskraadi loomise tegevuskava kohta kutsub komisjon liikmesriike, pädevaid piirkondade omavalitsusi ja nende kõrghariduskogukondi üles ühendama jõud üliõpilaste, tööandjate, ülikoolide ja Euroopa Liidu kui terviku hüvanguks. Euroopa teaduskraad on kavandatud vabatahtliku ja paindliku lahendusena, et ületada olemasolevad takistused, mis pärsivad Euroopa haridusruumi täieliku potentsiaali saavutamist. Astmeline lähenemisviis võimaldab kõigil haridussüsteemidel, austades täielikult nende mitmekesisust, valida ühinemiskoha Euroopa kraadi kasutuselevõtuks. Liikmesriikidel on juhtroll ja nad liiguvad edasi omas tempos ning komisjon toetab dialoogi ja vastastikust õppimist, pakub stiimuleid ja uurib koostoimet teiste algatustega. Nii nagu programmil „Erasmus+“ on olnud ülekanduv mõju rohkemate vahetusvõimaluste ja paindlikuma õpikeskkonna loomisel, aitaks Euroopa teaduskraad muuta ühisõppekavad kõigis kõrgharidusasutustes laiemalt kättesaadavaks, järgides seejuures täielikult subsidiaarsuse põhimõtet. Astudes järjekordse sammu Euroopa teaduskraadi loomise suunas ja kasutades ära selle ainulaadset Euroopa mõõdet, tunnustame Euroopa kõrgharidusasutuste riikidevahelisi koostööpüüdlusi pakkuda õpilastele enneolematuid võimalusi isiklikuks arenguks, akadeemilisteks saavutusteks ja Euroopa kodakondsuseks, andes neile parema eelduse olla edukas tänapäeva globaalses majanduses. Euroopa teaduskraad valmistab üliõpilasi ette orienteeruma ja saavutama edu maailmas, kus väljakutsetel ja võimalustel ei ole riigipiire. Peame oma õpilasi valmistama ette mitte ainult maailmamajanduses osalemiseks, vaid ka selle juhtimiseks. Seda tehes ei suurenda me üksnes liidu konkurentsivõimet, vaid aitame kaasa ka jõukama ja paremini ühendatud maailma saavutamisele. Delegations will find attached document QUOTE " QwBvAG0AbQBEAG8AYwBzAHwAUwBMAA== ADDIN "DocuWrite metadata link" COM(2024) 147 final " COM(2024) 147 final . Encl.: QUOTE " QwBvAG0AbQBEAG8AYwBzAHwAUwBMAA== ADDIN "DocuWrite metadata link" COM(2024) 147 final " COM(2024) 147 final ANNEX I Building blocks for a c ross-Institutional Quality Assurance Framework for alliances of Higher Education Institutions Introduction The following building blocks are formulated to serve as a basis for the development of a full framework for a new cross-institutional quality assurance approach of alliances of higher education institutions. They build on the outcomes of the Erasmus+ funded projects QA -FIT and IMINQA. These building blocks were developed together with quality assurance stakeholders and is not intended to duplicate any other quality assurance processes. They will be further co-developed together with Member States and higher education stakeholders. They will serve as a voluntary tool t hat alliances of higher education institutions may use to ensure the quality and the efficiency of their jointly managed activities. Purpose In line with the principles of the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) , a quality assurance e valuation should combine the twin purposes of accountability and enhancement, namely: contribute to the Alliance's quality enhancement and support the Alliance in achieving its objectives ; and allow the Alliance to demonstrate the quality of its jointly managed activities . As a result, the e valuation , to be carried out by a quality assurance agency selected by the Alliance, should: acknowledge that the cooperation of higher education institutions is an Alliance , within the meaning of this Recommendation ; lead to a re d u c tion in the administrative burden for the Alliance by enabling jointly managed activities to be externally quality assured jointly once during a set period of validity , instead of being subject to multiple national external quality assurance systems ; and facilitate the quality assurance of joint educational provision by Alliances, for example, joint programmes or micro-credentials. Principles The evaluation methodology developed by quality assurance agencies should: reflect the autonomy and diversity of Alliances ; encourage an Alliance to establish a joint internal quality assurance system covering all its joint education provision ; follow a once-only principle: the joint educational provision should be externally quality-assured only once within the same period of validity ; and integrate all relevant parts of the ESG, the European Approach to Quality Assurance of Joint Programmes and , where relevant, the European criteria for a European degree set out in Annex II to this Recommendation . Eligibility The evaluation should be open to any Alliance of higher education institutions in the European Higher Education Area. The Alliance should have some form of Alliance-level internal quality assurance that takes responsibility for certain jointly managed activities. Scope The focus of the evaluation should be the effectiveness of the Alliance's internal quality assurance and quality enhancement mechanisms. The Alliance should determine and make transparent which joint educational provision and activities are subject to the common, Alliance-level internal quality assurance. Key Features The evaluation should be based on standards that fully incorporate ESG Part 1. The standards should also include confirmation that the Alliance's internal quality assurance ensures that: joint education programmes offered by the Alliance comply with the standards of the European Approach to Quality Assurance of Joint Programmes ; and joint education programmes meet the European criteria to deliver the European label, or as appropriate , the European d egree, if the Alliance decide s to deliver it. The evaluation should be carried out by one EQAR-registered agency, chosen by the Alliance. The evaluation should have a consistent methodology and procedure, to be set out in a full framework to be developed based on these building blocks , which are applied regardless of the EQAR-registered agency performing the evaluation. The methodology should ensure that each procedure is tailored to the individual Alliance, considering the Alliance's mission, composition (for example, size and geographic spread), and the scope of jointly managed activities. Results and consequences The evaluation should result in a decision by the EQAR-registered agency, which could be positive, positive with conditions or negative. A positive e valuation decision should give the Alliance the right to: self-accredit its joint educational provision covered by the evaluation, using the European Approach to Quality Assurance of Joint Programmes standards ; and use the European label for those programmes that comply with the European degree (label) criteria, and deliver, if possible and on a voluntary basis , a European degree. Member States should recognise a positive evaluation decision as follows : for national external quality assurance at institutional level: exempt all joint education provision that is covered by a joint internal quality assurance that passed the evaluation from undergoing additional national quality assurance procedures ; and for national external quality assurance at programme level: exempt all programmes that are covered by a joint internal quality assurance that passed the evaluation from undergoing additional national quality assurance procedures . ANNEX II The European criteria set out the key features of the European degree and the European label. They guarantee the respect of the highest standards to offer transnational programmes and transnational degrees and explains why it is different from degrees awarded in other parts of the world. Higher education institutions would be able to award the European degree based on an assessment by existing national structures (for example, national quality assurance agencies) of whether the joint programme fulfils all these European criteria. The proposed European criteria that are presented below are the result of a huge collaborative work and testing that involved more than 140 higher education institutions across all Member States, 17 ministries and 20 national q uality a ssurance agencies , students’ organisations and economic and social partners . European criteria for a European d egree (label) EQF Levels Transnational programme organisation and management Higher education institutions involved The joint programme is offered by at least 2 higher education institutions from at least 2 different Member States. 6, 7, 8 Transnational joint degree delivery The joint programme is jointly designed and jointly delivered by all the higher education institutions involved. 6, 7, 8 The joint programme leads to the award of a joint degree . 6, 7, 8 A joint D iploma S upplement is issued to students . 6, 7 The joint programme describes the learning outcomes and credits in line with the ECTS Users Guide. 6, 7 Joint arrangements for the joint programme The joint programme has joint policies, procedures and/ or arrangements defining curriculum planning and delivery, as well as all organisational and administrative matters . Students’ representatives are part of the decision-making process to define the joint policies and procedures and/ or arrangements. 6, 7, 8 Quality assurance arrangements Internal and external Quality Assurance is conducted in accordance with the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG). The higher education institutions, the study field or the programme are evaluated by an EQAR registered agency. 6, 7, 8 The joint programme is evaluated using the standards of the European approach for quality assurance of joint programmes (EA). 6, 7, 8 Graduate tracking The joint programme monitors graduates through a graduate tracking system. 6, 7, 8 Learning experience Student-centred learning The joint programme is designed and continuously enhanced and delivered in a way that encourages students to take an active role in the learning process. Assessment of students reflects this approach. 6, 7, 8 Interdisciplinarity The joint programme includes embedded interdisciplinarity components. 6, 7, 8 Labour market relevance The joint programme aligns with labour market requirements by incorporating intersectoral components or activities and the development of transversal skills. 6, 7, 8 Digital skills The joint programme includes components and actions related to the development of advanced digital skills of students, tailored to the capacities and circumstances of the joint programme, ensuring alignment with its scope and scholarly focus. 6, 7, 8 Transnational campus – access to services The programme has joint policies for students and staff to have access to relevant services in all participating higher educational institutions under equivalent conditions as all enrolled students and local staff. 6, 7, 8 Flexible and embedded student mobility The joint programme offers deep intercultural experience, including a minimum of 1 period of student physical mobility (that can be split in several stays) at one or more partner institution ( s ) representing overall at least 60 ECTS at EQF 6 level and 30 ECTS at EQF 7 level. The joint programme has a policy offering alternatives for students who are unable to travel. 6, 7 The joint programme offers deep intercultural experience, including a total of at least 6 months of physical mobility at one or more partner institution ( s ) . The joint programme has a policy offering alternatives for students who are unable to travel. 8 Co-evaluation and co-supervision for dissertations Dissertations are supervised by at least 2 supervisors and co-evaluated by co-supervisors or a committee with members from at least 2 different institutions located in 2 different countries . 8 European Values Democratic values The joint programme's joint policies promote and adhere to democratic values. 6, 7, 8 Multilingualism During the joint programme, each student is exposed to at least 2 different EU languages . 6, 7, 8 Inclusiveness The joint programme commits to wide participation by fostering diversity, equality , and inclusion and by adopting tailored measures to support students and staff with fewer opportunities. 6, 7, 8 The joint programme commits to respect the principles of the European Charter for Researchers. 8 Green transition The joint programme has policies and actions related to environmental sustainability and implements measures to minimise the environmental footprint of its activities . 6,7 , 8 ANNEX III Glossary of Terms Alliance : refers to a group of European higher education institutions that have entered a transnational long-term, structural cooperation that is confirmed in a joint mission statement endorsed by the relevant decision-making bodies at institutional level of each member of the alliance. This cooperation involves joint decision-making in governance aspects and includes offering joint education provision as a core mission. This includes, for example, those alliances of higher education institutions funded under the European Universities initiative . Educational provision refers to higher education provision in its broadest sense, including programmes leading to a full degree, courses leading to a micro-credential , as well as provision that is not part of a programme leading to a formal degree . Evaluation : refers to a quality assurance review of a higher education institution or educational provision , carried out either internally or externall y. Joint programme refers to an integrated curriculum coordinated and offered jointly by different higher education institutions, leading to double/multiple degrees or a joint degree. Joint degree programme refers to a joint programme leading to a joint degree. Jointly managed activities : refers to those activities of the Alliance and its member higher education institutions that the Alliance have decided to make subject to the Alliance's joint internal quality assurance system. Quality assurance refers to the processes, both internal and external, carried out by a higher education institution or quality assurance agency, to ensure a learning environment in which the content of programmes, learning opportunities and facilities are equitable and fit for purpose. Quality assurance activities have the twin purposes of: Accountability: A quality assurance system assure s the higher education community and the public of the quality of the higher education institution’s activities by compliance with a set of standards . It can be the basis for providing certain rights to the institution: recruiting students, awarding degrees, obtaining public funding. Enhancement: Quality assurance systems also provide advice and recommendations to and within higher education institutions on how they might improve what they are doing. Taken together, accountability and enhancement of a quality assurance system create trust in the higher education institution’s performance. They are key to supporting the development of a quality culture that is embraced by all: from the students and staff to the institutional leadership and management. The term ‘quality assurance’ is used in this document to describe all activities within the continuous improvement cycle, i.e., both accountability and enhancement activities. Internal quality assurance refers to the processes carried out internally by the higher education institutions themselves. They are usually developed as part of the quality assurance strategy of higher education institutions, acknowledging their primary responsibility for the quality of their provisions and its assurance. External quality assurance refers to the processes carried out by quality assurance agencies. Institutional approach to external quality assurance means that the institution needs to go through an external quality assurance process at institutional level only, to assess the effectiveness of the internal quality assurance processes of the institution, and whether the institution has a sufficiently mature quality culture to ensure the high quality of its learning provisions. It allows the institution to develop and deliver programmes without the need for an external quality review at programme level (this is called self-accreditation in many countries). Programme approach to external quality assurance means that each individual programme (or group of programmes) to be delivered by one or more higher education institution needs to go through an external quality assurance process review. Combined approach to external quality assurance refers to a situation where a higher education system has both institutional and programme approaches to external quality assurance. This is the case in most higher education systems in the EU . Delegations will find attached document QUOTE " QwBvAG0AbQBEAG8AYwBzAHwAUwBMAA== ADDIN "DocuWrite metadata link" COM(2024) 145 final " COM(2024) 145 final . Encl.: QUOTE " QwBvAG0AbQBEAG8AYwBzAHwAUwBMAA== ADDIN "DocuWrite metadata link" COM(2024) 145 final " COM(2024) 145 final EXPLANATORY MEMORANDUM 1. CONTEXT OF THE PROPOSAL 1.1. Reasons for and objectives of the proposal In the knowledge economy, Europe’s future will be shaped by the performance of its education system s and its ability to compete in the global race for talent. For many of the challenges Europe is facing , education is bound to be part of the solution. Europe’s higher education sector play s a key role in equipping its workforce with the high-level skills needed on the labour market and lay s the foundation for Europe’s innovation capacity and competitiveness , notably in the context of a shrinking workforce. It is also instrumental for the capacity of EU citizens to learn and think independently, which is crucial for a function ing democracy. The h igher education sector must attract talented staff - and retain it . That staff should be able to thrive, regardless of background, and enjoy academic freedom, in line with democratic principles. Academic staff today take on a wide range of tasks, beyond traditional teaching and research roles. Career prospects and job satisfaction are decisive to retain academic talent . This proposal focuses on two further issues that impact the attractiveness of academic careers : (1) P ioneering new joint transnational educational activities - like a European degree - require s dedicated staff with specific skills. However, e xperience shows that engaging in transnational cooperation can result in additional work load which is not always recognised or rewarded . This w ork can be perceived as something to be performed on top of a full-time job , and this can be a disincentive to eng aging in work on transnational cooperation. (2) E quip ping people with high-quality skills requires well-trained , agile academic staff . However, the criteria for career appraisal and promotion in the higher education sector are more closely linked to research activities and less to the quality of teaching . This can discourage academic staff from teaching , coupled with a neglect of continuous training to keep them update d on pedagogical methods and content. As a result, academic staff may struggle with a balance between teaching and research , and therefore, engage less in teaching. Higher education institutions also guide innovation and the economic , civic and cultural development of their region. They develop people ’s knowledge and professional skills - but also bring people and communities together to the benefit of both . Yet , many higher education institutions do not attribute the necessary value to activities such as business and community engagement, place-based innovation or participation in institutional governance . This proposal seeks to address this as part of a larger package, with a Communication on a b lueprint for a European degree and a proposal for a Council r ecommendation on a European Quality Assurance and Recognition system. Th is initiative support s work towards a European degree , but goes further , with the recommendation on attracting and retaining excellent academic and professional staff in higher education to advance this goal . T he ultimate goal of the initiative is a thriving higher education sector, as a key building block of the European Education Area , to help Europe tackle future challenges, by equip ping people with skills in line with changing societal needs . Th is proposal should be seen alongside the Council Recommendation on establishing a European Framework to attract and retain research, innovation, and entrepreneurial talents in Europe - with b oth reinforcing synergies between the European Education Area and the European Research Area (ERA) . 1.2. Structural and operational issues to be addressed by th is rec ommendation E vidence from studies and consultations point to the disincentives for staff in higher education to engag e in transnational cooperation and teachin g , and the lack of recognition for these activities in career p rogression . 1.2.1. Promote, recognise, and val ue engagement in deep er transnational cooperation Research show s a widespread perception that the time staff in higher education devote to deepen ing transnational cooperation (including building and deploying European Universities alliances ) is not recognised adequately in their careers. I n a dedicated survey on this issue , most respondent s agree d that transnational cooperation in teaching and learning was part of the ir higher education institutional strategy (66%) , and that career pathways for academic staff effectively enable d , support ed , and encourage d transnational cooperation activities (65%). However, when it c ame to appraisal, promotion, and reward mechanisms, only 40% of respondents agree d that engagement in transnational cooperation was effectively taken into account . In many cases, respondents expressed the view that this work was underestimated and p eople were expected to do it in addition to their full-time job. Furthermore, European and international mobility opportunities for staff are not sufficiently facilitated. A cademic staff participating in the Erasmus+ programme or Mari e Sk łodowska -Curie Action admit that these two programmes allow them to make greater use of innovative teaching methods and foster closer connections with the labour market. Yet , a report on higher education systems resourc es in 24 responding OECD countries highlight s that only half of those sampled have dedicated national programmes to fund and suppor t staff mobility. 1.2.2. Promote, recognise, and val ue diverse academic roles and tasks , including innovati ng and effective teaching Academic staff working in higher education institutions are expected by their employer and the wider society to fulfil various additional roles and tasks on top of teaching and research. Ultimately, these additional tasks shape the role that higher education plays in society - educating highly skilled professionals and tackling social and economic challenges. However, the se diverse tasks are not valued equally. While formal mechanisms to recognise teaching in academic careers exist in most European countries, they do not seem to work well in practice . It is vital that teaching and other non-research academic activities – all of which are crucial to society – are valued on an equal footing with research . Stakeholder organisations are concerned about thi s lack of parity of esteem between research and teaching . They are also troubled by the high levels of dissatisfaction reported with institutional practice s related to the diversity of academic roles and tasks. For example, over two - thirds (70%) of respondents to a recent survey stated that the workload of academic staff was not fairly distributed evenly across staff types, seniority levels, and roles. A nother recent study shows that while teaching performance is regularly evaluated in many higher education systems, the results of th is evaluation have only a limited impact on career progression , with little recognition given to quality and innovative teaching . L inear career path models are another matter of concern to academic staff , as they hinder the capacity of higher education institutions to innovate and engage with their wider ecosystem . Academic staff can rarely move seamlessly between academia and other sectors. Yet, such a broadening of experience would contribute to both the quality of teaching and academic life. In addition, support for development of academic staff is seen as insu fficient. Dealing with a more diverse student body and involving them in a student-centred learning environment requires continuous updating of teaching methods . While there is support to academic staff to improve teaching methods (teaching enhancement) , this is not widespread across the European Education Area . The implementation of a formal teaching qualification requirement for academic staff taking up a teaching role in higher education, is even less common . 1.2.3. Promote competitive , safe, fair , free and non-discriminatory condition s to attract and retain staff High quality teaching and transnational cooperation can only be developed in a free, safe, predictable, and stable working environment. The wellbeing of the academic staff relies on several factors: possibility for professional development, equality and non-discrimination in recruitment and promotion, mobility opportunities, and intellectual freedom. These are key factors to attract younger generations to a career in academia. At the same time, t he lack of inclusiveness and competitiveness in terms of attractive working conditions may deter people from opting for this type of career. The high proportion of precarious contracts in the field of higher education, especially in early-stage careers, prevent them from develop ing their professional skills. That is why e ffective social dialogue and academic freedom are necessary supportive elements to achieve high quality education and transnational cooperation . T he specific characteristics of higher education and variety of institutions means the situation of academic staff is quite varied - in particular among those in the early stages of their careers. Many staff in higher education are employed on short-term or precarious contracts . While this may offer higher education institutions more flexibility, it can make the academic profession less attractive . Aside from job security and working conditions, t he wellbeing of academic and professional services staff also relies on reassurance that they can teach without interference or fear of reprisal. In a recent study, analysing the self-perception of academic freedom by 4, 000 academic staff in EU countries, 45% reported an erosion in the protection of academic freedom . Any incidents that could possibly undermine academic freedom may hamper academic work, which takes place, by its very nature, in a public space. F ear of persecut ion for one’s scientific views is a major disincentive to engage in a career in higher education. Europe has a highly accessible higher education system compared with the rest of the world. However, disadvantaged groups are still underrepresented among students, academic staff and researchers. It is important for higher education institutions to create an environment where talents from disadvantaged groups stay in academia and contribute – with their specific experience – to high quality academic work . Academic staff from underrepresented groups may act as role models for disadvantaged students, which could potentially help to attract diverse talents. Considering the societal role of academia, it needs to be open to diversity and create non-discriminatory and safe conditions to enable all staff to innovate and teach . Lack of inclusive and accessible recruitment, employment and mobility opportunities for persons with disabilities deter them from taking up or maintaining a career in this field. In 2020, six times fewer persons with disabilities than those without worked in the education sector . Evidence point s to p ersist ent gender imbalances , including contractual inequality . Women are more often employed on precarious (9% vs. 7.7% in 2019) and temporary contracts (3.9 percentage points more) than men. Despite progress in recent years, women are under - represented among academic staff in S cience, T echnology, E ngineering, and M athematics (STEM) , and in higher rank positions. Such gender differences can have a direct influence on the gender pay gap, as STEM fields tend to be associated with higher pay levels. The average proportion of women holding full professorship s or equivalent positions is 26% in the EU , and an even greater gender imbalance is found in governance, where only 24% of heads of higher education institutions are women. Improving the working conditions and addressing barriers and gender inequalities in academic careers play an important role in promoting competitive, free , inclusive , safe, fair and non-discriminatory conditions in academia, a s they are part of the elements needed to increase the attractiveness of higher education institutions for academic staff and foster high quality teaching and transnational cooperation. D ata on academic careers is often fragmented, making it difficult to analyse certain aspects in depth . Work on filling some of the existing data gaps has already begun as part of the work carried out by the European Higher Education Sector Observatory and the research careers observatory, to be developed within the European Research Area to monitor research careers in all sectors . However, better data collection and integration is needed to both monitor the institutional transformation in the EU’s higher education sector and to inform policymaking. 1.3. Objectives pursued by the proposed Council re commendation This Council recommendation aims to create a common EU-level framework on attractive, inclusive and sustainable careers in higher education. 1.4. Consistency with existing policy provisions in the policy area The proposal is a key deliverable under the European Education Area and builds on previous work set out in the below paragraphs . The Commission Communication on a European strategy for universities highlights the need for ‘ flexible and attractive academic careers in higher education ’ . T he Communication states that the ‘ Commission, in close cooperation with the stakeholders and the Member States, will propose a European framework for attractive and sustainable careers in higher education ’ ‘ in synergy with the research career framework developed under the European Research Area ’ . It also calls on Member States ‘ to promote parity of esteem between different academic career paths and provide more flexibility for academic careers, beyond academia . This objective was further reiterated in the Council Conclusions on a European strategy empowering higher education institutions for the future of Europe which states that ‘ the full variety of academic activities both within and beyond academia, on all dimensions of higher education institutions’ missions, needs to be considered in their career assessments ’ . Th is proposal for a Council recommendation considers the experiences of the Marie Skłodowska-Curie Actions, which contribute to these objectives by (i) attracting international talent to Europe ; (ii) promoting attractive working conditions ; and (iii) supporting training, mobility and career development of researchers and academic staff in Europe. The Council Recommendation on establishing a European Framework to attract and retain research, innovation, and entrepreneurial talents in Europe , aims at strengthening research careers in all sectors, including by introducing a new European Charter for Researchers. Both the framework and the Charter are in line with the Council Conclusions on ‘Deepening the European Research Area: Providing researchers with attractive and sustainable careers and working conditions and making brain circulation a reality’ adopted in May 2021 , and a key deliverable annexed to the Council Conclusions on the ‘Future governance of the European Research Area’ . The Commission adopted on 13 November 2023 a proposal for a Council r ecommendation ‘ Europe on the Move – learning mobility opportunities for everyone ’ . Th at proposed recommendation aims at providing opportunities for educators, staff and learners at any age . The Council Resolution on a strategic framework for European cooperation in education and training towards the European Education Area and beyond (2021-2030) sets as a priorit y , ‘m aking lifelong learning and mobility a reality for all ’ . This priority is strengthened by actions promoting ‘ a mindset of reskilling and upskilling throughout the Union ’ during the European Year of Skill s 2023 / 2024 and skills policies to match learners’ needs and skill set s ( including those acquired during mobility ) with labour market opportunities. The Council Recommendation of 23 November 2023 on improving the provision of digital skills and competences in education and training calls on Member States to ‘ continue to improve measures to recruit and train teachers with expertise in the areas of (….) advanced digital technologies in higher education, while acknowledging their need for a varied range of pedagogical and didactic skills ’ . 1.5. Consistency with other Union policies By strengthening high er education, t his proposal for a C ouncil r eco mmendation contributes to Europe’s efforts to invest in people and their skills, laying the foundation for sustained growth , competitiveness and high employment, in line with the European Semester. It is also consistent with the European Pillar of Social Rights , which set s out essential principles and rights relating to equal opportunities and access to the labour market, fair working conditions and social protection and inclusion , and the November 2019 Council Recommendation on ‘Access to social protection for workers and the self-employed’ . 2. LEGAL BASIS, SUBSIDIARITY AND PROPORTIONALITY 2.1. Legal basis Th e proposal is based on Articles 165 (4 ) and 166 (4) of the Treaty on the Functioning of the European Union (TFEU). Article 165(1) of the TFEU lays down that the Union is to ‘ contribute to the development of quality education by encouraging cooperation between Member States and, if necessary, by supporting and supplementing their action, while fully respecting the responsibility of the Member States for the content of teaching and the organisation of their education systems ’ . Article 165(2) of the TFEU further specifies that Union action in education is aimed at ‘ promoting cooperation between educational establishments ’ and ‘ at encouraging mobility of students and teachers. Article 166(1) of the TFEU stipulates that the Union shall implement a vocational training policy. Article 166(2) of the TFEU states that the Union action must aim to ‘ stimulate cooperation on training between educational or training establishments and firms ’ . Additionally, t he proposal is based on Article 153 (1) points ( b ) and ( i ) in conjunction with Article 292. Whilst Article 153 (1) points ( b ) and ( i) state that the Union shall support and complement the activities of the Member States in the field of working conditions and equality between men and women with regard to labour market opportunities and treatment at work , Article 292 of the TFEU provides the legal basis for the Council to adopt recommendations based on a proposal from the Commission. The initiative does not propose any extension of EU regulatory power or binding commitments on Member States. It is the Member States who will decide, based on their national circumstances, how they implement this Council recommendation. 2.2. Subsidiarity (for non-exclusive competence) The proposal is in conformity with the principle of subsidiarity as provided for in Article 5(3) of the Treaty on the European Union (TEU). It seeks to increase transnational cooperation in higher education while safeguarding the ability of the Member States to take independent legislative decisions and implement measures aimed at fostering deeper cooperation between higher education institutions. Notwithstanding Member States’ responsibility, transnational cooperation issues are by nature better addressed at EU level , through joint action. 2.3. Proportionality The proposal is in conformity with the principle of proportionality as provided for in Article 5(4) of the TEU. Neither the content, nor the form of the proposal exceeds what is necessary to achieve its objectives. The actions proposed are proportional to the pursued objectives as they respect Member States’ practices and the diversity of systems. Any commitments by Member States are voluntary in nature and each Member State remains free to decide on the implementation of the proposal . The added value of action at EU level is to foster deeper transnational cooperation between higher education institutions from different Member States, to improve the functioning of higher education in the EU and increase its worldwide attractiveness and competitiveness . 2.4. Choice of instrument To achieve the objectives referred to above, Articles 165(4) and 166(4) of the TFEU , as well as Article 292 as explained above, provide for the adoption by the Council of recommendations, on a proposal from the Commission. A Council recommendation is an appropriate instrument within the field of education and training where the Union has a supporting responsibility. 3. RESULTS OF EX-POST EVALUATIONS, STAKEHOLDER CONSULTATIONS AND IMPACT ASSESSMENTS 3.1. Stakeholder consultations Numerous consu l tation activities have been carried out over the recent years at the meetings of : (i) the European Education Area Strategic Framework W orking G roup on H igher E ducation ; (ii) the Directors General for Higher Education , and (iii) the Bologna Follow-up Group and of the Learning and Teaching Working Group. R egular discussions took place between the Commission and higher education institutions , stakeholder organisations , including the European Universities . Many stakeholders provided input in written contributions (EUA, YERUN, LERU, CESAER, The Guild, EURASHE ) . An online survey further strengthened stakeholders’ input, as did findings from an earlier literature review . This survey and these findings clearly indicat ed the perceived lack of recognition for teaching and other activities compared with research , in academic careers at higher eduction institutions . The call for evidence was published on 9 January 2024 and closed on 6 February 2024 , and s takeholders generally welcomed the initiative. The Commission also had exchanges with social partners such as ETUCE throughout the preparation process of this recommendation. 3.2. Collection and use of expertise Th e proposal is based on evidence and input received from stud ies and reports : ECORYS comprehensive literature review and online survey, including consultations meetings and focus groups ; OECD evidence review on academic careers , and a complementary review on wellbeing of academic staff conducted by NESET . I nputs based on Erasmus+ funded projects involving stakeholders organisations also provided input : the LOTUS project coordinated by the EUA and the E-note project . 3.3. Impact assessment An impact assessment was not carried out, given the voluntary nature of the proposed activities and the scope of the impacts expected. The development of the proposal was informed by prior studies, consultation s with stakeholders and M ember States, and a call for evidence . 3.4. Fundamental rights Th e proposal respects the principles recognised by the Charter of Fundamental Rights of the European Union , namely the right to education under Article 14 , the respect for the arts and scientific and academic freedom under A rticle 13, non-discrimination under Article 21, equality between women and men under Article 23, and the right to fair and just working conditions under Article 31 . 4. BUDGETARY IMPLICATIONS While this initiative will not require additional resources from the EU budget, the measures in this recommendation will mobilise sources of funding at EU, national and regional level. 5. OTHER ELEMENTS Implementation plans and monitoring, evaluation, and reporting arrangements The Commission intends to : F acilitate peer learning among Member States, higher education institutions and stakeholders , including European U niversities alliances on t eaching enhancement ; mechanisms ensuring the recognition of teaching and involvement in transnational cooperation activities , and providing sustainable career pathways and appropriate talent management measures for academic staff and professional services staff . F oster synergies between this proposal and the Council Recommendation on establishing a European Framework to attract and retain research, innovation, and entrepreneurial talents in Europe . This could help to ensure improved and consistent careers for academic staff working at higher education and research institutions . F acilitate evidence-based policy and monitoring progress of this proposal by mapping, through the European Higher Education Sector Observatory, existing data on higher education career and staffing policy at European, national, and institutional levels . The Commission also plans to identify data gaps and needs and to consider relevant links between the European Higher Education Sector Observatory and the observatory on research careers developed within the European Research Area. 2024/0078 (NLE) Proposal for a COUNCIL RECOMMENDATION on attractive and sustainable careers in higher education THE COUNCIL OF THE EUROPEAN UNION Having regard to the Treaty on the Functioning of the European Union, in particular Article 292 in conjunction with Article 153(1), point s (b) and (i) , and Article s 165 (4) and 166 (4) thereof, Having regard to the proposal from the European Commission, Whereas: (1) High-quality staff are essential for thriving Union higher education institutions and deeper transnational cooperation between Member States , in line with the European strategy for universities . (2) ‘ A cademic staff ’ in higher education should be understood as staff whose primary or major assignment is teaching or research in institutions offering programmes at European Qualifications Framework (EQF) levels 5 to 8 . Staff targeted by this Recommendation should be understood to includ e staff working at higher education institutions who do both teaching and research , and staff who do teaching only or mostly, regardless of their status. It also includes researchers working at higher education institutions, who may not have a permanent teaching assignment, but who are involved in the life of the institution and might be occasionally involved in teaching. (3) Some recommendations include professional services staff who are not strictly considered as ‘ academic staff ’ , but who have extensive high-level expertise in strategic, legal or communication fields, professionals working in areas related to academic tasks but with no direct engagement in them , or higher education professionals with extensive knowledge of higher education and other relevant policy. (4) Higher education institutions are experiencing changing conditions and new types of academic activities are being created. Academic staff in higher education are expected to fulfil various roles from traditional education and research to entrepreneurship and innovation, knowledge valorisation, transnational cooperation, business and community engagement , regional and local development, mentoring, administration and management and participation in institutional governance . Th ose various roles are unevenly recognised . In order to tackle bias in career structures and overall social recognition of research at the expense of teaching and other non-research academic activities , it would be appropriate to promote approaches that acknowledge diverse academic career paths and consider these in staff appraisal and career promotion processes . (5) Creating better conditions for academic staff and addressing barriers c an help increase the attractiveness of higher education institutions as places of work and enhance their capacity to trigger additional positive spill-over effects, notably on the labour market by stimulating the development of talent . A more val ued and supported academic staff can help nurture the workforce needed for the development of regional economies, which are increasingly dependent on knowledge, innovation, and highly skilled people. The importance of attractive and effective higher education institutions has been especially recognised in regions in a talent development trap or at risk of falling into one, which are lagging in terms of creating new economic opportunities . (6) Increasingly strategic transnational activities , including building European Universities alliances and developing transnational educational programmes , require academic staff, as well as professional services staff to dedicate additional time and energy to those activities on top of core teaching and research. In order to further develop these activities, appraisal and promotion mechanisms need to acknowledge staff involvement in work on transnational cooperation. (7) A free and non-discriminatory working environment is an important enabling factor for academic staff to provide high quality teaching . Academic freedom should be protected and promoted to maintain the high level enjoyed by academic staff in the U nion . Academic staff and professional services staff may also face challenges of unsatisfactory working conditions , heavy workload and gender or other biases in assessment and recognition . Also, women are more often employed on precarious and temporary contracts than men . To address those challenges, it is necessary to promote competitive , accessible and fair working conditions in academia . (8) The Union action towards inclusiveness, diversity, and gender equality in higher education is based on an inclusive excellence approach . It seeks to support excellent higher education while ensuring equality of participation with a special focus on under - represented and disadvantaged communities. In order to address the underrepresentation of certain groups in higher education institutions, in particular in leadership positions, it would be appropriate to promote diversity and inclusion plans at higher education institutions, and in career promotion processes. (9) This Recommendation is designed in close synergy with the Council R ecommendation on establishing a European Framework to attract and retain research, innovation and entrepreneurial talents in Europe , which aims at more attractive research careers in all sectors, including academia, and at a full recognition for all types of career paths . Both recommendations aim at improving working conditions, stability of careers, skills, gender equality, inclusiveness and social protection measures for their respective target groups . (10) This Recommendation aims to encourage better recogni tion of the energy and time that academic staff and other professional services staff devote to transnational cooperation activities , for example the European Universities alliances . For the full roll-out of t his initiative , and the encouragement of transnational cooperation activities, including development of joint degrees, full involvement of staff and career perspective s for academic and professional services staff involved in the strategic coordination functions should be promoted . Incentivising staff to promote transnational and intersectoral mobility should also greatly contribute to the development of transnational innovative and interdisciplinary educational program mes , for the benefit of all students. (11) This Recommendation aims at promoting measures to enhance continuous professional development, and to further acknowledge the variety of activities that academic staff perform. This will allow for full staff mobilisation to develop innovative teaching and learning , stimulate the upskilling and reskilling mindset, and promote the acquisition of skills for the green and digital transition s , including the use of artificial intelligence in teaching . (12) This Recommendation aims to promote competitive, fair , inclusive, accessible , safe and non-discriminatory conditions for academic and professional services staff to attract them to and retain them i n the higher education sector . A cademic staff should be enabled to develop innovative teaching methods in an environment where working conditions are competitive and fair and where fundamental rights are protected and there is no fear of reprisal and/or undue external influence. (13) This Recommendation also aims to improve the evidence-base for developing human resources policies and strategies in higher education. Since no internationally comparable data are collected systematically on academic staff and diverging sets of staff categories are used in different higher education systems, it would be appropriate to explore the possibility for collecting more detailed data to sufficiently monitor emerging trends and to take truly evidence-based policy steps for deeper transnational cooperation at the level of the Union . (14) In support of this Recommendation, t he Commission intends to c oordinat e , in close cooperation with Member States, higher education institutions and social partners , in the European Education Area Strategic Framework Working Group on Higher Education , the preparation of g uidelines to provide advice how higher education institutions can improve attractiveness of academic and professional support staff careers , and a European competence framework for academic staff , to enhance permeability of careers across sectors, building on existing relevant competence frameworks at Union level, such as the European Competence Framework for Researchers (ResearchComp) . (15) The Commission also intends to s upport the organisation of a dedicated social dialogue at U nion level on the careers of academic and professional services staff , f acilitate peer learning between Member States on effective mechanisms ensuring recognition of academic and professional services staff engagement in transnational cooperation , and innovative teaching activitie s; and to support evidence-based policy and monitoring progress by mapping, through the European Higher Education Sector Observatory existing data on higher education career and staffing policy at European , national, and institutional level , and identifying data gaps and needs . (16) The Commission f oster s synergies with the Recommendation on establishing a European Framework to attract and retain research, innovation, and entrepreneurial talents in Europe , to ensure improved and consistent career s for academic staff working at higher education institutions and engaged in both teaching and research . (17) The Commission intends to f urther develop, promot e , and provid e support to transnational educational cooperation and innovative educational excellence through relevant financing sources at U nion level, including through the Erasmus+ programme , and encourage Member States to use the Technical Support Instrument to receive tailor-made technical expertise to design and implement the necessary reforms in the higher education area, including by fostering cooperation between policy makers, research and academia and by developing the attractiveness of academic careers , HAS ADOPTED THIS RECOMMENDATION : T ransnational cooperation 1. It is recommended that Member States promote , recognise and val ue engagement in deep er transnational cooperation, in particular : (a) e ncourage and support engagement of academic and professional services staff in deep er transnational cooperation activities such as joint degree programmes or joint education and training offers leading to micro-credentials , at all levels and across all disciplines, by val uing such activities. For example, by: (i) considering the integrati on of objectives related to transnational educational cooperation in career pathways , and in staffing policy at national and institutional levels ; (ii) taking the development of joint transnational educational activities into account in the academic career appraisal of academic staff ; (iii) taking into account work related to transnational cooperation in the total working hours of academic staff ; (b) p ursue the objective, in dialogue with the higher education sector, to develop long - term career perspectives and talent management measures targeting academic and professional services staff involved in the coordination and management of alliances of higher education institutions, such as European Universities alliance s ; (c) encourage the d evelopment and promotion of new opportunities for European and international mobility , offering also alternative forms for those who cannot travel, for academic and professional services staff , also by leveraging existing instruments for career management and labour mobility, such as the Europass platform and the European cooperation network of employment services (EURES) mobility advisers ; (d) s upport higher education institution s to ensure that they can dedicate adequate human resources capacity to transnational cooperation ; (e) e ncourage the p ossibility for academic and professional services staff to practice lifelong learning, including by going on sabbatical leave for the purposes of improving skills necessary for transnational educational activities . H igher education institutions 2. It is recommended that Member States promote, acknowledge and val ue diverse academic roles, including innovative and effective teaching, and in particular : (a) e ngage, in dialogue with the higher education sector, with an aim to: (i) e nsure that human resources policies in the higher education sector recognise and reward similarly diverse roles of academic staff, such as teaching, research, entrepreneurship and innovation, knowledge valorisation, transnational cooperation, business and community engagement , regional and local development, mentoring, administration and management, participation in institutional governance ; (ii) p romot e approaches, new and existing, that value, acknowledge and reward diverse academic career paths for permeability of careers across the different roles of academic staff as referred to in point 2 (a)(i) ; across various public and private sectors ; and across countries, taking into account career breaks i n a transparent manner ; (iii) d evelop practices in the higher education sector , to val ue teaching enhancement and staff development, and promote parity of esteem for teaching as compared to research , in staff appraisal and promotion ; (iv) e ncourage institutional leadership in higher education institutions to increase and maintain the focus on learning and teaching by giving as much attention to teaching as to research , and to val ue those who actively champion teaching and learning excellence at higher education institution s ; (b) d evelop practices in the higher education sector , in cooperation with the higher education sector, to invest in continuous skills development by : (i) p rovi d ing a ppropriate training and support to academic staff conducting teaching activities , including early career staff and part -time teachers ; (ii) s upport ing teaching enhancement, by endorsing research on teaching and experimentation with new pedagogical methods , and c reat ing innovative teaching and learning centres across higher education institutions to a ssist academic staff with their teaching mission ; (iii) p rovid ing s upport for continuous professional development to academic staff in innovative approaches to learning and teaching, including through micro-credentials, to enhance digital and innovative teaching approaches, including leveraging the safe and transparent use of artificial intelligence , embedding learning for the green transition and sustainable development in their courses , inclusive learning approaches addressed to diverse groups of learners , the integration of transnational cooperation within education and training programmes: sharing knowledge through online courses with the rest of the world based on Open Education principles ; (c) c onsider i ntegrat ion of indicators that assess the degree of innovation and quality in teaching and learning into existing quality assurance processe s. 3. It is recommended that Member States encourage respect of collective agreements, effective social dialogue, and the autonomy of social partners, and to take support action so that employers provide attractive, inclusive and competitive working conditions, where academic staff are valued, encouraged and supported. Such support action could include : (a) i mprov ing recruitment practices and working conditions of academic and professional services staff , as well as related funding mechanisms, to make those conditions more transparent, predictable , accessible and stable , especially for early-career staff ; (b) providing commensurate remuneration free from gender pay gaps, work-life balance and flexible working conditions of academic and professional services staff that help bring together personal life, family, caring responsibilities , health, safety, and overall wellbeing, without prejudice to careers ; (c) providing access to adequate social protection irrespective of the form of employment, without prejudice to the right of Member States to define the fundamental principles of their social security systems. Such measures could pertain to the following branches, insofar as they are provided in the Member States: unemployment benefits; sickness and healthcare benefits ; maternity leave ; paternity leave and parental leaves and related benefits ; invalidity benefits ; old-age benefits and survivors’ benefits ; benefits in respect of accidents at work and occupational diseases; (d) providing access to updated, comprehensive, user-friendly and clearly understandable information on their social protection rights and obligations, and to ensure that entitlements – whether acquired through mandatory or voluntary schemes – are preserved, accumulated and/or transferable across all types of employment and self-employment statuses and across borders, economic sectors, throughout the working life or during a certain reference period and between different schemes within a given social protection branch ; (e) e nsur ing that academic staff can engage, at all stages of their careers and whatever their type of employment contract , in teaching and learning, in research, without interference or fear of reprisal by: (i) contribut ing to the effectiveness of monitoring mechanisms promoting and defending academic freedom ; (ii) d efining frameworks to protect individual members of academic staff against undue external interference and threats ; (iii) contributing to transparency in funding or co ope ration agreements by applying effective risk management ; (f) e nsur ing gender equality, gender balance, equal opportunities and inclusiveness for academic staff from all backgrounds , including by d evelop ing and shar ing good practices in higher education regarding gender equality, inclusiveness and diversity and encourag ing higher education institutions to either use existing or develop new tools such as Diversity Charters , codes of conduct , guidance material s or handbooks ; (g) e nsur ing the e ffectiveness of measures aiming at creating an inclusive working environment by : (i) supporting female academic staff to achieve a high level of academic seniority and senior management/leadership roles ; (ii) promoting introduction of gender equality plans and broader diversity and inclusion plans at higher education institutions, and in career promotion processes ; (iii) contributing to more supportive and trust-based appraisal practices, prioritising intrinsic motivation, open feedback, and collaboration , including by developing the basis for evidence-based policy making on inclusion and diversity . 4. It is recommended that Member States e ngage in m ore evidence-based policymaking aimed at creating competitive, safe, fair and non-discriminatory conditions in academia based on available organisational, national, and European data on higher education career and staffing policy . 5. It is recommended that Member States follow this Recommendation as soon as possible to allow for the full implementation of the priorities of the Council Conclusion on a European strategy empowering higher education institutions for the future of Europe . They are invited to regularly inform the Commission , in the context of the European Education Area framework working structures , of the corresponding measures to be taken at the appropriate level to support the objectives of this Recommendation as essential steps towards achieving and further developing the European Education Area . Done at Brussels, For the Council The President Delegations will find attached document QUOTE " QwBvAG0AbQBEAG8AYwBzAHwAUwBMAA== ADDIN "DocuWrite metadata link" COM(2024) 147 final " COM(2024) 147 final . Encl.: QUOTE " QwBvAG0AbQBEAG8AYwBzAHwAUwBMAA== ADDIN "DocuWrite metadata link" COM(2024) 147 final " COM(2024) 147 final EXPLANATORY MEMORANDUM 1. CONTEXT OF THE PROPOSAL Context and purpose of the proposal In her 2019 Political Guidelines , Commission President von der Leyen expressed her commitment to making the European Education Area a reality by 2025. The objective is to create a space where everyone has an opportunity to learn or to study abroad. Higher education plays a key role for Europe’s future, its citizens, societies and economies. We need to continue encouraging transnational cooperation and learning mobility in higher education (i.e. going abroad for university studies) , as highlighted in the 2022 European strategy for universities . The purpose of q uality assurance systems is to ensure that higher education meets the needs and expectations of students, employers, society and other stakeholders. It lays the groundwork for trust between education systems , which is the condition for the automatic recognition of qualifications and ultimately learning mobility. A ccording to a survey , one third of higher education institutions check the quality assurance arrangements of other institutions when deciding whether to recognise a qualification. Quality assurance refers to the processes, carried out by a higher education institution (internal) or quality assurance agency (external) , to ensure the quality of a higher education institution . Quality assurance activities have the twin purposes of: accountability : to assure the quality of the higher education institution’s activities and compliance with a set of standards; and enhancement : to provide recommendations on how higher education institutions improve their performance. Taken together, accountability and enhancement form the basis of trust . In most cases, quality assurance is part of the process whereby national higher education systems grant universities the right to enrol students, award degrees or use public funds. E xternal quality assurance can take various forms : An i nstitutional approach means that the institution undergoes a periodic external quality assurance review at institutional level only. It allows the institution to develop and deliver programmes without an additional external quality review. A programme approach means that each single programme (or group of programmes) by one or more higher education institution(s) needs to go through a periodic external quality assurance review. A combined approach refers to a situation where a higher education system uses both institutional and programme approaches . This is the approach most used in the EU . Automatic recognition is the right for a qualification holder (for example, of a b achelor ’s degree ) that has been issued by one Member State to enter a higher education programme at the next level (for example, a m aster ’s degree ) in any other Member State, without a separate recognition procedure . The purpose of this proposal is to ensure that quality assurance and recognition systems in higher education support transparency, mobility and transnational cooperation , as well as maintaining high quality and mutual trust . This would benefit students engaging in learning mobility and host ing higher education institutions. B uilding on experiences with European Universities alliances , this initiative will facilitate partnerships between higher education institutions and help develop more joint programmes and other joint education provision , with the aim of leading to a European degree . The r eview of q uality a ssurance at EU-level is well-timed , as the Recommendation of the Council and European Parliament on further European cooperation in quality assurance in higher education dates from 2006. While that initiative brought about progress (notably the set-up of the European Register of Quality Assurance Agencies , allowing Member States to choose which one they used), implementation remains uneven . Since 2006, higher education has changed, particularly with the creation of European Universities alliances and the development of more joint programmes and micro- credentials. There is a strong case for simplification . European Universit ies and other alliances of higher education institutions face obstacles to develop ing joint education provision . Q uality assurance procedures either diverge between Member States (different regulations) or are lengthy and complex (same regulations but varying administrative approaches). Quality assurance systems can evaluate the extent to which higher education system s respond to societal and economic developments. S takeholders support an increased focus on this area, in respect of higher education autonomy and Member State responsibility for their systems . Revisiting quality assurance is a n opportunity to link it better with recognition of qualifications and learning periods abroad , which until now have been completely separate areas . T he implementation report of the 2018 Council Recommendation on promoting automatic mutual recognition of higher education and upper secondary education and training qualifications and the outcomes of learning periods abroad reveals room for improvement . T he intergovernmental Bologna p rocess involving 49 countries including all EU Member States, has brought about progress in quality assurance and recognition in higher education. The t ools it developed include the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) and the European Approach for Quality Assurance of Joint Programmes (the European Approach) , which seeks to facilitate accreditation and avoid duplication . The latter tool has not been widely used, due to a lack of enabling frameworks at national and regional levels. This initiative builds on existing tools and encourages their full exploitation . Notwithstanding this progress, the vision of the European Education Area is more ambitious. This initiative is part of a package announced in the 2024 Commission w ork p r ogramme , under ‘ Promoting our European way of life ’ . The package includes a Communication on a b lueprint for a European degree and a Council r ecommendation on attractive and sustainable careers in higher education. The two Council r ecommendations support the Communication, while covering more than just the aim of developing a European degree . Structural and operational issues addressed by the proposed Council Recommendation The initiative is based on consultations with stakeholders and Member States. It seeks to address the following issues: Uncertainty, cumbersome and lengthy recognition procedures of qualifications and learning periods abroad deter students from pursuing their education in another country . Current quality assurance arrangements are complex and can increase administrative burden . The u neven use of existing tools , such as the European Approach, is a barrier to transnational cooperation, as a single Member State not allowing its use can have a disproportionate impact on cooperation within an alliance. Quality assurance is sometimes too focused on formal requirements rather than advising on educational provision improvement , such as through thematic reviews of higher education institution incorporat ion of cross-cutting issues like the green and digital transitions, academic freedom or social inclusion . Therefore, the initiative proposes to : Simplify , where possible, the procedures to help deliver on the European Education Area, notably with joint programmes developed by European Universities alliances, Erasmus Mundus Joint Masters, Marie Skłodowska-Curie (MSCA) Joint Doctoral Programmes , European Institute for Innovation and Technology labelled programmes and specialised education programmes funded via the Digital Europe Programme . Develop specific enhancement-oriented and thematic reviews to enhance learning and teaching quality , fully respecting institutional autonomy. Proper follow-up of recommendations made in these reviews by higher education institutions may also improve quality assurance process fitness for purpose . S hift towards an institutional approach to external quality assurance . T he Recommendation would help to address the problem of bureaucratic, lengthy and costly procedures. In addition, providing quality assurance of alliances , such as European Universities alliances , would facilitate cooperation and more rapid response to fast-changing needs. Mak e recognition procedures automatic . This depends on credible and trustworthy quality assurance. T his initiative sets out a new, integrated approach linking recognition and quality assurance better . Objectives of the proposed Council Recommendation This initiative invites Member States and their higher education institutions to scrutinise existing tools and practices with a view to making them fit for purpose . With regard to external quality assurance , joint transnational programmes would benefit from moving away from programme approaches to external quality assurance, to avoid multiple (national) quality assurance procedures. A more efficient solution would be for national quality assurance procedures to use a single quality assurance procedure instead . This would cut red tape, avoid duplication, and meet the challenges of increasing international cooperation . For those countries still using a programme approach, however , the Recommendation proposes to make full use of the European Approach for Quality Assurance of Joint Programmes . In supporting the transition to an institutional approach, the proposal aims to give higher education institutions the possibility to demonstrate the trustworthiness of their internal quality assurance arrangements by going through an institutional external quality assurance . This would then give them the possibility to self-accredit programmes in line with the ESG and become exempt from (external) programme accreditation. In the mid- to long-term, once alliances such as European Universities have a well-established common/joint internal quality assurance system, they should be able to ev aluat e externally the quality assurance system at cross-institutional level in a European framework , covering their joint education provisions . This would be a quantum leap in simplification, and a major incentive to develop more joint programmes and mov e towards the establishment of a European degree. A nnex I to this proposal outlines the proposed building blocks of this European framework, as a first step towards co-creating a common framework between the Commission , Member States, quality assurance and recognition authorities and higher education stakeholders. The Commission plan s to set up a European degree policy lab as the platform to guide this co-creation process. Consistency with existing provisions in the policy area T his proposal constitutes a key deliverable of the European strategy for universities. It builds on the Council Recommendation on b uilding bridges for effective European higher education cooperation , which called for the strengthening of ‘ mutual trust through external quality assurance and accreditation of joint educational programmes and other forms of joint educational offers developed by institutional transnational cooperation models, including European Universities ’ . Also, t he Council Recommendation on p romoting automatic mutual recognition of higher education and upper secondary education and training qualifications and the outcomes of learning periods abroad calls for reinforced quality assurance systems based on trust. The Council Conclusions on f urther steps to make automatic mutual recognition in education and training a reality call on Member States to reinforce efforts to achieve automatic mutual recognition of qualifications and note the key role played by quality assurance in building trust by highlighting methods and improving transparency. The proposal would also support the Commission proposal for a Council Recommendation ‘ Europe on the Move ’ – learning mobility opportunities for everyone . Consistency with other Union policies This Recommendation fosters effective transnational cooperation and supports higher education institutions to deliver on the European Green Deal , the Digital Decade , and the European Skills Agenda for sustainable competitiveness, social fairness and resilience by promoting quality assurance procedures to cover these aspects and the Skills and Talent Mobility package by boosting automatic recognition . As part of Global Gateway, the EU supports partner countries with the development of a harmonised quality assurance and accreditation system at institutional level, national, regional and continental level, for example with the initiative on Harmonisation of African Higher Education, Quality Assurance and Accreditation. 2. LEGAL BASIS, SUBSIDIARITY AND PROPORTIONALITY • Legal basis The proposed Council Recommendation is based on Article 165 (4) of the Treaty on the Functioning of the European Union (TFEU). According to Article 165(1) of the TFEU , the EU is to ‘contribute to the development of quality education by encouraging cooperation between Member States and, if necessary, by supporting and supplementing their action, while fully respecting the responsibility of the Member States for the content of teaching and the organisation of their education systems’. Article 165(2) of the TFEU further specifies that EU action in education is aimed at ‘developing the European dimension in education’, ‘promoting cooperation between educational establishments’ and ‘at encouraging mobility of students and teachers, by encouraging, the academic recognition of diplomas and periods of study’. This proposal respects the responsibility of Member States for the organisation of education systems (including teaching content , and cultural and linguistic diversity), reflecting the supplementing and supporting role of the EU, and the voluntary nature of European cooperation. The initiative does not propose any extension of EU regulatory power or binding commitments on Member States that will decide, according to their national circumstances, how they implement this Recommendation. • Subsidiarity (for non-exclusive competence) The proposal is in conformity with the principle of subsidiarity laid down in Article 5(3) of the Treaty on the European Union (TEU) and respects Member States’ competence on the organisation of education systems and content of teaching and learning. Facilitating learning mobility and fostering transnational cooperation can be better achieved through joint action at EU level. • Proportionality The proposal is in conformity with the principle of proportionality laid down in Article 5(4) of the TEU. Neither the content nor the form of this proposed Council Recommendation exceeds what is necessary to achieve its objectives. The actions proposed respect Member States’ practices and the diversity of systems across the EU . Any commitments by Member States are voluntary in nature , and each Member State remains free to decide on the approach to take to implement them . T his initiative fulfils the TFEU ’s commitment that ‘ The Union shall contribute to the development of quality education by encouraging cooperation between Member States ’ (Article 165(1)). The added value of action at EU level is to facilitate and foster deeper transnational cooperation between higher education institutions from different Member States, to improve the functioning of the higher education sector across the EU and increase its global attractiveness and competitiveness. • Choice of instrument To achieve the objectives referred to above, Article 165(4) TFEU provide s for the adoption by the Council of R ecommendations, based on proposal s by the Commission. A Council R ecommendation is an appropriate instrument in the field of education where the EU has a supporting responsibility. It is a frequently used instrument for EU action in this area. As a legal instrument, a Council R ecommendation signals the commitment of Member States to the measures included and provides a strong political basis for cooperation in this area, while fully respecting Member - State competence. 3. RESULTS OF EX-POST EVALUATIONS, STAKEHOLDER CONSULTATIONS AND IMPACT ASSESSMENTS • Stakeholder consultations This proposal for a Council Recommendation has been discussed with relevant stakeholders, both at the time of the creation of the European strategy for universities, and more recent ly on its specific components . Feedback from these discussions is reflected in the proposal. The proposal has been discussed with Member State representatives and key higher education stakeholders in the European Education Area Higher Education Working Group , in four meetings since autumn 2022 , and with Directors General for higher education at three meetings since autumn 2022. C onsultation s took place during the annual meeting s of National Academic Recognition Centres (NARIC) in November 2023, the network of European National Information Centres and the National Academic Recognition Information Centres ( ENIC-NARIC network ) in June 2023. A targeted session took place at the Second European Universities Forum in Barcelona in September 2023, involving representatives from European Universities alliances, quality assurance agencies and Member States. Quality assurance arrangements for the European degree were discussed at the European Education Summit and at the Erasmus Mundus conference in November 2023. Workshops with quality assurance stakeholders also took place in November 2023 and January 2024. The Commission has also used the opportunity of participating in external stakeholder events to consult on the proposal. These included events organised by the European Quality Assurance Register (EQAR), the European Association for Quality Assurance in Higher Education (ENQA) and the European Association of Institutions in Higher Education (EURASHE). • Collection and use of expertise The proposal for a Council Recommendation is based on several studies, reports, results of Erasmus+ projects, and contributions of stakeholder organisations , namely : A Commission - contracted study on the state of play of automatic recognition and quality assurance in the EU and the feasibility of a quality assurance and recognition system. A Commission survey to analyse the first developments following the adoption of the Council Recommendation on building bridges for effective European higher education cooperation. The results were then discussed with Ministr ies representatives. A study conducted by the Network of Experts working on the social dimension of Education and Training (NESET) on the incorporation of a social dimension angle into quality assurance systems . An online p eer l earning a ctivity on quality assurance in higher education, co-hosted by Austria in May 2023 , and another on how to make effective use of the data and intelligence collected from graduate tracking to inform policy developments and quality assurance, organised in Madrid in November 2023 under the Spanish EU Presidency, as part of the activities of the European Network of Graduate Tracking. The results of the Erasmus+ funded EUniQ project, involv ing several quality assurance agencies across Europe , developed a proposal for a quality assurance framework for European Universities alliances. The ongoing progress of the Erasmus+ funded IMINQA project supporting the development of quality assurance in the European Higher Education Area, in particular on their work on quality assurance for European Universities Alliances, the implementation of the European Approach for quality assurance of joint programmes and the quality assurance of micro-credentials. The ongoing progress of the Erasmus+ funded QA -FIT project , which involve s the main stakeholder organisations in quality assurance and aims to gather comprehensive evidence on the state of play of quality assurance in the European Higher Education Area and the need for any reforms to current tools. R esults of six Erasmus+ joint European d egree label policy experimentation pilot projects. These studies have been complemented by several contributions prepared by stakeholder organisations, both before and during the call for evidence period. • Impact assessment An impact assessment was not carried out, given the complementary approach to Member State initiatives, the voluntary nature of the proposed activities and the scope of the impacts expected. The development of the proposal was informed by specific studies, consultation of Member States, the public consultation and numerous dedicated stakeholder consultations. • Fundamental rights This proposed Council Recommendation respects the fundamental rights of the EU. It promotes the principles recognised by the Charter of Fundamental Rights of the European Union , namely the right of education under Article 14 , the right to academic freedom under Article 13 and the right to the protection of personal data under Article 8. 4. BUDGETARY IMPLICATIONS While this initiative will not require additional resources from the EU budget, the measures in this R ecommendation will mobilise sources of funding at EU, national and regional level. 5. OTHER ELEMENTS • Implementation plans and monitoring, evaluation and reporting arrangements To support implementation, the Commission proposes to develop, in cooperation with Member States, specific guidance material, handbooks or other concrete deliverables, based on evidence, peer learning activities and identification of good practice . The Commission intends to report on the use of the Recommendation through relevant EU monitoring and reporting frameworks . • Outline of the specific provisions of the proposal The proposed Council Recommendation suggests a differentiated approach that considers the diversity of quality assurance and recognition systems that exist in the European Education Area. The recommendations support a gradual shift towards stronger institutional external quality assurance and further steps to ensure automatic recognition based on trust. It builds on what has already been achieved in higher education, but with a more ambitious and EU-driven approach. The Council Recommendation proposes actions that can be pursued by Member States to improve higher education systems. It sets out the Commission’s commitment to support and complement Member - State actions in this area. The accompanying staff-working document describes various recent research evidence and European stakeholder opinions and experiences to support the proposed Council Recommendation. 2024/0079 (NLE) Proposal for a COUNCIL RECOMMENDATION on a European Quality Assurance and Recognition System in Higher Education THE COUNCIL OF THE EUROPEAN UNION , Having regard to the Treaty on the Functioning of the European Union, and in particular Article 165 (4 ) thereof, Having regard to the proposal from the European Commission, Whereas: (1) Quality assurance systems are instrumental to establishing high quality standards for education and building trust among higher education systems and institutions across the European Education Area and beyond . They constitute a key building block of transnational cooperation. Ensuring quality is the foundation for mutual trust that enables transnational cooperation and seamless learning mobility. (2) The main responsibility for the quality of their education al provision lies with higher education institutions, which should make the attainment of the highest standards a key institutional priority and develop quality assurance strategies and processes to ensure the achievement of that objective . (3) The implementation of the Standards and Guidelines for Quality Assurance in the European Higher Education Area ( ESG ) has been a fundamental step in the consolidation of the European Higher Education Area (EHEA), supporting the creation of a quality culture in higher education systems and institutions across Europe; however, they have not yet been fully implemented. (4) Societies across Europe are experiencing dynamic transformation, such as the green and digital transitions, additionally height en ed by artificial intelligence. Higher education systems should be able to react to this transformation . Quality assurance processes should support higher education institutions in this transformational journey by providing expert reviews to enhance their educational offer. (5) The need to make quality assurance processes more agile, internationalised and fit for purpose should be tackled while ensuring that these processes remain focused on ensuring the highest quality standards. Obtaining feedback from graduates on their learning and career pathways and the relevance of their skills acquired through this learning constitutes a valuable monitoring tool for ensuring quality and relevance at institutional and system level. The European Graduate Tracking Initiative has contributed to making such tracking more systematic and comparable. (6) Diverging national quality assurance arrangements still create complexity for transnational cooperation in higher education, hampering the development of joint educational programmes by alliances of higher education institutions and limiting educational opportunities for higher education institutions and students. Specific requirements or standards are sometimes more focused on process and not clearly linked with learning outcomes, limiting the quality enhancement impact. (7) National external quality assurance requirements at the level of higher education study programmes tend to be especially challenging for the creation of joint educational opportunities between different countries. These quality assurance processes can be too costly, too lengthy, and sometimes contradictory, preventing higher education institutions from responding quickly enough to emerging needs and developing new educational opportunities for students. (8) Existing instruments, such as the European Approach for Quality Assurance of Joint Programmes (European Approach) , are highly valued by the higher education community and Member States, but implementation remains scarce due to divergent national approaches. (9) The Council Recommendation on building bridges for effective European higher education cooperation encourages the use of the European Approach as an important step towards supporting the shift towards a stronger role for external quality assurance of institutions, rather than of individual study programmes. (10) Joint programmes have become a hallmark of the European Education Area, highly valued by all higher education stakeholders. Adequate quality assurance arrangements are a pre-requisite to ensuring these joint programmes can be widely implemented across the Union. The establishment of a European degree, based on co-created European criteria and delivered at national, regional, or institutional level, could tackle existing issues related to quality assurance and accreditation of joint programmes by providing a framework that could be incorporated in Member State legislation. (11) In accordance with the Recommendation on building bridges for effective European higher education cooperation , several Member States are gradually moving towards more institutional external quality assurance systems. Stakeholders have called for swifter solutions that support their commitments within their higher education alliances and other cooperation models. Reinforcing internal quality assurance systems could be an important step towards speeding up processes while ensuring the highest quality standards. (12) Alliances of higher education institutions, such as European Universities alliances , are at the forefront of transnational cooperation. These alliances commit to taking their cooperation to the next level by setting up European inter-university campuses where joint educational provision becomes the norm. As a key step in the creation of these campuses, alliances are building internal quality assurance systems that ensure that the quality of their joint educational provision is to the highest standards. There is a need to create a quality assurance framework that enables them to have their quality assurance system evaluated at the cross-institutional level, across all the joint educational activities of the alliances, to consolidate the identity of these alliances, to provide assurance to their stakeholders and to facilitate the joint provision of education. Key building blocks have been identified that provide initial steps to develop such a framework. (13) Automatic mutual recognition of qualifications and learning periods abroad is necessary to mak e learning mobility a reality for all, to support brain circulation, and foster competitiveness. Member States agreed in the 2018 Council Recommendation on automatic mutual recognition of higher education and upper secondary qualifications and the outcomes of learning periods abroad that holders of a qualification of a certain level that has been issued by one Member State have the right to be considered for entry to a higher education programme in the next level in any other Member State, without a separate recognition procedure. Robust quality assurance systems are the foundation for building the necessary trust to ensure automatic recognition. (14) In support of this Recommendation, the Commission intends to set up a European degree policy lab, a n expert group involving Member States, higher education institutions, quality assurance/accreditation agencies, student representatives, and economic and social partners, to accelerat e action and any necessary national reforms. The aim of the initiative is to provide guidance to the Commission and stakeholders on moving towards a European degree and on the implementation of a cross-institutional framework of alliances of higher education institutions. The policy lab would work closely with Erasmus+ recognition accelerator teams to support and accompany the process. (15) The Commission intends to set up a n annual European d egree f or um , in synergy with the European Higher Education Area and in cooperation with stakeholders in quality assurance and recognition, including Member States, the European Quality Assurance Register for Higher Education (EQAR) the organisations making up the E4 Group , the network of European National Information Centres and the National Academic Recognition Information Centres , representatives from National Qualifications Frameworks, economic and social partners , in order to provide guidance and monitor progress , at political level, on moving towards a European degree , including through the European degree policy lab, and on the follow-up of implementation of this Recommendation . (16) The Commission intends to support the further development of the Database of External Quality Assurance Results (DEQAR ) , managed by EQAR, building on good practice by recognition information centres that us e it for automatic recognition. (17) The Commission intends to continue its support to the development and promotion of graduate tracking practices to enhance quality and relevance of higher education, as well as improving its comparison and benchmarking across countries and institutions. (18) The Commission intends to continue sharing with the Member States and the wide higher education community the accumulated experience of transnational cooperation initiatives such as European Universities alliances and programmes like Erasmus Mundus Joint Masters , MSCA Joint Doctorates or the specialised education programmes funded via the Digital Europe Programme . (19) The Commission intends to e ncourag e Member States to use the Technical Support Instrument (TSI) to receive tailor-made technical expertise to design and implement the necessary reforms in the higher education area, including by improving the governance and quality assurance mechanisms for higher education institutions. (20) The Commission intends to support bench-learning between quality assurance agencies. (21) This Recommendation fully respects the principles of subsidiarity, institutional autonomy and academic freedom , and will be implemented in accordance with national circumstances and in cooperation with Member States and all relevant stakeholders . HAS ADOPTED THIS RECOMMENDATION: Improving all quality assurance systems (1) It is recommended that Member States: (a) develop the enhancement dimension of quality assurance, to foster continuous improvement and keep a high level of transnational trust and accountability within higher education institutions ; (b) ensure that quality assurance systems are fit-for-purpose to respond to key societal and economic developments affecting higher education. Higher education systems may address these aspects in different ways, for example by encouraging higher education institutions to include them in their internal quality assurance procedures, incorporating specific objectives in their regular external quality assurance or through focused or thematic quality reviews at system level. Such an approach should be carried out in full alignment with the ESG , and could cover topics such as: (i) promotion and protection of fundamental academic values , as defined by the Bologna p roces s ; (ii) relevance of teaching and learning outcomes for employability and personal development, building, for example, on information from graduate tracking or closer cooperation with social partners, including curriculum design and offering internship opportunities ; (iii) whether programmes (leading to full degree or micro-credentials ) are enhancing competences ( that is to say knowledge, skills and attitudes) of students and lifelong learners on key societal and economic priorities, such as the green and digital transitions ; (iv) relevant synergies between education, including vocational education and training, research, innovation, and service to society ; (v) inclusive higher education, as defined by the Bologna p roces s, fostering , among others, accessibility and gender equality, as well as student-centred learning and well-being ; (vi) attractive and sustainable academic careers and working conditions; (vii) strategies to strengthen international cooperation ; (c) reduce , for higher education institutions, the workload, bureaucracy, and cost implications linked to external quality assurance processes, based on a cost-benefit analysis of quality assurance procedures. (d) ensure that decisions on accreditation and registration of higher education institutions and programmes are made in a transparent and objective way, in accordance with the ESG , with the involvement of adequate expert input and the participation by the higher education community, including students and staff, in fostering a quality culture. (e) monitor the extent to which quality assurance procedures are leading to an improvement in the quality of educational provision and e ncourage the publication, in a widely spoken language, of quality assurance reviews (be it at institutional or programme level), in DEQAR, to improve the transnational transparency of the quality of higher education provision. (f) ensure that institutional internal quality assurance systems cover the whole range of education al provision of a higher education institution. For educational provisions leading to micro-credentials , us e the European Approach to micro-credentials for lifelong learning and employability and the Union principles for the design and issuance of micro-credentials as a reference. (g) support and encourage quality assurance agencies to organise mutual learning activities, allow ing national higher education institutions and quality assurance agencies to benchmark their practices with those from elsewhere in the European Education Area . This can be done t hrough bench-learning , where higher education institutions and quality assurance agencies can learn from other leading higher education institutions, or through the analysis of European graduate tracking . Developing a cross-institutional q uality assurance approach for alliances of higher education institutions (2) It is recommended that Member States develop a European framework to e nable any type of alliance of higher education institution that is engaged in sustainable, long-term cooperation , which goes beyond ad-hoc or project-based cooperation , such as European Universities a lliances, to undergo a joint external evaluation of their joint internal quality assurance arrangements , covering all joint actions or at least their own joint educational provision , such as joint programmes or joint micro-credentials . This work should include the following actions : (a) working together with quality assurance stakeholders to develop and test this cross-institutional quality assurance framework based on the building blocks included in A nnex I to this Recommendation and drawing on the results of the Erasmus+-funded EUniQ and IMINQA projects ; (b) allowing and encourag ing quality assurance agencies registered in EQAR to carry out such an external quality assurance evaluation , based on th is cross-institutional quality assurance framework ; (c) recognising the outcomes of the quality assurance evaluation based on such cross-institutional quality assurance framework in the national quality assurance systems, ensuring that all joint education al provision covered by the alliance is considered quality assured and accredited , without the need to fulfil any additional quality assurance requirement s. Making programme or combined approaches to external quality assurance more agile (3) It is recommended that Member States: (a) facilitate transnational cooperation and the agility of higher education systems by : (i) supporting higher education institutions to put in place or enhance a robust internal quality assurance process , and develop strong institutional quality culture, thereby enabling the shift towards an institutional approach to external quality assurance ; (ii) once higher education institutions have a robust internal quality assurance, moving towards institutional approach for quality assurance, for example by limit ing compulsory programme accreditation by quality assurance agencies to initial accreditation for new programmes and introducing self-re-accreditation procedures as part of the internal quality assurance process ; (iii) strengthening an evidence-based approach to quality assurance , using a range of data, including from graduate tracking ; and (iv) supporting peer learning and capacity building of higher education institutions to strengthen their quality culture in the process of transition towards an institutional approach to external quality assurance ; (b) allow and encourage the use of the European Approach by: (i) removing any quality assurance criteria added at national level or any other unjustified potential administrative or regulatory barrier ; (ii) creating an enabling environment that provides guidance and support to people working in quality assurance ; (iii) ensuring no financial disadvantage to its use in comparison to procedures carried out at national level. Building the foundations towards a European degree (4) It is recommended that Member States: (a) allow quality assurance agencies registered in EQAR to: (i) award the European label to joint degree programmes matching the European criteria as set out in Annex II , where programme or combined approach to external quality assurance are required ; (ii) grant higher education institutions subject to external quality assurance at institutional level the ability to award the European label to their joint degree programmes based on internal quality assurance and compliance with the European criteria ; (iii) grant alliances of higher education institutions subject to external quality assurance at cross-institutional level the ability to award the European label to their joint degree programmes based on a cross-institutional evaluation carried out in accordance with the principles laid down in Annex I and compliance with the European criteria ; (b) w ork with EQAR to identify ways to complement the regular ESG review of the work of national quality assurance agencies in ensuring that joint programmes match the European criteria and create a repository of programmes that have met the European criteria and are eligible to award a European degree . Implementing automatic recognition (5) It is recommended that Member States: (a) encourage and support the evaluation of the implementation of automatic recognition through the internal and external quality assurance processes of higher education institutions ; (b) develop , in close cooperation with higher education institutions and other stakeholders involved, and issue clear guidance to higher education institutions on how to distinguish between automatic recognition of a qualification for access and higher education institutions’ right to make decisions on admission to a specific programme. Review these guidelines regularly, building on the outcomes of Erasmus+ accelerator team reviews for the implementation of automatic recognition ; (c) support higher education institutions in taking a learning outcomes approach with regard to admission procedures , focusing on competences related to the level of the qualification, rather than specific curriculum content ; (d) work with higher education institutions and national recognition bodies to monitor recognition decisions, enhancing data collection and evidence-based approaches at institutional, national and European levels ; (e) s upport higher education institutions in issuing all degrees and micro-credentials in a format compatible with the European Digital Credentials for Learning (EDC) standards, including the European Learning Model , as a key enabler of automatic recognition, through EDC's in-built checks of authenticity and proof of quality assurance and accreditation ; (f) encourage and support the capacity building and networking of staff in ENIC-NARIC centres and higher education institutions through training and digital tools, including in artificial intelligence, and ensure close cooperation with recognition and quality assurance authorities ; (g) support close cooperation between staff working in recognition and quality assurance, in cooperation with the ENIC-NARIC network and the European Association for Quality Assurance in Higher Education (ENQA). (6) It is recommended that Member States follow up these Recommendations as soon as possible to allow a smooth path towards a European degree. They are invited, in the context of the European Education Area framework working structures , to inform the Commission regularly of the measures taken of the corresponding measures at the appropriate level to support the objectives of this Recommendation as essential steps towards achieving and further developing the European Education Area. Done at Brussels, For the Council The President