1. Education and Training 2010 Committee / Executive Board Meeting 13-14 June 2005

2. Lisbon 2000 Summit  Lisbon Summit conclusions 2000  Education new strategic pillar  European benchmarks and indicators  Open method of Co-ordination

3. Goals and methods  Benchmarks  Indicators  Open Method of Coordination

4. Benchmarks   Early school leavers : By 2010, an EU average rate of no more than 10 % early school leavers2 should be achieved.   Mathematics, science and technology: The total number of graduates in mathematics, science and technology in the European Union should increase by at least 15 % by 2010 while at the same time the level of gender imbalance should decrease.

5. Benchmarks 2   Completion of upper secondary education: By 2010, at least 85 % of 22 year olds in the European Union should have completed upper secondary education.   Lifelong learning: By 2010, the European Union average level of participation in Lifelong Learning, should be at least 12.5% of the adult working age population (25-64 age group)

6. Benchmarks 3   Basic skills: By 2010, the percentage of low-achieving 15 years old in reading literacy in the European Union should have decreased by at least 20% compared to the year 2000.

7. Indicators

10. Issues in process  General education – adult education:  Common European Principles for Teacher and Trainer Competences and Qualifications  European Reference Framework on Key Competences Key Competences

11. Issues in process 2  Higher Education :  - European Area of Higher Education  - Bologna Process ( EU part )  - European Area of Research  Vocational education and training:  - Copenhagen Process  - Europass  - Life Long Learning :  - European Framework for Qualifications and competencies and competencies

12. Common European Principles for Competences and Qualifications   - the key competences everyone should be able to acquire and on which the successful outcome   of any further learning depends;   - the competences and qualifications needed by teachers and trainers in order to fulfil their   changing roles;   - good quality mobility;   - the validation and recognition of non-formal and informal learning;   - the provision of guidance services;   - quality assurance for vocational education and training;   - and a European Credit Transfer System for vocational education and training.

13. Organisation EU level  Commissions Expert Groups 8 +1: Peer reviews Peer reviews Study visits Study visits Reports Reports  Yearly Reports Reports every second year to EC Reports every second year to EC  Forming of “Clusters”  NEW : Coordination Group

14. Organisation National level  Encouraged to work with stake holders  Yearly Reports  Participation in ”Clusters”  Implimentation of Frameworks

15. Main problem  National participation of Teacher Unions