NEWS

from the FEDE

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FEDERATION FOR EUROPEAN EDUCATION (FEDE) 

The FEDE is organising its online Academic conference 2025 entitled “Artificial Intelligence (AI), Educational Transition and Corporate Vitality” on Tuesday 25 November from 14:00 to 16:00 (Paris time) with simultaneous interpretation French-English. The idea of transition is often confused with that of evolution or rupture. However, it is neither an evolution (which is a continuous process) nor a rupture (which is a discontinuous event), but both at the same time. “Transition” literally means to pass through, to go beyond, including beyond the predictable. The contours of the term are therefore not easy to define. Taken in a broad and provisional sense – as a change that reshapes and reconfigures – “transition” will be approached at his occasion through the lens of AI in relation to education and corporate vitality. During the event, four experts will present their opinion on this topic.

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ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT (OECD)

The OECD published a report entitled “Vocational Education and Training Systems in Nine Countries” which presents the situation of this sector in Austria, Denmark, Finland, Germany, the Netherlands, Norway, Singapore, Sweden and Switzerland. This document describes upper-secondary VET systems across seven dimensions: 1) VET’s place in the education system and pathways into and after VET; 2) curriculum and assessment; 3) work-based learning in school-based programmes; 4) provider types; 5) VET teachers and trainers’ qualifications and professional development; 6) governance; and 7) funding.

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The OECD is organising a webinar entitled ‘Insights on adults’ social and emotional skills from the 2023 Survey of Adult Skills’ on 28 October from 13.00 to 14:00 (Paris time). Social and emotional skills, such as openness to experience, emotional stability and conscientiousness, shape how adults learn, work and thrive. During the event, the new OECD report, ‘Skills that matter for success and well-being in adulthood’ will be presented to highlight how these competencies influence education, employment, health and civic engagement, independently of cognitive skills like literacy and numeracy. 

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On 7 October, the OECD published one of the most important report on education, entitled ‘Results from Teaching and Learning International Survey (TALIS) 2024 - The State of Teaching’. The TALIS is the world’s largest survey of teachers and principals. In 2024, 280 000 educators from 55 education systems shared insights into their working conditions, professional development and the realities of the classroom. In this edition 2024, teachers reveal if and how they use AI, why they choose teaching, and if they wish to remain in the profession. Data from TALIS enables governments to make policies that improve teaching and learning conditions.

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Last month, the OECD published a report entitled ‘Teacher policies to support the use of digital resources in the classroom’. While many educators have strengthened their digital competencies in recent years, persistent technical and pedagogical barriers continue to hinder the effective and deliberate integration of digital tools in the classroom. This document examines how teacher policies can be adapted to better support the profession in navigating this transition.

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The OECD is organising a webinar entitled ‘How can education build trust in a polarised world?’ on 17 October from 15:00 to 16:00 (Paris time). Today, many democracies are facing declining voter turnout, while growing ideological divides fuel polarisation and lead to people distrusting and disliking those with opposing views. This erosion of trust weakens the threads that bind societies together. That’s why it is crucial for education systems to teach students to think critically, understand their rights and make informed decisions. This event aims to explore how teachers, leaders, and education systems can foster trust in others and in institutions.

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UNESCO

As part of its Greening Education Partnership (GEP), UNESCO is organising a webinar entitled “What's next for greening communities?” on 2 December from 10:00 to 11:00 (Paris time). This event aims to look back at COP 30 organised in Belem (Brazil) in mid-November, and its key takeaways related to greening communities.

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UNESCO published a report entitled “Artificial Intelligence (AI) and education: Protecting the rights of learners”. As of 2024, nearly one-third of the world’s population (2.6 billion people) still lacks Internet access, deepening the digital divide and potentially leading to an artificial intelligence (AI) divide. In this era of AI, without proper safeguards, the right to education and other human rights are at risk.  This report emphasizes that all efforts must prioritize a human-centred and rights-based use of digital technology to benefit all learners. It calls for urgent national and international action to ensure that technology enhances, rather than endangers, the right to education for all.

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In the frame of its Greening Education Partnership (GEP), UNESCO is organising a webinar entitled ‘Greening Communities on the road to CoP30’ on 21 October from 14:00 to 15:00 (Paris time). The objective of the GEP, of which the FEDE is a member, is to reshape educational ecosystems and their structures to be seamlessly aligned with current environmental challenges. This event aims to provide a space to explore key messages and strategies to promote greener communities.

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UNESCO published a report entitled ‘Artificial Intelligence (AI) and the future of education Disruptions, dilemmas and directions’. AI is reshaping the way we learn, teach and make sense of the world around us, but it is doing so unequally. While one-third of humanity remains offline, access to the most cutting-edge AI models is reserved for those with subscriptions, infrastructure and linguistic advantage. These disparities not only restrict who can use AI, but also determine whose knowledge, values and languages dominate the systems that increasingly influence education. This document explores the philosophical, ethical and pedagogical dilemmas posed by disruptive influence of AI in education.

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EUROPEAN COMMISSION

The Commission recently published its “EUROGRADUATE report 2022” which is based on evidence from over 170 000 Bachelor and Master graduates across 18 European countries who completed their studies in 2017 and 2021. This important document monitors the educational pathways of recent graduates, how they evaluate their study experiences, and how this translates (1 and 5 years after they graduated) into their professional careers and lives as European citizens. The survey reveals that around 90 % of graduates are employed five years after graduation, demonstrating a strong connection between higher education and employability. Furthermore, 66 % of graduates report having jobs that match both their education level and field of study, indicating that higher education institutions are effectively preparing students for the workforce.

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Last month, the Commission published a report entitled “The future of work”. This study has been prepared in the context of the forthcoming Partnership ‘Social Transformations and Resilience’ under Horizon Europe. Expected to be launched in 2027, this Partnership aims to create a transformative research and innovation programme in the social sciences and humanities to strengthen resilience, fairness, inclusiveness, and social cohesion in response to major societal challenges.

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In the frame of its Pact for Skills, the Commission is organising an online conference entitled ‘Skills that Drive Change, Partnerships that Make It Happen’ on 23 October  from 10:00 to 15:00 (Paris time). This event aims to explore challenges and opportunities in skills development, to increase the visibility of good practices, receive practical guidance and resources and exchange with organisations who are delivering similar activities in upskilling and reskilling.

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The Commission published in June a report entitled ‘Vocational education and training (VET)’s crucial role in the green transition: Transformative practices for tomorrow’s workforce’. This report shows that VET is key to ensuring that both young people entering employment and adult workers have the skills to contribute to and fully benefit from the green transition. ‘Greening’ VET encompasses a wide range of technical and craft skills that are crucial to reaching our climate and environmental objectives.

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EUROPEAN UNION (EU)

The Community for Educational Innovation (CEI) is organising a webinar entitled “From Research to Impact: Institutional Support for Research-based Innovation” on 22 October from 15:30 to 17:00 (Paris time). This webinar explores how higher education institutions support researchers in turning their discoveries into innovations with a societal impact. The discussion will highlight how these strategies address key challenges researchers face in exploiting their results and provide insights into successful knowledge exploitation in innovation projects.

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The European Council for Steiner Waldorf Education is organising an online conference entitled ‘Our green stories – Inspiring environmental action in schools through storytelling’ on 10 October from 9:30 to 13:00 (Paris time). Across Europe, educational institutions and communities are finding ways to protect the environment and fight climate change. Whether it begins in a school garden, a community forest, through a civil society initiative, or a classroom experiment, every story of environmental care has the power to inspire.

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EUROPEAN PARLIAMENT (EP)

The European Parliament (EP) recently published a study titled 'Academic Freedom in 2024: Key Findings and Policy Options'. This concise document examines the state of academic freedom across EU Member States, identifying key threats and legal protections. It offers insights and policy recommendations to safeguard academic freedom at both national and EU levels.

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COUNCIL OF EUROPE (CoE)

Last month, the CoE’s Steering Committee for Education (CDEDU) - in which the FEDE has observer status - published a Guidance document linked to the Reference Framework of Competence for Democratic Culture (RFCDC) focused on Education for Sustainable Development (ESD). For 2 years, the FEDE was a member of the group of experts in charge to draft this paper. The document sets out the purpose and benefits of using the RFCDC for ESD, including the added emphasis on democracy and human rights, and shows how the RFCDC’s 20 competences can be readily applied to strengthen learners’ ability to take responsible democratic action in support of sustainability. 

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The CoE’s Platform on Ethics, Transparency and Integrity in Education (ETINED) published a report entitled “Open School Data in European Education Systems”. This document explores the implementation of open school data across several European countries, and it draws from a comprehensive desk review, an online survey sent to all states parties and in-depth interviews with selected States on their open school data practices.

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The CoE’s Platform on Ethics, Transparency and Integrity in Education (ETINED) is a network of specialists appointed by the CoE’s Member States and aiming to promote discussion on best practice as to transparency and integrity in education. ETINED published a report entitled ‘Student Perceptions and Awareness of Education Fraud’. The document presents students’ perceptions and awareness on education fraud relative to six aspects: knowledge, experience, protection, prevention, technology and community. The report highlights the need for stronger institutional frameworks, enhanced awareness initiatives and policy measures to foster a culture of ethics, transparency and accountability in education.

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EUROPEAN ALLIANCE FOR APPRENTICESHIPS (EAFA)

The European Alliance for Apprenticeships (EAfA) is organising a webinar titled “Increasing the take-up of adult apprenticeships” on 20 November from 14:00 to 15:30 (Paris time). In a context shaped by demographic change, the green and digital transitions, and growing labour and skills shortages, adult apprenticeships offer key opportunities for adult learners to upskill, reskill, and have access to lifelong learning. This webinar will present the new EAfA toolkit on adult apprenticeships, its objectives and content, and will explore the challenges and opportunities for expanding adult apprenticeships in Europe.

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The European Alliance for Apprenticeships (EAfA) is organising a webinar entitled ‘From gender stereotypes to opportunities: inclusive apprenticeships in science, technology, engineering, and mathematics (STEM)’ on 22 October from 11:00 to 12:30 (Paris time). This event aims to challenge and overcome gender stereotypes in apprenticeships, especially in fields where women remain underrepresented, such as STEM. On this occasion, practical strategies, success stories, and tools to create inclusive learning and working environments will be presented.

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EUROPEAN CENTER FOR THE DEVELOPMENT OF VOCATIONAL TRAINING (CEDEFOP)

To understand better how workers develop expertise through learning, CEDEFOP carried out in 2024 the first European Training and Learning Survey (ETLS) in all EU Member States, Norway and Iceland. The ETLS is a survey using a framework in which workplace features – as experienced by workers – can hinder or support expertise development. To present the results of this survey, CEDEFOP is organising a webinar entitled “Learning in EU workplaces” on 26 November from 11:00 to 12:30 (Paris time).

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The CEDEFOP recently published a report titled “Lifelong learning in 2000 and 2020: What has changed for the individual citizen?” This report examines the progress made over two decades (2000-2020) in transforming lifelong learning into a reality for individuals in Europe. The study finds that, while significant progress has been made in promoting flexible and inclusive education and training systems, barriers and challenges remain.

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CEDEFOP is organising a webinar entitled ‘EU priorities in Vocational education and training (VET)‘ on 9 October from 14:00 to 15:30 (Paris time). In 2020, the EU Council recommendation on VET for sustainable competitiveness, social fairness and resilience launched the current policy cycle and encouraged countries to set ambitious national plans to implement VET priorities up to 2030. CEDEFOP has been monitoring and analysing this implementation. Based on the analysis of more than 400 measures launched across the EU, experts will present and discuss main current trends and developments, challenges and renewed VET policy priorities.

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THE SHIFT PROJECT​​

The Shift Project is a think tank that aims to inform and influence the debate on energy transition in France and Europe. In cooperation with several partners, including Acteurs de la compétence, France's leading vocational training federation, the Shift Project has just published a report entitled ‘Training the workforce for the ecological transition’.

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EDUCATIONAL LEADERSHIP NETWORK EUROPE (ELNE)

The Educational Leadership Network Europe (ELNE) is a Erasmus+ project that aims to reduce school dropout rates, to improve the well-being of students, teachers and school directors, and to fast-track the digitalisation of educational institutions. In this frame, the EFEE published last month the 6th edition of the ELNE Journal which closes the second year of the ELNE project (2023-2027). This document comprises beyond others inspiring practices, a European definition of Collaborative School and Educational Leadership, the 2025 Policy Recommendations for decision-makers across Europe, and a  guide to join the ELNE Community.

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The ELNE is an EU-funded project aiming to gather, develop and disseminate good practice in the field of educational leadership. Recently published, the 4th edition of the ELNE Journal entitled ‘Building School Resilience’ highlights innovative practices and research that bolster schools' capacity to adapt. This edition features contributions from ELNE's European Educational Leadership Week 2025, during which experts discussed strategies for fostering supportive school cultures and sustainable leadership.

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INTERNATIONAL ASSOCIATION OF UNIVERSITIES (IAU)

The International Association of Universities (IAU) is organising its annual International Conference entitled ‘Building Trust in Higher Education’  from 21 to 23 October in the University of Kigali (Rwanda). This event is a unique global platform for higher education leaders to meet, network and exchange, and aims to consider critical questions facing the global higher education community today.  Given the inextricable relationship between universities and the trust afforded to them over time, this conference seeks to explore what creates trust in higher education.

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EUROPEAN FEDERATION OF EDUCATION EMPLOYERS (EFEE)​​

In the frame of the TeacherEd project, the EFEE published several documents on capacity building of education employers through the promotion of teacher induction programmes. These resources have been designed to inform and guide education stakeholders on the topic of new teacher induction. They provide insights and practical tools for education employers, policymakers, school leaders, and all entities working to strengthen early career teacher support.

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ELECTRONIC PLATFORM FOR ADULT LEARNING IN EUROPE (EPALE) ​​

Given the rapid changes in the labour market and the constant evolution of technologies, lifelong learning needs to be agile, responsive and accessible to all. Micro-credentials offer an innovative solution to meet the needs of an ever-changing workforce. EPALE recently published an interesting article entitled ‘Micro-credentials: towards flexible recognition of skills’.

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UNITED NATIONS (UN)

The United Nations published a report entitled ‘World Social Report 2025: A New Policy Consensus to Accelerate Social Progress’. Economic insecurity, staggering levels of inequality, declining public confidence and social fragmentation are destabilising societies worldwide. Despite significant gains in poverty reduction, many people teeter on the brink of poverty, even as they move up the income ladder. Over 2.8 billion people — more than a third of the global population — live on $2.15 to $6.85 a day. Over half of the global population has little or no trust in their government. The report calls for a new policy consensus anchored in three principles — equity, economic security for all, and solidarity.

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EUROPEAN ASSOCIATION FOR APPLIED SCIENCES IN HIGHER EDUCATION (EURASHE)

In the frame of the Erasmus+ project called EngageAll, EURASHE and its partners organised a webinar entitled ‘Engage and Learn: A Competence Framework for Student Civic Engagement’ on 6 October from 12:00 to 13:30 (Paris time). The project EngageAll addresses the crucial role of Professional Higher Education (PHE) institutions in fostering active citizenship and highlights the wide-ranging benefits of student involvement beyond academic study. During this event, a newly developed Framework to measure civic engagement in PHE institutions will be presented.

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EUROPEAN TRAINING FOUNDATION (ETF) 

The European Training Foundation (ETF) recently published a report entitled ‘Towards vocational excellence: Building skills ecosystems for the future’. The document focuses on the pivotal role played by Centres of Vocational Excellence (CoVEs) in building skills ecosystems that connect education, industry, research, and society to prepare people and systems for the future of labour market.

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