From an early age, schools needs to teach children thinking critically, interacting with others in a socially responsible manner, and support them in understanding why different groups have different interests and opinions, notes Eurydice. However, according to a recently published Eurydice Report on Recommended Annual Instruction Time in Full-time Compulsory Education in Europe 2017/18, in more than two-thirds of the education systems in Europe, with a defined minimum instruction time for social studies, it takes up only around 10% of the total instruction time, lacking far behind mathematics and natural sciences. 

Supportive policy frameworks developed with the involvement of education social partners, as well as a stronger cooperation between teachers, school leaders, education employers, parents and learners, are key factors for the implementing the democratic citizenship and inclusive education in Europe. These are the major conclusions of the Research Report ‘Challenges and good practices related to promoting citizenship and values of freedom, tolerance and non-discrimination through education’ prepared by Dominique Danau (SAGO Research) and Florence Pauly (P&F Consulting) in the framework of the EU CONVINCE project (EU Common Values Inclusive Education).

The best and the brightest teachers are needed to ensure that young people will have the skills to thrive in tomorrow’s world, concluded the OECD report Teachers and School Leaders as Lifelong Learners based on the 2018 Teaching and Learning International Survey (TALIS). This survey was conducted among 260,000 teachers and school leaders in 15,000 primary and secondary schools in 48 OECD countries, among which 29 were European, namely Austria, Belgium, Bulgaria, Croatia, the Czech Republic, Denmark, England (UK), Estonia, Finland, France, Georgia, Hungary, Iceland, Israel, Italy, Kazakhstan, Latvia, Lithuania, Malta, the Netherlands, Norway, Portugal, Romania, the Russian Federation, Slovakia, Slovenia, Spain, Sweden and Turkey.

On 21st June 2019, the 108th Centenary International Labour Conference overwhelmingly voted in favour of the revolutionary Convention and Recommendation on Violence and Harassment in the World of Work. This ground-breaking instrument sets out to protect all workers in both public and private sectors including jobseekers, part-time workers, trainees, interns, apprentices and volunteers.

What are the dangers from company-led innovation in education? What are the effects of learning analytics (LA) and artificial intelligence (AI) on students’ learning and teachers’ employment and wellbeing? How to promote the ethical use of learning analytics and artificial intelligence with a view to benefit all students, regardless of their socio-economic background? How to address the risk of cyber-harassment of teachers and other education personnel? How can open and innovative practices be used to promote inclusive education systems? What is the role of education in promoting inclusion and common values? Which role should social partners play in all these issues?

On 24-25 June, 2019 the Italian Ministry of Education, University and Research, which holds the Secretariat of the Bologna Follow-Up Group until 2020, organised a major event in cooperation with the University of Bologna, the Magna Charta Universitatum, EUA, ESU and other partners for celebrating the 20th Anniversary of the Bologna Process.