EU Teachers Agenda: Enhancing the attractiveness of the education and training profession

Culture Action Europe (CAE) is the largest European network of cultural organisations, networks, artists, activists, academics and policymakers, representing over 320 members across more than 35 different countries. As the only intersectoral cultural network, we bring together members and partners from all areas of culture to provide a voice for culture. We consider culture foundational.

MUS-E® welcomes the Commissions attention to the teaching profession. Responding to increasingly diverse classrooms cannot rest on teachers alone. Making the profession more attractive requires adequate working conditions, relevant professional development and stronger cooperation with professionals who can bring complementary expertise into schools.

MUS-E® welcomes the Commissions focus on strengthening basic skills, while stressing that improving performance requires looking beyond literacy, numeracy and digital skills alone. Socio-economic inequalities, well-being and learners engagement directly affect learning.

This initiative aims to improve the efficiency of school education in the age of AI and addresses structural issues by focusing on the decline in basic skills, teacher shortages, limited digital capacity and AI readiness.

Filed in Italian · English published by the European Commission

Arts and Culture Education as Fundamental Component of the 2040 Roadmap: Quality Education for All As part of its 2040 Roadmap: Quality Education for All, we urgently recommend that the European Commissions provides international implementation and coordination pathways that actively contribute to creating access to arts education for everyone across the European Union (at all stages of education, career and life).

Digital is a state network of territorial entities and networks working for digital inclusion, skills development and the use of technology as a tool for autonomy, participation, employability and the exercise of rights.

Filed in Spanish · English published by the European Commission

This submission was also prepared on the basis of the ETUCE EU Teachers Agenda of 22 June 2026. I explicitly support the position of the European Trade Union Committee for Education (ETUCE). Improving basic skills and making the teaching profession more attractive must be addressed together.

As climate education e.V., we welcome the reflections on the Education Package 2040 and would particularly like to highlight the following positively: (A) the recognition of basic skills as a foundation for participation, democracy and social mobility, in particular the focus on disadvantaged learners and the explicit idea of inclusion. (B) Whole-of-School, which sees places of education as centres of change.

Filed in German · English published by the European Commission

ThinkYoung welcomes the European Commissions focus on strengthening basic skills and improving performance in school education. From our experience working directly with young people across Europe and beyond, we believe that the definition of basic skills needs to reflect the realities of an increasingly digital and technology-driven society.

Physical Activity and Movement as Foundations of Quality Education The Hungarian School Sport Federation (HSSF) welcomes the European Commissions initiative to develop a long-term vision for quality education in Europe.

Feedback on Digital Transformation and AI Readiness a Planetary Wellbeing perspective We welcome the ambition to improve school education in the age of AI and to address the interconnected challenges of declining basic skills, teacher shortages, limited digital capacity and AI readiness. However, AI readiness should not be understood simply as the ability to use new technologies.

We welcome the EUs ambition to reverse the decline in basic skills and strengthen cooperation between schools, education authorities and local communities. However, if the Education Package is genuinely looking towards 2040, Europe needs to reconsider what it means to be educated and what should be understood as a basic skill.

The EU Teachers Agenda rightly identifies teacher shortages, ageing of the workforce, workload, retention and professional development as major challenges. It also recognises that teachers increasingly need to respond to social-emotional development, diverse classrooms and other contemporary challenges.

MUS-E® welcomes the Commissions initiative to strengthen basic skills and educational performance. However, Quality Education for All requires looking beyond academic results. Socio-economic and cultural inequalities continue to shape learners opportunities and outcomes, making equity and inclusion essential to any European action in this area. Arts and culture are part of quality education.

The Matrix Group welcomes the European Commission’s initiative to launch the Roadmap for Quality Education for All: Develop a common vision for the future of European education in 2040. In our view, the further development of the roadmap should take greater account of three priorities: 1.

Filed in German · English published by the European Commission

European media literacy organisation Lie Detectors welcomes the Commissions ambition to modernise Europes digital education systems in light of the increasing importance of AI. However, Lie Detectors joins the Lifelong Learning Platform in warning about the adverse effects of AI use on brain capacity, and in recalling that education and training remains primarily about developing peoples competences, not to increase…

European media literacy organisation Lie Detectors welcomes the Commissions efforts to enhance the attractiveness of the education and training profession. These form a critical part of required and ongoing reforms in the sector. We find that teachers require more support to address current societal challenges through education.

The University of Helsinki welcomes the European Commissions focus on strengthening basic skills and addressing performance gaps across European education systems. Ensuring that all learners develop strong foundational skills is essential for educational equity, lifelong learning and participation in society. Strengthening basic skills should be firmly grounded in research on effective teaching and learning.

European media literacy organisation Lie Detectors welcomes the effort by the European Commission to address declining basic skills. We also welcome the inclusion of digital and citizenship skills among the basic skills required. However, Lie Detectors further recommends that the Commission recognizes digital media literacy as a basic skill, a core literacy alongside reading and writing.

In accordance with the principles, objectives and REMIT of the Continuing Professional Development Division of the Regional Directorate for Education/Regional Secretariat for Education, Science and Technology of the Autonomous Region of Madeira, continuing professional development should serve as a key pillar in enhancing the status of the teaching profession and supporting teachers professional development…

Filed in Portuguese · English published by the European Commission

Please find attached the full Flemish contribution to the European Commissions consultation on strengthening basic skills and improving educational performance. The contribution focuses, among other things, on knowledge-rich curricula, effective teaching, evidence-informed policy and practice, knowledge brokers, educational research, and monitoring and evaluation.

Please find attached the Flemish contribution to the European Commissions consultation on digital skills, AI and digitalisation in education. The contribution focuses, among other things, on digital and media literacy, teachers digital and pedagogical competences, the responsible and inclusive use of AI, accessibility and cybersecurity, digitally sovereign and interoperable solutions, and the importance of…

Please find attached the full Flemish contribution to the European Commission’s consultation on strengthening basic skills and improving educational performance. The contribution focuses, among other things, on knowledge-rich curricula, effective teaching, evidence-informed policy and practice, knowledge brokers, educational research, and monitoring and evaluation.

Filed in Dutch · English published by the European Commission

Association Européenne des Conservatoires, Académies de Musique et Musikhochschulen (AEC) welcomes the Commissions ambition to reverse the decline in basic skills and strengthen the teaching profession. But declining outcomes call for more than improving existing methods. They require us to ask a more fundamental question: are we developing the capacities on which learning itself depends?

Considering the impact of the Education Package on innovation in Education, its relevance to Vocational Education and Training (VET) ecosystems in general, and to EfVET community in particular, EfVET activated its Members and Policy Working Group (WG) to collect their experienced perspectives on those challenges, which are part of this Position Paper.

Teach For All welcomes the opportunity to provide feedback on the European Commission's Education Package 2040 Roadmap. In the attached document, we offer recommendations for strengthening basic skills through foundational mastery, holistic student development and career readiness education.

LOGOS, University of Cambridge, led by Professor Ann Kristin Glenster, welcomes the Education Package 2040 Roadmap and responds to the Commission's third and fourth questions. A full evidence submission is attached.

Teach For All welcomes the opportunity to provide feedback on the European Commission's Education Package 2040 Roadmap. In the attached document, Teach For All brings recommendations on diverse entry pathways, initial teacher education and school ecosystems of support.

The EU Teachers Agenda should address teacher shortages not only through recruitment, but also by strengthening the attractiveness, quality and sustainability of the teaching profession. An ageing workforce, demanding working conditions, increasing workload and difficulties in attracting and retaining teachers all contribute to current and future shortages.

The EU remains within its mandate in the field of education and cooperation between Member States to monitor these three issues is voluntary. On this basis, CCI can support the Education Package. The issues concerning basic skills and teacher shortage are rightly being raised by the Commission and are demanding solutions. Cooperation between Member States can be very useful in this.

Christian Council International welcomes this opportunity to provide feedback on the European Commission's Education Package 2040 Roadmap. In the attached document, CCI highlights the fundamental role of parents in education, the importance of a holistic approach to the development of children, the need to protect freedom of thought and conscience in education and the importance of ensuring that digital…

The European Association of Service providers for Persons with Disabilities (EASPD) is the leading voice of disability services across Europe. Representing over 20,000 services in 50 different countries, we promote human rights and equal opportunities for people with disabilities through effective and high-quality support. Our work focuses on key areas essential to quality support provision.

BICA supports putting the quality of school education, basic skills, the teaching profession and digital transformation among the EU’s long-term priorities, emphasising that a guiding criterion for policies should be their real and measurable impact on students’ knowledge and skills.

Filed in Bulgarian · English published by the European Commission

Living in your own place. Having friends. Making your own choices. Being good at something. Belonging. We all share these ambitions. For ourselves. For others. Parents have them for their children. Teachers have them for their students. School is where these ambitions begin to take shape. It is where children learn to know what we think is important.

Swedish Teachers Union (STU), representing 293 000 teachers, study and career advisors and student teachers in Sweden, welcomes the Education Package 2040 addressing quality education, basic skills and the teaching profession.

The Evangelical Church in Germany (EKD) welcomes the European Commission’s concern to counteract the decline in basic skills and to break the link between educational success and social origin as part of the Roadmap for Quality Education for All. Competences in reading, mathematics, science and digital are essential prerequisites for personal development and participation in society, as are citizenship competences.

Filed in German · English published by the European Commission

The European Down Syndrome Association (EDSA) brings together 44 organisations from 33 countries across Europe, sharing information and promoting collaboration to improve life for people with Down syndrome and their families. EDSA welcomes the effort by the European Union to improve and address the gaps, and sociological issues currently present in Members States regarding education.

The Association for Teacher Education in Europe (ATEE) and the European Federation for Intercultural Learning jointly submit their contribution on the EU Teachers Agenda. Together we combine the ATEE expertise on teacher education, and the EFIL's network competence in internationalisation of schools through long term pupil mobility in 27 countries across the continent.

The Federation of European Publishers welcomes the opportunity to submit a contribution to the call for evidence on the Education Package 2040 Roadmap. Educational publishers are key players in delivering high-quality, inclusive education, with their core mission being to improve learning outcomes and provide effective pedagogical support to teachers and students.

EuroHealthNet is a not-for-profit European partnership of over 80 public health bodies working to promote health and reduce health inequalities. With a long-standing commitment to health and wellbeing in education, EuroHealthNet welcomes the European Commissions Quality Education for All: A 2040 Roadmap. Schools shape not only learning, but also wellbeing, relationships and teachers working conditions.

Výzva k předložení faktických podkladů pro iniciativu (bez posouzení dopadů) Evropská komise vypsala výzvu v rámci veřejné konzultace k předložení faktických podkladů k balíčku opatření v oblasti vzdělávání 2040: Kvalitní vzdělání pro všechny, základní dovednosti, učitelé a digitální vzdělávání. V rámci této iniciativy položila čtyři otázky, na které Česká republika odpovídá následovně.

Opening of the attached position paper · the full paper is on the Commission’s record (source link above)

Brussels, 08 September 2026 INPUT Ref. Ares(2026)8548586 - 08/09/2026 Eurochambres input to the call for evidence on the Education Package 2040 Roadmap Eurochambres welcomes the European Commission's initiative to develop a longterm vision for quality education, focusing on reversing the decline in basic skills, strengthening the attractiveness of the teaching profession and modernising education in the digital age.

Opening of the attached position paper · the full paper is on the Commission’s record (source link above)

Brussels, 08 September 2026 INPUT Ref. Ares(2026)8548537 - 08/09/2026 Eurochambres input to the call for evidence on the Education Package 2040 Roadmap Eurochambres welcomes the European Commission's initiative to develop a longterm vision for quality education, focusing on reversing the decline in basic skills, strengthening the attractiveness of the teaching profession and modernising education in the digital age.

Opening of the attached position paper · the full paper is on the Commission’s record (source link above)

Brussels, 08 September 2026 INPUT Ref. Ares(2026)8548895 - 08/09/2026 Eurochambres input to the call for evidence on the Education Package 2040 Roadmap Eurochambres welcomes the European Commission's initiative to develop a longterm vision for quality education, focusing on reversing the decline in basic skills, strengthening the attractiveness of the teaching profession and modernising education in the digital age.

Opening of the attached position paper · the full paper is on the Commission’s record (source link above)

CSC agrees with the three interconnected structural challenges that have been identified as the main problems to be addressed by the European Commissions upcoming Education Package, in particular the lack of sovereign digital education infrastructure.

Our school has been running for more than 20 years and is responsible for organising and delivering training in the field of transport. Although it is difficult to state at central level which gaps exist in individual Member States, which areas need to be strengthened, it is appropriate to explain the minimum Community level.

Filed in Hungarian · English published by the European Commission

Uncommon People Consulting is an independent strategic practice working on the deliverability of national AI-in-education programmes. On 27 August 2026 we filed twelve comments on the education pillar of the draft Cyprus National AI Strategy 2032.

The Teachers Union of Ireland (TUI) represents 22,000 serving teachers and lecturers. TUI welcomes the emphasis in the EUs Education Package 2040 on quality education, skills and the teaching profession. The Package must, however, be clear about the fundamental purpose of public education as an integral part of the social contract.

Demands in three key areas: basic skills, the situation of teachers and trainers and the development of digital education infrastructure. 3. Digital education infrastructure and artificial intelligence The development of artificial intelligence offers enormous opportunities for education, but at the same time requires the development of appropriate technological, ethical and organisational standards.

Filed in Polish · English published by the European Commission

Demands in three key areas: basic skills, the situation of teachers and trainers and the development of digital education infrastructure. 2. Teachers and trainers An effective reform of education will not be possible without properly prepared, valued and well-performing teachers. The Teachers’ Agenda should therefore cover both financial, organisational and professional development issues.

Filed in Polish · English published by the European Commission

Demands in three key areas: basic skills, the situation of teachers and trainers and the development of digital education infrastructure. 1. Basic skills Improving the level of basic competences of pupils should be one of the top priorities of education policy.

Filed in Polish · English published by the European Commission

Ascendia is a Romanian EdTech company founded in 2007, listed on the Bucharest Stock Exchange. We build authoring and learning platforms and run national programmes and Erasmus+ projects. Ascendia was a member of the Commission Expert group for Digital Education Content. 1. Which EU support best complements national, regional and local action? Fund implementation, not only pilots.

As a railway company, having 3600 employees , the education and training are essential, so that we can provide the right competence, that result high level of our service and efficient work. 1. General decrease of base competences and low level of education mean great problem, as we cooperate with students and trainees via professional practices, dual programmes and a trainee programme.

The City of Stockholm wishes to highlight the following aspects. In order for the education system to be able to respond to the opportunities and challenges posed by developments in artificial intelligence, several basic prerequisites need to be strengthened at European, national and local level.

Filed in Swedish · English published by the European Commission

All Digital is a pan-European association representing 118 organisations across 31 countries, connecting digital competence centres and other education and training providers working directly with learners, educators and communities. In 2025, our network supported around 2.5 million people.

The City of Stockholm has the following comments on the proposal. The challenges identified and the analysis behind these are well in line with the difficulties identified in Sweden and the upcoming reform package for Swedish schools. The advantages we see from the proposed measures are: 1.

Filed in Swedish · English published by the European Commission

WindEurope is the association representing the wind energy industry across Europe. We represent more than 600 members, including wind turbine manufacturers, developers, utilities, supply chain companies, ports, training providers, research organisations, training centres and other stakeholders involved in Europes energy transition.

Uncommon People Consulting is an independent strategic practice working on the deliverability of national AI-in-education programmes. On 27 August 2026 we filed twelve comments on the education pillar of the draft Cyprus National AI Strategy 2032.

Sanoma Learning is pleased to contribute to the consultation on the roadmap for the Education Package 2040 with the findings of the European Teacher Survey 2025, our annual survey conducted among nearly 7,000 teachers in primary, secondary and vocational education across seven European countries (Belgium, Finland, Italy, the Netherlands, Poland, Spain, Sweden).

About QUEST: An independent, democratic network of 100+ schools and educational organisations promoting transformative pedagogies across Europe. SUMMARY OF QUEST's RESPONSE (attached) : QUEST welcomes the Commission's framing of basic skills, teacher shortages, and digital dependency as interconnected, and applauds the inclusion of civic education in the Action Plan on Basic Skills.

I welcome the European Commissions Quality Education for All: A 2040 Roadmap. As a lecturer and teacher educator at Instituto Piaget, Portugal, my contribution draws on mathematics education, inclusive practice, educational technology and European cooperation.

I welcome the European Commissions initiative to strengthen basic skills and improve school performance. As a lecturer and teacher educator at Instituto Piaget, Portugal, my contribution draws on mathematics education, active learning, inclusive practice and European cooperation. The proposed Council Recommendation should promote coherent development of literacy, numeracy, science, digital skills and citizenship.

As we look toward 2040, the vision for quality education must be rooted in universal accessibility, inclusivity, and equity. Education systems should ensure that no individual is left behind due to socio-economic status, gender, ethnicity, or disability.

I welcome the European Commissions initiative to make the education and training profession more attractive. As a lecturer and teacher educator at Instituto Piaget, Portugal, I draw on teacher education, school partnerships and European cooperation. Recruitment and retention require fair working conditions, professional autonomy, meaningful development and public recognition.

As an educator, I believe this agenda is crucial for addressing the current challenges faced by teachers across Europe and for ensuring high-quality education for future generations. Firstly, I would like to emphasize the importance of improving working conditions for teachers. This includes fair and competitive salaries, manageable workloads, and access to professional development opportunities.

I appreciate the European Commissions focus on strengthening basic skills and improving performance in school education, as these are fundamental to preparing students for future challenges and opportunities. Strengthening literacy, numeracy, and digital skills is crucial in todays rapidly evolving world. These core competencies form the foundation for lifelong learning and employability.

Filed in Romanian · English published by the European Commission

All Digital is a pan-European association representing 118 organisations across 31 countries. In 2025, our network supported around 2.5 million people, including many at risk of digital and social exclusion. We respond to this Call for Evidence from the perspective of grassroots organisations that help ensure quality education reaches those most at risk of being left behind.

The European Confederation of Independent Trade Unions (CESI) welcomes the European Commissions initiative to develop an Education Package 2040 Roadmap: Quality Education for All. The three proposed strands under the Education Package reversing the decline in basic skills, supporting and valuing the teaching profession, and developing sovereign digital education infrastructure address interdependent challenges…

As Europes largest network of STEM teachers, the non-profit association Science on Stage Europe is in direct contact with teachers across Europe. Based on our experience and exchange with educators in our network, we believe that tackling the teacher shortage must start with making the teaching profession more attractive again. Too often, the teaching profession is perceived as underpaid, overworked and undervalued.

All Digital is a pan-European association representing 118 organisations across 31 countries, connecting digital competence centres and other education and training providers working directly with learners and communities. In 2025, our network supported around 2,5 million people. All Digital replies to this Call for Evidence on behalf of its network of educators and trainers.

UIL Scuola, a trade union in the Italian education sector, welcomes the proposal for an Education 2040 package on quality education, basic skills and the teaching profession. Strengthening basic knowledge/skills, tackling inequalities and lattrating the teaching profession are closely linked issues.

Filed in Italian · English published by the European Commission

We welcome the European Commission’s intention to raise awareness of the current challenges of school education, to increase the political importance of measures taken and to promote exchanges between European Member States. In an era of drastic changes in the European labour market, the demands on students and teachers are also changing significantly.

Filed in German · English published by the European Commission

EIT Health welcomes the Commission's efforts to strengthen basic skills and improve educational outcomes across Europe. From our experience supporting innovation, education and skills development across the health sector, we observe that the accelerating pace of technological and societal change requires learners to develop not only strong foundational skills, but also adaptability, critical thinking, creativity and…

The Association for Giftedness DAR, a Croatian non-profit organisation dedicated to identifying, supporting and developing gifted and high-potential children and young people, including twice-exceptional (2e) learners, welcomes the European Commissions initiative to develop an Education Package towards 2040.

The European Disability Forum welcomes an increased focus at EU level on strengthening the development of skills during school education, particularly with the proposal of upcoming Council Recommendations. When it comes to learners with disabilities, the situation is particularly uncertain, and a great deal more needs to be done to ensure that all learners are reaching their full potential.

Kvalitní vzdělávání pro všechny: plán do roku 2040 Stanovisko HK ČR Hospodářská komora České republiky (HK ČR) obecně podporuje cíle iniciativy směřující ke zvýšení kvality a dostupnosti vzdělávání a posílení základních dovedností žáků.

Filed in Czech · English published by the European Commission

Opening of the attached position paper · the full paper is on the Commission’s record (source link above)

The International Project Management Association (IPMA), founded in 1965, has more than six decades of experience in developing competence-based approaches to project management. IPMA encourages the European Commission to recognise project management competences as an important horizontal capability in school education.

The International Project Management Association (IPMA) is a global, non-profit organization advancing project management competence and professional development in more than 70 countries. For over six decades, IPMA has developed competence-based standards, learning pathways and recognition approaches that help people turn knowledge into effective practice.

As a member of the European Trade Union Confederation for Education (ETUCE), COV endorses the joint trade union position on the future European Education Package. Together with ETUCE, which represents 4.9 million teachers and other education professionals, COV, the largest trade union for primary education in Flanders, welcomes the European focus on quality education, strong basic skills and an attractive teaching…

Filed in Dutch · English published by the European Commission

ETTAS e.V. (European Teacher Trainers Association) welcomes the Commissions intention to develop an EU Teachers Agenda as part of the Education Package. The attractiveness of the profession is not only a question of recruitment.

From the perspective of an intermediate education authority, strengthening basic skills requires a systemic approach to school and lesson development. EU support should not only identify effective approaches, but help schools and authorities implement, adapt, share and evaluate them, given the persistent link between background and outcomes.

As a regional education authority, we welcome the proposed EU Teachers and Trainers Agenda and its focus on professional development, attractive careers and supportive professional environments for teachers. We encourage the Commission to give greater recognition to international professional learning as an integral element of high quality teacher, teacher trainer and school leader development, and to support member…

An effective EU Teachers Agenda must be developed with teachers, not merely for teachers. On behalf of 190,000 members in the Norwegian education sector, the Union of Education Norway highlights three key messages: 1. Recruit and retain qualified teachers through comprehensive, long-term strategies Teacher shortages cannot be solved through short-term campaigns or by lowering qualification requirements.

Feedback on the EU Teachers Agenda from Nerijus Buivydas, director and co-founder of Demokratinė mokykla (Democratic School), Vilnius, Lithuania. I write as a practising school leader dealing daily with teachers' workload, autonomy, motivation and professional learning.

Feedback from a school leader: Nerijus Buivydas, director and co-founder of Demokratinė mokykla (Democratic School), a private school in Vilnius, Lithuania, working on democratic education principles. Core message: future-ready schools should not be defined primarily by the technologies they use, but by the capabilities they develop in young people.

POED feedback to the Call for Evidence on the EU Teachers and Trainers Agenda POED, Cyprus' Greek Teachers' Organisation and a member organisation of ETUCE, welcomes the Education Package 2040 addressing quality education, basic skills and the teaching profession.

I am writing on behalf of the International Federation of Library Associations and Institutions. Alongside our partners at EBLIDA, Public Libraries 2030, NAPLE and LIBER, we represent Europes over 160 000 total libraries, and over 70 000 public libraries.

I am writing on behalf of the International Federation of Library Associations and Institutions. Alongside our partners at EBLIDA, Public Libraries 2030, NAPLE and LIBER, we represent Europes over 160 000 total libraries, and over 70 000 public libraries.

I am writing on behalf of the International Federation of Library Associations and Institutions. Alongside our partners at EBLIDA, Public Libraries 2030, NAPLE and LIBER, we represent Europes over 160 000 total libraries, and over 70 000 public libraries.

I work for the Teachers Union of Ireland. The union represents 22,000 teachers across post-primary, further education and training, and third level. I welcome the proposed Education Package 2040, especially its focus on quality education, skills and the teaching profession.

DARE (Democracy and Human Rights Education in Europe) would like to propose a careful and honest stocktaking measure as a first priority in order to learn from the challenges and mistakes of the past, before decisions about new investments. - E. g. we remember the intense efforts made a few years ago to push BLOCKCHAIN into the education market, an endeavor that, fortunately for our students, was not successful.

This contribution is based on my professional experience in early childhood education, multilingual and multicultural learning environments, school leadership, and European educational cooperation. As a Headteacher and Erasmus+ Project Coordinator working in an international kindergarten in Slovakia, I have had the opportunity to observe both the strengths of current educational approaches and some of the challenges…

Evidence from Ukraine shows why quality education policy must include resilience and continuity, not only attainment. In 2025/26, Ukraine had 640 vocational education and training (VET) institutions serving 205,008 learners and 732 professional pre-higher education institutions serving 416,488 learners.

Teaching & Learning through Creative, outside the box ideas - see my assignment module on https://learningteachingcreativity.info/ Teachers - Less teaching time - time to plan for more Creative thinking, engaging lessons. EU Portal for collaboration and sharing - Professional Collaboration

Fundación Secretariado Gitano (FSG), an intercultural organisation with over 40 years of experience promoting the rights, social inclusion and equal opportunities of Roma people in Spain and Europe, seeks to draw attention to the persistent educational inequalities affecting Roma children and to propose policy measures aimed at addressing these challenges effectively.

SCIO operates a network of 27 innovative schools in the Czech Republic, 22 primary and 5 secondary schools with more than 2500 pupils and more than 350 guides. We have daily operational experience in recruiting, retaining and burning teachers. 1. Set a measurable target for reducing administrative burden.

Filed in Czech · English published by the European Commission

We agree with the first half of the diagnosis. In our view, however, the explanation for fragmentation is inaccurate and leads to an incorrect solution. The call states that the dependence of the European Schools on non-European providers increases dependence on external data standards and vendor lock-in. This is in line with our experience.

Filed in Czech · English published by the European Commission

SCIO is the largest Czech training company (established in 1995, around 600 employees). We run a network of 27 innovative schools with more than 2500 pupils. At the same time, we are among the largest providers of educational testing in the country through the National Comparative Examinations for admission to higher education, going through over 30000 candidates per year, and we run both blanket school testing and…

Filed in Czech · English published by the European Commission

APED (Romania) submits evidence on professional entry routes into teaching, with two requests: FIRST, a European quality framework for such routes, as a technical annex to the Council Recommendation on attractive teaching careers, setting five voluntary benchmarks: a suitability assessment before the first independently taught lesson; a supervised practicum of at least twelve weeks; a named mentor with allocated…

The EU Teachers and Trainers Agenda should support all teachers, but STEM teachers require particular attention due to the severity of shortages and the specialised expertise they bring. The EU STEM Coalition therefore puts forward a number of targeted STEM-specific recommendations. EU STEM Coalition Key recommendations at a glance: STEM-specific recommendations 1. Promote hybrid teaching 2.

U.Di.Con. APS welcomes the Roadmap of the Education 2040 Package, stressing the need to build a European education system capable of ensuring quality, inclusion and equal opportunities, reducing territorial and social disparities and ensuring adequate standards for all students. In the digital transformation of the school, U.Di.Con.

Filed in Italian · English published by the European Commission

U.Di.Con. APS welcomes the Roadmap of the Education 2040 Package, stressing the need to build a European education system capable of ensuring quality, inclusion and equal opportunities, reducing territorial and social disparities and ensuring adequate standards for all students. In the digital transformation of the school, U.Di.Con.

Filed in Italian · English published by the European Commission

As an eTwinning National Support Organisation, we can share our view and observation to the Initiative Education Package 2040 Roadmap: Quality Education for All, Basic Skills, Teachers and Digital Education based on our daily work and communication with teachers from primary and secondary school and preschool education.

UiPath Foundation submits evidence from AI Generation, an open-license (CC BY-SA 4.0) foundational AI literacy curriculum for high school students, available free in Romanian and English, developed in partnership with the App Inventor Foundation (an MIT initiative).

The document presents the E-FORCE initiative as a key strategy for transforming European education in response to the geopolitical and technological challenges of the 20262030 period. The proposal advocates for a Teach-the-Teacher teacher training model that prioritises digital sovereignty, inclusion, and human agency in the face of automation.

OELMEK, the Organisation of Greek Secondary Education Teachers of Cyprus and a member organisation of ETUCE, welcomes the European Commission's initiative to develop an EU Teachers and Trainers Agenda aimed at enhancing the attractiveness, sustainability and quality of the teaching profession across Europe. Teachers are at the heart of high-quality and inclusive education systems.

SBASHK/UESCK urges the European Commission to ensure that the Education Package 2040 is built on four fundamental principles: quality public education, a strong and attractive teaching profession, meaningful social dialogue and democratic governance.

Education Package 2040 SALAR and Sobona response on call for evidence Introduction SALAR and Sobona welcome the Commission’s ambition to strengthen educational outcomes, support the teaching profession, and promote the effective and responsible use of digital technologies in education.

Opening of the attached position paper · the full paper is on the Commission’s record (source link above)

Education Package 2040 SALAR and Sobona response on call for evidence Introduction SALAR and Sobona welcome the Commission’s ambition to strengthen educational outcomes, support the teaching profession, and promote the effective and responsible use of digital technologies in education.

Opening of the attached position paper · the full paper is on the Commission’s record (source link above)

Education Package 2040 SALAR and Sobona response on call for evidence Introduction SALAR and Sobona welcome the Commission’s ambition to strengthen educational outcomes, support the teaching profession, and promote the effective and responsible use of digital technologies in education.

Opening of the attached position paper · the full paper is on the Commission’s record (source link above)

Pearle*-Live Performance Europe is the European federation representing over 13,000 organisations and companies in the music, performing arts, and live event sectors. As a European employers' association, Pearle* takes part in the European sectoral social dialogue. Pearle* supports the European Commissions ongoing initiative to strengthen basic skills in school education.

As a regional education authority, we welcome the proposed Education Package 2040 and its ambition to provide a coherent European framework for quality and equitable education, and the recognition that declining basic skills, teacher shortages and digital transformation are interconnected challenges.

Education and Science Trade Union from the Republic of Moldova represents the voice of more than 100 000 trade union members at all levels of education and strongly supports the ETUCE's position. ETUCE, representing 4.9 million teachers and education staff across Europe, welcomes the proposal for an Education Package 2040 addressing quality education, basic skills and the teaching profession.

This contribution provides feedback on the Education Package 2040 Roadmap from an employers association perspective, with a particular focus on basic and transversal skills, vocational education and training, dual training and work-based learning, teacher and trainer development, and digital and AI competences. Detailed comments and recommendations are provided in the attached document.

Climatón is the climate laboratory that has organised the largest open innovation event on climate change in Spain since 2020 in Seville (Climathon Seville) and has since then taken the same spirit to schools. We share a good practice: Green Clauses directly relevant to the basic skills axis, specifically to citizenship competence and STEM competence, both crossed by eco-social competence. What it is.

Filed in Spanish · English published by the European Commission

To reverse the long-term decline in basic skills and reduce the link between educational outcomes and socioeconomic disadvantage, the EU should invest in high-performance multidisciplinary support teams working directly with schools.

Dear Commission, Hereby, I would like to submit our feedback to the call for evidence on behalf of the European Democratic Education Community - EUDEC. Our input is based on democratic schools' experiences during the last 30 years, and is based on the belief that democracy cannot be taught through lectures, but rather needs to be internalised through daily practices grounded in human rights and self-determination…

UiPath Foundation submits evidence from AI Generation, an open-licence (CC BY-SA 4.0) foundational AI literacy curriculum for high school students, available free in Romanian and English, developed in partnership with the App Inventor Foundation (an MIT initiative).

Consultation on Education Package 2040 Roadmap: Quality Education for All, Basic Skills, Teachers and Digital Education Side 1/4 The Confederation of Danish Employers (DA) welcomes the opportunity to provide comments on the Education Package 2040 Roadmap. DA fully supports the overall ambition of strengthening educational outcomes, improving skills and enhancing Europe's long-term competitiveness.

Opening of the attached position paper · the full paper is on the Commission’s record (source link above)

Digital education: Twenty years ago, we had to have IT education integrated into the learning process. Six years ago, schools should have developed a systematic education on AI. We were late with teachers, politicians, scientists, governments. Today, we do not have a clear answer on how to address this gap.

Filed in Lithuanian · English published by the European Commission

There is a need to speak with courage and loudness about the pride of the teacher in his profession. It is not a regular profession. This is a mission. Not only does the teacher work today, he is already working for the future. The product he has developed will bring his life, knowledge and skills to society in ten, twenty or even fifty years’ time. As teachers, we are mainly writing books about people.

Filed in Lithuanian · English published by the European Commission

The teacher creates the human of the future, and the human of the future does not need individual knowledge, but the ability to understand, use and act on the world. Basic skills must not be developed in isolation, but through real-life problems, exploration, technology and creation. Read. Understand. To investigate. To be evaluated. Action.

Filed in Lithuanian · English published by the European Commission

Hochwertige Bildung für alle – ein Fahrplan bis 2040 Die Handwerkskammer Koblenz vertritt die Interessen von rund 21.900 Mitgliedsbetrieben aus dem nördlichen Rheinland-Pfalz/Deutschland. Die Mehrzahl unserer Mitglieder sind Kleinstbetriebe mit etwa 10 Beschäftigten.

Filed in German · English published by the European Commission

Opening of the attached position paper · the full paper is on the Commission’s record (source link above)

Ascendia S.A. is a Romanian EdTech company with over 19 years of experience in digital learning platforms, interactive educational content and teacher training. Its LIVRESQ ecosystem is used by more than 161,100 content creators from over 7,260 institutions and companies. Ascendia is also a member of the European Commissions expert group on digital education content.

Strong basic skills are essential for employability, innovation and Europe's competitiveness. Recent international assessments highlight a growing need to improve educational outcomes, particularly in literacy, mathematics, science and digital skills. Employers therefore support a stronger focus on evidence-based school improvement, high-quality teacher education and the effective use of digital technologies.

Dear EU team, Thank you very much for the strong impetus in education policy and the opportunity to have a good and transparent feedback process. The background to our feedback is the experience we have for over 20 years now gained at local, regional, state and federal state level from our coordinating role of STEM initiatives at the interface between regulatory structures and so-called extracurricular structures in…

Filed in German · English published by the European Commission

DIGITAL EDUCATION INFRASTRUCTURE The Eurydice report Digital Education at School in Europe (2019) shows that successful digital transformation requires not only investment in equipment and connectivity, but also curriculum development, teachers digital competences, appropriate assessment, and strategic support for schools.

Digital tools and platforms already play an important role in teaching and learning, including learning management systems, digital learning resources, EdTech applications, digital credentials and increasingly AI-based tools. However, European education remains highly dependent on non-European providers for critical services.

TEACHERS AND TRAINERS The European Commission's Education and Training Monitor 2025, Poland country report explicitly states that teaching remains a deficit profession in Poland and links the shortages to low salaries, high workload and low prestige.

BASIC SKILLS The 2025 Eurydice report Addressing Underachievement in Literacy, Mathematics and Science shows that improving student achievement requires a comprehensive policy approach combining curriculum, teaching, assessment, learning support, teacher development, inclusion and parental engagement.

The Education, Science and Culture Trade Union of Slovenia (SVIZ / ESTUS), representing almost 35.000 employees at all levels of education, from pre-primary to tertiary, as well as in research and cultural institutions, fully supports the view of the European Trade Union Committee for Education (ETUCE), which welcomes the Education Package 2040 addressing quality education, basic skills and the teaching profession.

Associazione Lumen welcomes the Education Package 2040s explicit focus on human agency, inclusion and digital sovereignty in the age of AI, and its intention to build on the EUOECD AI Literacy Framework. Our main recommendation is operational rather than definitional.

DLF (Danish Union of Teachers) supports fully the response from ETUCE, representing 4.9 million teachers and education staff across Europe. ETUCE welcomes the Education Package 2040 addressing quality education, basic skills and the teaching profession.

We have benefited greatly from the Open Method of Coordination (OMC) in education and from the thematic working groups, particularly the work related to digital education. The OMC provides a valuable framework for cooperation, peer learning and the exchange of good practices between Member States and accession countries, while respecting national, regional and local responsibilities for education policy.

Feedback from Stiftung Bildung Stiftung Bildung is a German foundation supporting civic and volunteer engagement in and around schools. Our work with local education initiatives, volunteer networks, and youth-led organisations shows how community-based engagement in the school environment can measurably improve educational outcomes for children facing socio-economic disadvantages and support teachers in addressing…

We asked fourteen-year-olds in Belgium what they would ask school for, to feel more prepared for adult life. One of them answered: "learn how I need to do everything, because I'm not going to use tangent when I have to pay for my house." We had expected stress, friendship, confidence what the wellbeing literature prepares you for.

The adults Europe most needs to reach are the ones it reaches least. In 2022 only 18.4% of low-qualified adults took part in any education or training, against a 30% target for 2025 and at the current pace, Cedefop judges, the targets will not be met. Online learning is supposed to be the answer to that. We wanted to know what actually happens when it is used.

A nurse writing up a care plan, a mechanic checking his own weld, a chef tasting a sauce before it leaves the pass none of them has a teacher standing behind them. They judge their own work against a professional standard, alone, several times a day. In vocational education, self-assessment is not a classroom technique. It is the job. It is also the thing we do not teach.

1. Ensuring internet access to all schools and creating a map of schools needs ( like a heatmap ). Currently, we do not know if a school needs a printer or books for the library. How it can be also done this: by ensuring a basic budget for each school, not budget per student.

1. Offering trainings for teachers, with concrete exemples and demonstrations on how to use AI or other different tools; or AI-powered assistants designed to support teachers in their daily work. 2. Offering paid subscriptions (PRO) for dedicated educational and AI platforms, such as Twinkl, ChatGPT, Gemini, Claude AI, Livresq, Wordwall, Canva, sound editing and song creation tools, NotebookLM, and many others. 3.

Focus Area: Strengthening Basic Skills (Digital Competence, Linguistic Literacy, Visual Arts, and Applied STEM) --- (1) The Practice: Student-Curated XR Heritage & Museum Digitization --- At Pagkyprion Gymnasion, we operationalize an advanced pedagogical framework integrating tangible cultural heritage, historical inquiry, and Extended Reality (XR) technologies within our curriculum.

Focus Area: Strengthening Basic Skills (Linguistic Literacy, Mathematics, and Visual Arts) --- (1) The Practice: Morning Curricular Co-Teaching (Language & Mathematics) --- At Pagkyprion Gymnasion, we expanded our STEAM methodology into mainstream morning curricular hours through structured co-teaching between a Mathematician and a Philologist in Grade 9 (Class C01, age 15).

OUTDOOR EDUCATION An innovative model based on Outdoor School Education, understood as a methodological approach capable of redefining the timing, spaces and dynamics of the teaching relationship. Leaving the traditional classroom represents a structural change in the educational setting: pupils and teachers are engaged in an experience that requires the application of different skills, knowledge and competences…

Opening of the attached position paper · the full paper is on the Commission’s record (source link above)

1.To strengthen students’ basic reading, mathematics, science, digital and civic competences first and foremost, we will need to measure them. Using AI we should quickly assess a pupil’s level and identify the lack of knowledge (e.g. grammar), and only then improve it. We should not wait for annual/primary or lower secondary assessments, but rather preintampinam suppressions. 2.

Filed in Romanian · English published by the European Commission

Focus Area: Strengthening Basic Skills (Applied Mathematics, Science, Financial Literacy, and Green Competences) --- (1) The Practice: Student-Led Circular Enterprises (PBL & STEAME) --- At Pagkyprion Gymnasion, we integrated financial literacy, entrepreneurship, and marketing as vital pillars inside our STEAM framework (STEAME), linking all scientific subjects with language, cultural heritage, and civic engagement.

In 2026, researchers from the Faculty of Education at the University of Warsaw conducted a nationwide study on psychological risks and stress in the teaching profession at the request of the Polish Teachers Union (ZNP), the largest and oldest trade union in Poland.

In 2026, at the request of the Association of Polish Teachers (the largest and oldest trade union in Poland), researchers from the Faculty of Education of the University of Warsaw carried out national studies on psychological risks and stress in the teaching profession, the results of which are closely linked to the content of the 2040 Action Plan for the education package: quality education for all, basic skills…

Filed in Polish · English published by the European Commission

The Teachers Union of Ireland (TUI) represents 22,000 serving teachers and lecturers. TUI welcomes the focus in the EUs Education Package 2040 on quality education, skills and the teaching profession. The Package must be clear about the purpose of public education - an integral part of the social contract.

Lifelong learning should be recognised as a basic skill and as an explicit goal of school education. We recommend that the European Commission: 1. Explicitly connect basic-skills policy with lifelong-learning capacity. Basic-skills strategies should address not only what learners can demonstrate at the end of compulsory education, but also their capacity to continue learning throughout life. 2.

Quality education for all does not necessarily mean one model of quality education for all. The current evidence shows substantial and persistent differences in educational outcomes and participation across learner groups.

We recommend that the European Commission: 1. Place teacher agency alongside teacher wellbeing and working conditions. Professional autonomy, participation in decision-making and opportunities to exercise professional judgement should be explicit components of teacher-attractiveness policies. 2. Reduce unnecessary administrative and compliance burdens.

Reversing the decline in basic skills, tackling teacher shortages, and securing digital sovereignty are fundamentally interconnected challenges. To succeed, this initiative must drive a decisive paradigm shift: moving away from passive technology adoption toward learning-centred pedagogical mediation, educator empowerment, and open, sovereign infrastructure.

Mathematics for Change responds to two interconnected educational needs. First, it aims to make mathematics more meaningful and relevant by connecting rigorous mathematical content to real-world contexts, with the goal of improving student engagement, understanding and performance.

GÉANT, the pan-European research and education network organisation working with its 43 National Research and Education Network (NREN) members, welcomes the European Commission's call for evidence on Quality Education for All: A 2040 Roadmap.

The initiative addresses the long-term decline in basic skills among European school students and the related performance gaps between EU education systems. A proposal for a Council Recommendation, which is part of the Education Package, will help Member States to act and, with EU support, reverse the negative trend, by increasing cooperation between schools, school authorities and local communities.

Filed in Italian · English published by the European Commission

Teaching presents challenges in terms of recruitment and retention, driven by an ageing workforce, low attractiveness of careers and an increased workload. Societal needs and the use of AI require new pedagogical skills.

Filed in Italian · English published by the European Commission

Our submission focuses on internationally educated teachers (IETs), drawing on our research in Portugal and other European contexts funded by YERUN mobility award to University Nova Lisbon and Brunel University of London (see attached report). As teacher shortages intensify across the EU, international teacher mobility is becoming an increasingly important, yet insufficiently understood, policy response.

Asociația pentru Formare operates Casa Experimentelor, a Romanian non-formal science education centre with more than 10 years of experience in hands-on learning with children, families and schools. Our work is based on a simple observation: science becomes a basic skill when learners are not only told how the world works, but are given the opportunity to observe, test, manipulate, make predictions, make mistakes and…

The Lifelong Learning Platform - European Civil Society for Education - gathers 47 EU-wide networks active in all sectors and levels of education and training, from early childhood education and care up until adult education.

The Lifelong Learning Platform - European Civil Society for Education - gathers 47 EU-wide networks active in all sectors and levels of education and training, from early childhood education and care up until adult and senior education from formal, non-formal and informal learning environments.

The Lifelong Learning Platform - European Civil Society for Education - gathers 47 EU-wide networks active in all sectors and levels of education and training, from early childhood education and care up until adult education.

ECSWE, the European Council for Steiner Waldorf Education, represents 29 national school associations with over 800 Waldorf schools and 190,000 pupils in Europe. ECSWE is also the main coordinator of the HERMMES approach to digital media education in kindergartens and schools.

The European Council for Steiner Waldorf Education, represents 29 national school associations with over 800 Waldorf schools and 190,000 pupils in Europe. Some of our schools have operated for over 100 years, while new schools are still being founded. Parents and teachers choose our schools in search of an alternative educational path.

PROBLEM DEFINITION The roadmap asks how to make teaching more attractive, which is a question that we can very well relate to. The European Council for Steiner Waldorf Education represents 29 national school associations, over 800 schools, 190,000 pupils. To become a Waldorf teacher, in many countries our schools ask more of teachers than the state does.

As an NGO committed to delivering environmental education to young people across Europe, we welcome the Education Package 2040 and its ambition to address declining basic skills, strengthen the teaching profession and modernise education. We particularly appreciate the observation that improving education requires connecting policy, research and practice and supporting innovative educational approaches.

The Education Package should treat equality not only as a future outcome but as a starting point, recognising every child as capable of thought, communication and meaningful participation. Improving basic skills therefore requires attention to childrens lived experiences of belonging, safety, relationships and recognition, particularly for care-experienced and otherwise marginalised learners.

IFUT Response to the European Commissions Consultation on the Education Package 2040 Quality Education for All for 2040 Roadmap; EU Teachers Agenda; Strengthening Basic Skills; and Digital Sovereign Infrastructure in Education 4 September 2026 The Irish Federation of University Teachers (IFUT), representing academic, research and related professional staff across Irelands university sector, welcomes the European…

1. Decline in basic skills Solutions: Qualified qualified teaching staff in Finland are subject to regulations on qualifications and high-quality teacher training. There is also a need for structured upskilling and mentoring.

Filed in Finnish · English published by the European Commission

The Community Arts Network and Porticus commissioned the report From Margins to Masterpieces: Charting Pathways to Strengthen Arts in Public Education, authored by Dr. Heddy Lahmann, PhD, Professor of International Education at New York University. The report explores bottlenecks, opportunities, and promising practices for strengthening arts education in public systems.

The Community Arts Network along with Porticus have commissioned a report to examine bottle-necks , opportunities and existing best practices on arts education in public systems: From Margins to Masterpieces: Charting Pathways to Strengthen Arts in Public Education- authored by Dr. Heddy Lahmann, PhD, Professor of International Education, New York University.

The AOb, the largest education trade union in the Netherlands, represents more than 88,000 members across all sectors and supports ETUCEs position on the European Teachers Agenda. Addressing teacher shortages requires sustained investment in education, competitive salaries, attractive working conditions, high-quality teacher education, continuous professional development and meaningful social dialogue.

1. Up to 17 pupils per class. 2. Consequences for parents when pupils do not attend school. 3. Support teachers for children with special educational needs. More. 4. Support lessons for pupils with learning difficulties should be compulsory. 5. Not all pupils should be required to remain in education until the age of 18.

Results of a survey carried out among staff at a school complex (primary and secondary school). What would make the teaching profession more attractive: 1. Higher pay. 2. Fast internet connections. 3. The workplace (better equipped: pens, software). 4. A package of rest and relaxation during and outside working hours. 5. A health package. 6.

The OpenEU Innovation Agenda on Digital Education offers an evidence-based roadmap for transforming European higher education by putting peoplenot just technologyat the center. Grounded in expert consensus from our Think and Do Tank process, the whitepaper advocates for an integrated model where smart, secure, and interoperable digital infrastructures are paired with comprehensive training in AI literacy, critical…

The EU’s basic skills policy will only be successful if it starts with early childhood education and care and identifies high-quality pedagogy, qualified teachers, pedagogical leadership, learning support and sustainable working conditions for teachers as a whole.

Filed in Finnish · English published by the European Commission

As a secondary school teacher of Natural Sciences and Biology, with a background as a biologist and a PhD in Marine Ecology, I would like to contribute to the European discussion on basic skills based on my classroom practice and science education projects. My experience suggests that strengthening basic skills in science requires moving beyond the transmission of disciplinary knowledge.

The future European policy framework should move beyond treating teacher wellbeing as an individual responsibility or as an occasional response to stress and burnout. Instead, wellbeing should be embedded throughout teachers' professional lifecycle from initial teacher education at university level, through induction and early-career support, to continuous professional development and school leadership.

How easy is it for a child to treat online information as verified truth, without any further questions? A diriginate teacher at a secondary school in a municipality in Bacău, in the communities in which we work, told us what happened when she used her hour of dirigination to design a documentary about the toxic models promoted by the Tate brothers. He believed that the message would be clear. Has not been.

Filed in Romanian · English published by the European Commission

The insistent correlations between the use of digital means to teach/learn, and the degradation of apprenticeships (PISA studies, research and decisions by expert panels in France, Sweden and Spain), require public authorities to be independent of the pressure and needs of the digital industry, its stakeholders’ future projections (‘the central role that AI will play in education...’) and the corporate and…

Filed in Spanish · English published by the European Commission

Narada welcomes the European Commission’s initiative to build a European Teachers’ Agenda. Recognises something we see confirmed in every school we work in: teachers are the most important resource of the education system, but also the least supported with the right tools for real challenges in the classroom.

Filed in Romanian · English published by the European Commission

Relevant LUMA evidence Although LUMA is primarily a STEM and science education network rather than a digital infrastructure provider, several aspects are relevant: Digital and technology education. LUMA's mission explicitly includes mathematics, science, IT and technology education, supporting the development of digital competences among learners.

Narada welcomes the European Commission’s initiative to build a roadmap for education by 2040 and how it links the decline in basic skills, teacher shortages and the need for a sovereign digital infrastructure to one real challenge: preparing students for a world where change is fast and artificial intelligence is changing the nature of cognitive work.

Filed in Romanian · English published by the European Commission

Relevant LUMA evidence National STEM competence development. LUMA Centre Finland's core mission is to inspire and motivate children and young people to engage with mathematics, science, technology and STEM subjects through research-based educational activities, study visits, clubs, camps and learning resources. This directly addresses science, mathematics and digital competences.

Relevant LUMA evidence Continuous professional development (CPD). LUMA provides continuing professional development and courses for teachers and educational staff across educational levels, supporting career development and professional competence.

SNES-FSU is the majority trade union in the second level of the French public sector. It has 56 000 members. He is a member of the European Trade Union Committee for Education. The “Education 2040 package” addresses the issues of quality education, basic skills and the teaching profession.

Filed in French · English published by the European Commission

The Lithuanian Education and Science Trade Union (LŠMPS) strongly welcomes the European Commissions initiative to establish a dedicated EU Teachers Agenda within the upcoming Education Package. In Lithuania, as in many Central and Eastern European Member States, the shortage of qualified teachers has evolved from a sectoral issue into a systemic crisis that directly threatens educational quality, equity, and…

ETUCE, representing 4.9 million teachers and education staff across Europe, welcomes the proposal for an Education Package 2040 addressing quality education, basic skills and the teaching profession. These priorities are closely interconnected and require a coherent approach based on investment in public education, professional autonomy, social dialogue and strong, democratic education governance.

Hello, already at the primary school, pupils could be required to attend different companies for 1 to 2 weeks during the school year to try out which profession (risk-free) under the supervision of the instructors. This could lead to optimal decision-making on future career choices. Of course, driving alone by means of transport as a driver, working with, for example, welding, working in foundries, not.

Filed in Czech · English published by the European Commission

Hello, language teachers should travel abroad every second year for a month to actively interact with the language of native speakers. Possible combination of selected pupils + teachers of which language. Both pupils and teachers would attend school, actively engage in extracurricular activities with native speakers, ideally reside in visiting families for continuous contact with native speakers’ language. Mgr.

Filed in Czech · English published by the European Commission

It is a suggestion to improve the educational internationalisation options of Spanish higher vocational students, so that they are truly considered higher education students and can access university residences and other options at that level in Europe. This will allow them to benefit from Erasmus + vocational training options in European countries for their internships (company-based training).

Filed in Spanish · English published by the European Commission

Uncommon People Consulting is an independent strategic practice working on the deliverability of national AI-in-education programmes. On 27 August 2026 we filed twelve comments on the education pillar of the draft Cyprus National AI Strategy 2032.

Uncommon People Consulting is an independent strategic practice working on the deliverability of national AI-in-education programmes. Our evidence base is a review of seventeen national and system-level programmes on three continents; the attached paper is the synthesis, with sources named per programme. On 27 August 2026 we filed twelve comments on the education pillar of Cyprus's draft National AI Strategy 2032.

"Strengthening critical audiovisual literacy as a basic digital and citizenship skill". Digital and citizenship skills are increasingly important for young people navigating a media environment dominated by audiovisual and multimodal content.

"Strengthening critical audiovisual literacy as a basic digital and citizenship skill". Digital and citizenship skills are increasingly important for young people navigating a media environment dominated by audiovisual and multimodal content.

The Community Arts Network along with Porticus have commissioned a report to examine bottle-necks , opportunities and existing best practices on arts education in public systems: From Margins to Masterpieces: Charting Pathways to Strengthen Arts in Public Education- authored by Dr. Heddy Lahmann, PhD, Professor of International Education, New York University.

MemoryLab's feedback centers on the importance of evidence-informed solutions that really help learners and teachers. In addition it stresses the importance of using data and networks that already exist to map and monitor quality and to invest into these networks to help them set quality standards and foster those companies that act with the learner and teacher in mind.

Policy Note on Digital Education Infrastructure. 1-9-2026 As artificial intelligence shifts from experimental tools to core educational infrastructure, European school systems face a profound structural transformation.

Opening of the attached position paper · the full paper is on the Commission’s record (source link above)

Policy Note on Basic Skills. 1-9-2026 Helping schools tackle declining performance Educational systems across Europe are facing a critical challenge: declining student performance in foundational skills. International assessments such as PISA, PIRLS, and ICILS consistently point to a troubling downward trend in young people's mastery of basic competences.

Opening of the attached position paper · the full paper is on the Commission’s record (source link above)

Policy Note on the EU Teachers Agenda. 1-9-2026 A dedicated agenda to improve working conditions, career development and the overall attractiveness of the education and teaching profession. Core perspective: Empowering School Leadership to Revitalise the Teaching Profession within the Framework of Subsidiarity This policy note outlines how school leadership serves as the vital link to make the teaching profession…

Opening of the attached position paper · the full paper is on the Commission’s record (source link above)

The core aim of this proposal is to shift the European Union policy narrative from reactive emergency measures focused solely on filling immediate vacancies toward a systemic and long-term architecture, thereby building, valuing, and sustaining a highly qualified teaching profession across all career stages 1. From Shortage Management to Building the Profession.

In the SNE, we regret for the primary school: — teacher shortages – insufficient remuneration for French teachers and female teachers, – degraded working conditions: too many pupils in the classroom, premises not adapted to climate change, over-inclusion without the necessary means, institutional abuse of educational staff. — a lack of digital resources.

Filed in French · English published by the European Commission

The evidence below comes from building and operating AI-supported learning systems in a small European provider, from delivering professional development to more than 500 teachers and trainers since 2023, and from commissioned work on making curriculum content machine-usable. A roadmap to 2040 will be judged on whether the systems it builds are still working in 2040.

The evidence below comes from teaching German, English and Ethics in a German state secondary school, including the middle grades, and from delivering professional development on artificial intelligence to more than 500 teachers and trainers since 2023. Declining performance in literacy and numeracy is usually addressed through curriculum content and instructional time.

Bright Hydro Future Foundation welcomes the European Commissions initiative to strengthen basic skills and improve performance in school education. We believe that improving science literacy requires more than increasing the amount of information taught. Students need to understand how knowledge is connected, how causes lead to consequences, and how scientific thinking can be applied to real-life challenges.

As a secondary school with a hands-on experience of inclusive education, we want to contribute with a concrete experience from the Erasmus+ project implemented in cooperation between a Slovak and a Czech school.

Filed in Slovak · English published by the European Commission

In Romania the curriculum requires that 30% of physical education classes take place outdoors. A teacher with seventeen years in the job told us what that means: "That is what the curriculum says. The problem is that, from what I have seen in other schools, colleagues prefer the gym." Nobody notices, because nothing measures it.

Universidad Francisco de Vitoria (Spain), coordinator of PEERCOLLAB (2024-1-ES01-KA220-HED-000254336), with partners in Belgium, Germany, Italy and Poland. Our contribution concerns one low-cost lever for reversing the decline in learning outcomes. A METHOD THAT WORKS, AND THAT ALMOST NOBODY USES Peer assessment is among the best-evidenced practices in education.

Kantas Educational Institutions is a private K-12 school in Attica, Greece, founded in 1954, serving around 350 students. We submit primary evidence from a mixed-methods study run in our own classrooms, with parental consent and ethics approval from the Athens University of Economics and Business. The full manuscript is attached as pre-print research. EVIDENCE.

Hello in the evening, my name is Badiu Viorel, I am from Galați County, Jorăști municipality, and I am a professor of geography and biology, and I am about to convert chemistry at the Dunărea de jos University, Galați.

Filed in Romanian · English published by the European Commission

I am a teacher of electronics, automatic systems and physics at IIS Ciampini-Boccardo, a technical secondary school in Novi Ligure, Italy, and I coordinate the international project Generation STEM: Discovering Our Planet. This contribution addresses four priorities of the Roadmap digitally sovereign tools, responsible AI use and AI literacy, school cooperation and teacher support through one documented case.

I am a teacher of electronics, automation and physics at IIS Ciampini-Boccardo, a technical secondary school in Novi Ligure, Italy, and I coordinate the international project Generation STEM: Discovering Our Planet. I offer documented experience rather than a position of principle. On 26 May 2026, from the E.

The attached article analyses the regulations of 6 EU countries regarding Orchestra’s subject in European public education prior to higher education: 1. There is a common European interest in collective instrumental training. The six education systems analysed incorporate orchestral or instrumental practice in groups into their regulated musical lessons in some way.

Filed in Spanish · English published by the European Commission

Contribution from ADi Professional Standards for Teachers Promoting the European and International Dimension as Associazione Docenti e Dirigenti Scuola Italiane (ADi), which has been active for years in educational innovation, vocational training and the European dimension of education, we would like to contribute to the second pillar of the consultation, Excellence through a supported and valued teaching…

Filed in Italian · English published by the European Commission

As an organisation that has been active in the humanitarian field for over 70 years, we welcome the European Commission’s efforts to improve the quality of education, strengthen basic skills and support teachers. The initiative rightly points to the decline in reading and other basic skills and to the strain and shortage of teachers, as we see in our own work.

Filed in Slovenian · English published by the European Commission

1. Basic Skills Our Erasmus+ KA1 and KA2 projects have demonstrated that basic skills are most effectively developed when learning is meaningful and connected to real-life experiences. Through our KA2 STEAM project, students engaged in hands-on, inquiry-based learning activities that strengthened literacy, mathematics, science, problem-solving, creativity, collaboration and digital skills.

Our Focus Area: Strengthening Basic Skills (Mathematics, Science, Digital, and Literacy) through Arts (Embodied Cognition, Math/Science Theatre/Cinema) --- 1. Our Practice: Educational Theatre & Cinema - Arts in Secondary STEAM Education --- At Pagkyprion Gymnasion, we actively incorporate Arts in our STEAM framework as we integrate Educational Theatre and Cinema as core pillars within our compulsory afternoon STEAM…

For 25 years, we have been working on digital inclusion and digital skills for citizens, with a particular focus on children and vulnerable groups. Our most recent evidence is based on the study ‘Ownership of child and adolescent technology in Spain’. 1.

Filed in Spanish · English published by the European Commission

CETEM, the Technology Centre for Furniture and Wood of the Region of Murcia, considers that the future European roadmap for education towards 2040 should structurally reinforce cooperation between education providers, vocational education and training institutions, research and technology organisations, and industry.

I am writing in a personal capacity, drawing on my work at CIPFP Vicente Blasco Ibáñez, a public vocational education and training centre in Valencia, Spain. I teach industrial and analytical chemistry there and coordinate the centre's international projects and Erasmus+ mobilities under our KA121-VET and KA131-HED accreditations.

The Cyber Volunteers Foundation appreciates the opportunity to contribute to the Roadmap 2040. For 25 years, we have been working on digital inclusion and digital skills for citizens, with a particular focus on children, adolescents and vulnerable groups.

Filed in Spanish · English published by the European Commission

PROEURO-CONS supports an EU initiative that strengthens literacy, mathematics, science, digital competence and citizenship while avoiding a narrow test-driven definition of achievement. Basic skills are developed when teachers can identify diverse learning needs, adapt instruction, provide remedial support and build meaningful connections between knowledge, judgement and real-life contexts.

PROEURO-CONS welcomes an EU Teachers Agenda that treats teachers as co-designers of reform rather than as end-users of policies and technologies. In Romania, our work with more than 3,000 teachers in the DIGITREND digital-pedagogy programme confirmed that professional motivation grows when training is relevant, supported by mentoring, applicable in the classroom and recognised as meaningful professional achievement.

PROEURO-CONS, a Romanian nonprofit teacher-training provider, supports a 2040 Roadmap that connects educational quality, equity, the teaching profession and digital sovereignty. Our experience coordinating DIGITREND3,052 teacher graduates, 3,047 participants in mentoring, 3,014 open educational resources uploaded and 2,425 validated across 272 schoolsshows that devices and platforms do not create sustainable…

Reversing Basic Skills Decline: To break the link between socio-economic disadvantage and low attainment, evidence-based personalised learning and structured tutoring programmes must be reinforced starting from early education.

We are a European education technology company working daily with teachers on assessment. Based on this knowledge and experience, we would suggest these three points: 1. Make teacher time an explicit objective. Your own analysis: EU teachers spend only half their working hours teaching, and workload drives them out of the profession.

FIRST Scandinavia urges the European Commission to integrate practical, inquiry-based STEM learning into its Basic Skills Action Plan and STEM Education Strategic Plan based on four core considerations: Practical Application: Basic skills in maths and science are best strengthened through hands-on, real-world problem-solving rather than just extra instructional hours.

eematico has worked for more than ten years with educators and children in experiential and STEAM learning. Through STEAM Clubs, launched in 2024, we train teachers from Romanias Palaces and Childrens Clubs and public schools to implement hands-on science, technology, engineering and mathematics activities locally.

eematico is a Romanian organisation with more than ten years of experience developing experiential and STEAM learning programmes for children. Since 2024, we have been developing STEAM Clubs, a model that uses existing public education infrastructure primarily Romanias Palaces and Childrens Clubs to create local spaces for practical STEAM learning.

Thank you for the opportunity to share input. Our company's (Web2Learn) feedback figures hereafter. Increase attractiveness of the teaching profession - Recognition of teacher professional development through verifiable micro-credentials. This would make teachers' skills portable across borders and give real career value, addressing part of why the profession is losing appeal.

Increase attractiveness of the teaching profession - Recognition of teacher professional development through verifiable micro-credentials would make teachers' skills portable across borders and give real career value, addressing part of why the profession is losing appeal.

The EU Teachers Agenda aims to make teaching a high status, future ready, internationally connected profession. It does this by strengthening teacher status, modernizing competencies, and expanding project based and international learning ecosystems. 1. Teacher Status in the EU Teachers Agenda The Agenda identifies a Europe wide challenge: teaching is essential, but not sufficiently valued.

Please find attached our written contribution to the European Commissions Call for Evidence on the Education Package 2040. The document presents our views and recommendations based on our professional experience, regional educational context and research in the field of teacher professional development and mentoring. We kindly ask you to take our contribution into consideration as part of the consultation process.

In 2040, technology will be routine, and teachers will focus on a human approach, emotions, and critical thinking. AI systems will help adapt the learning pace to each child. Teachers will have both pedagogical assistants in the classroom and AI assistants. Instead of rote memorization, learning will happen through simulations, virtual reality, hands-on experiences, and real-world projects.

The digital transformation of education Chez AGEL, our experience with CFA Connect, a solution dedicated to combating early school leaving deployed on the Paris Formations & Compétences network (57 sites, 1 700 + apprentices covered in Île-de-France), has shown us that successful digitalisation of CFA is based on three concrete pillars: detect weak signals before breaking rather than discovering dropping at the time…

Filed in French · English published by the European Commission

Submitted by Immersive Education Ideations uG (haftungsbeschränkt), Nuremberg, Germany. Simone Pfliegel, founder and managing director; secondary school teacher; member of the European Commission's European Digital Education Hub working group on ethical AI in practice (contributing here in a personal and organisational capacity, not on behalf of that group). We comment on the third and fourth consultation questions.

IF Europe really wants to make teaching more attractive, it needs to start by Valuing and Rewarding teachers who do more. 1. Pay teachers better especially those who take on more responsibility. Teachers should be paid in a way that reflects their qualifications, responsibility and contribution.

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YouthProAktiv welcomes the development of the EU Teachers Agenda and the stronger attention being given to the attractiveness and future of the teaching profession. Teachers are at the centre of quality education, but across Europe many are facing growing workloads, staff shortages, limited career progression and increasingly complex classroom realities.

YouthProAktiv welcomes the European Commissions initiative to strengthen basic skills and improve educational performance across Europe. We believe this is an important priority, especially at a time when many young people are facing growing inequalities, rapid technological change and increasing uncertainty about their future.

Please find enclosed the opinion of the Vice-President of the HRK, Professor Ulrich Bartosch, on the European Commission’s initiative “EU Teachers’ Agenda”. (Complimentary close) Dr [name removed] Head of Unit for Higher Education in Germany and European University Rectors’ Conference [address removed] Tel. [phone removed] [email removed] www.hrk.de

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Súkromná spojená škola EDURAM in Krompachy, Slovakia, would like to contribute a practical school-level example to the Education Package 2040 call for evidence. Our example is called Bridge to the Profession Peer-led Workshops of Practical Skills. It has been included in the Slovak national list of innovators.

Start by training teachers on evidence-based practices. Propose teaching methods, such as reading (spending hours and hours on grapho-phonemic conversion) or lorthograph (making lists of words by regularities, graphotactics or morphology and not lists of words that will make a nice sentence at the end) that are validated as scientifically effective.

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I want to share my personal feedback based on my own education and the problems I face. I studied the Croatian language and Pedagogy for three years. After that, I needed to find a job to pay my bills, so I had to leave my studies. I finished pedagogy afterward out of the country because it had a better work and study program. I earned my bachelor's degree, had a few hours of practice in a school, and that was it.

ear Sir or Madam, Please find attached our contribution to the European Commissions call for evidence. The contribution is submitted on behalf of Glivni center MIKO Institute for Fungal Biotechnology, Slovenia, and focuses on the potential role of fungal biotechnology, applied mycology and cooperation between research, education and local organisations in strengthening STEM education and skills development.

Scientific education should be considered a key component of Early Childhood Education and Care from the very beginning of life, including the first cycle from birth to three years of age. If the European Union aims to reverse the long-term decline in scientific competences, action should not begin only when children enter compulsory schooling.

I would like to share empirical evidence from some of the recent research we have coordinated in the GREDU research group: - A study with 372 secondary school teachers in Catalonia shows that AI knowledge and general competence in data use are the strongest predictors of AI adoption. Conversely, technical data management skills or STEM training alone do not appear sufficient to drive meaningful integration.

The Media Education Centre (MEC) submits evidence based on more than two decades of work in media literacy, digital literacy, intercultural dialogue, youth participation and teacher support. As a civil society organisation active in European cooperation, MEC contributes directly to the priorities outlined in the Call for Evidence, especially basic skills, teacher development and digital education. A.

In order to see the quality of the implementation of the educational work of teachers, it is necessary to adopt a regulation at the level of the European Union that will promote and support the opening of classrooms and schools.

I support this initiative and believe that it should have a special place for the involvement of parents in the process of school, extracurricular and home learning. I am the author of the book Didactics for Parents (Published in Macedonian and Albanian language) and in it I explain the didactic knowledge, attitudes and skills that parents need for successful parenting, but also for teachers for the successful…

I strongly support the European Commissions initiative on the 2040 Roadmap for Quality Education. As a university professor and full professor, an activist in the initiatives of the European Commission, UNICEF, the Council of Europe and other associations and institutions, I believe that a system of identical values in education should be built at the European level.

This response is based on practical experience deploying EduGPT, a European AI environment for schools, universities and public libraries, in daily use since 2025. More information on the platform is available at www.edugpt.nl/en. What already works well. AI companions built around a Socratic, question-first approach rather than giving direct answers measurably strengthen basic skills.

This response is based on practical experience deploying EduGPT, a European AI environment for schools, universities and public libraries, in daily use since 2025. More information on the platform is available at www.edugpt.nl/en. What already works well.

This response is based on practical experience deploying EduGPT, a European AI environment for schools, universities and public libraries, in daily use since 2025. More information on the platform is available at www.edugpt.nl/en. What already works well.

As a Senior Lecturer, Accreditation Lead, External Examiner, External Quality Assurer and International Evaluator, with over 17 years of experience in higher education, I strongly support the European Commission's ambition to improve educational quality, strengthen the teaching profession and modernise digital education.

CodeNPlay, a Belgian non-profit organisation active in digital education, strongly supports the ambition to place schools at the centre of improving basic skills and advancing the digital transformation of education.

The forthcoming EU strategy on strengthening basic skills should recognise early childhood STEAM education as a key evidence-informed approach to improving foundational literacy, numeracy, digital competence, problem-solving and future STEM participation.

I agree with the points listed. I believe that from the very beginning of primary education, it is necessary to focus on three main areas: developing students' general skills, identifying their individual needs through differentiated approaches, and creating an inclusive, supportive learning environment.

1. Career guidance should be treated as essential public infrastructure for young peoples transition into the labour market Career guidance needs to be approached as a system-level policy and directly linked to preventing school dropout, reducing inequalities and supporting young peoples transition into employment. 2. Dual education cannot expand without making it easier for SMEs to participate.

The proposed emphasis on stronger links between policy, research and practice is very welcome, particularly the recognition that schools need sustained support to implement evidence-based approaches rather than simply being expected to adopt them.

if I will send you analysis of languages, humanities lessons content analysis, Digital literacy lessons content analysis of present time and education content program of 80th years, you will be surprised and in shock that currently you grow up empty heads with future corruption growth perspectives.

Summary of Technology Industries of Finland’s contribution to the Education Package 2040 Technology Industries of Finland welcomes the European Commission’s Education Package 2040 and supports its focus on basic skills, teachers and digital education as key drivers of Europe’s competitiveness, innovation and resilience.

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Summary of Technology Industries of Finland's contribution to the Education Package 2040 Technology Industries of Finland welcomes the European Commission's Education Package 2040 and supports its focus on basic skills, teachers and digital education as key drivers of Europe's competitiveness, innovation and resilience.

From my experience across education, teacher training, the EdTech ecosystem and Communities of Practice, I believe Europe's next challenge is no longer generating educational innovation, but building the implementation capacity needed to translate policies and innovation into sustainable educational practice. First, EU support should increasingly focus on implementation rather than only funding projects.

Position on the Education Package 2040 Roadmap: The Strategic Role of Vocational Education and Training (VET) and Erasmus+ The proposed Education Package 2040 addresses three key challenges for European education systems: declining basic skills, teacher shortages, and the need for a sovereign digital education ecosystem.

Basic skills do not depend solely on curricula or teaching methods. They are also influenced by students’ well-being, commitment, self-confidence and recognition of their linguistic and cultural diversity. European education policy would benefit from a more holistic approach to educational success, integrating the cognitive, emotional and social dimensions of learning.

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I write as a teacher of humanities (Italian, Latin, History) in Italian secondary education, a teacher trainer in AI literacy, and a tutor coordinator in university-based initial teacher education programmes. 1. Teacher education initial as well as continuing is infrastructure, not an accessory. The decline in basic skills and the teacher shortage cannot be addressed through episodic interventions.

There is a need for more quality on-the-ground training that rewards the work already being done and involves the whole school community. The possibility of peer-to-peer exchanges between different countries should also be implemented, so as to make the dialogue real and fruitful, with important repercussions on their own action.

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As a local public authority, we welcome the European Commissions initiative to develop the Education Package 2040 and consider that particular attention should be given to the challenges faced by smaller and disadvantaged communities.

Private Secondary School of Applied Arts in Žilina, Slovakia, welcomes the development of a long-term European vision for quality, inclusive and digitally sovereign education. As a secondary vocational school in art, design and creative industries, we experience both the transformative potential of digital technologies and the practical challenges of introducing them responsibly.

Private Secondary School of Applied Arts in Žilina, Slovakia, provides secondary vocational education in art, design and creative industries. From our perspective, improving basic skills requires approaches that connect literacy, mathematics, science, digital and citizenship competences with meaningful practical contexts.

Private Secondary School of Applied Arts in Žilina, Slovakia, is a secondary vocational school specialising in art, design and creative industries. Our experience shows that the attractiveness of the teaching profession depends not only on remuneration, but also on professional autonomy, manageable workloads, wellbeing, access to relevant professional development and genuine opportunities for career growth.

My input and personal view as a 22-year VET teacher and currently principal in a public VET school - Regarding teacher shortages (I will focus on VET): o Referring to VET, there is a great distance between salaries in the private labor market and VET. We are talking about professionals such as engineers, IT, etc., who can achieve almost double wages (or more) in the private sector (at least in Greece).

Focus: measurement and evaluation as the cross-cutting evidence base for the Education Package 2040 Roadmap. The Roadmap's own basic-skills diagnosis notes that measures are "fragmented, with limited evidence of what works." That is a measurement and evaluation gap, and it runs through all three challenges.

Warszawa, 3 sierpnia 2026 r. Stanowisko Green REV Institute w sprawie inicjatywy Komisji Europejskiej „Education Package 2040 Roadmap: Quality Education for All, Basic Skills, Teachers and Digital Education” - School Education strengthening basic skills and improving performance Call for Evidence — Ref. Ares(2026)7501248, DG EAC.B1/B.2 1.

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Opening of the attached position paper · the full paper is on the Commission’s record (source link above)

The educational process and the knowledge gained through participation in that process should be clearly linked to the economic and social impact and results they contribute to and create. Young people need more practical knowledge, a mentoring approach and visibility of the change and results they achieve through their work.

As Europe looks forward 2040, quality education should no longer be denied only by academic performance. It should be measured by a school's capacity to help every learning develop knowledge, purpose, agency, wellbeing and a sense of responsibility towards others and the planet.

Basic skills should be understood as more than literacy, numeracy and digital competence. Today's learners also need the ability to think critically, collaborate across cultures, solve complex problems and make sense of information in an increasingly AI-driven world. Schools should become learning ecosystems where academic achievement is connected with curiosity, agency, wellbeing and real-world challenges.

As a secondary school teacher in Ceuta, Spain, and an active participant in several European and International education initiatives, I believe the future attractiveness of the teaching profession depends on much more than recruitment or salaries--although both remain essential.

Building Europe's Teachers for the AI Era Europe's education systems are operating in a rapidly changing world where Artificial Intelligence (AI), digital technologies and automation are transforming the way people learn, work and communicate. Children are introduced to tablets, smartphones and AI-powered applications from a very early age.

# Feedback on the EU Teachers Agenda Enhancing the Attractiveness of the Teaching Profession I strongly welcome the European Commission's initiative to strengthen the teaching profession and improve the quality of education across Europe. As an English language teacher, teacher trainer, and founder of a language academy in Georgia, I experience both the opportunities and challenges facing today's teachers.

I work as a teacher in Italian primary school and in recent years I have experienced how the quality of education improves when students become protagonists in their learning through authentic and collaborative experiences. The roadmap towards 2040 should provide that each European school can dedicate time and resources to interdisciplinary projects based on real problems, creativity and international collaboration.

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CESI welcomes the European Commissions initiative to develop a new EU Teachers and Trainers Agenda. Europe cannot achieve its ambitions under the Union of Skills, the Basic Skills Action Plan, the STEM Education Strategic Plan or the broader Education Package without an attractive, well-supported and adequately staffed teaching profession.

With regard to the upskilling policy and clearly the expected performance of the human resource in education, I have made a number of recommendations, in the context of which I coordinated European projects under the Comenius strand: — much easier access to courses with a European dimension; I note that Erasmus projects submitted by the school on this strand are difficult to obtain; access should be through direct…

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Developping school infrastructure – school library media centers The school library media program is central to the instructional program of the school, improving students lifelong learning and knowledge of information literacy skills and technology in the learning process. Key to all of this is to nurture the love of reading to all students.

Opening of the attached position paper · the full paper is on the Commission’s record (source link above)

The roadmap identifies problems that schools already face: weaker performance in basic skills, shortages of qualified teachers and growing dependence on digital services supplied by a small number of non-European providers. EU-level cooperation can help, especially where individual schools or smaller education systems lack the capacity to evaluate digital products.