A public consultation for the next generation of financial programmes is happening now and until May, so don’t miss out on it! 💶
Consultation period:
12 February 2025 – 06 May 2025 (midnight Brussels time)
The Commission would like to hear your views.
This public consultation is open. Your input will be taken into account as we further develop and fine-tune this initiative. We will summarise the input we receive in a synopsis report, explaining how we have taken it into account. Feedback received will be published on this site and therefore must adhere to the feedback rules.
Summary
The current multiannual financial framework (MFF) — the EU’s long-term budget – runs until the end of 2027.
In 2025, the Commission will put forward comprehensive proposals for the post-2027 MFF and for the next generation of financial programmes.
As announced in President von der Leyen’s Political Guidelines, the Commission is working towards a focused, simpler and more impactful EU budget that reflects the EU’s strategic priorities, with the ambition to be an ‘investment Commission’.
This consultation covers EU funds implemented with Member States and regions in the following areas:
cohesion policy,
common agricultural policy,
fisheries and maritime policies,
home affairs and Trans-European Networks.
The decision to cluster issues serves to support the preparatory work and does not pre-empt the architecture of future programmes.
This consultation is part of the overall public consultation exercise on the next MFF, related public consultations open for feedback can be found here:
Nell’ambito dei festeggiamenti per i 20 anni di eTwinning (che ricorrono proprio quest’anno CLICCA PER INFO) stiamo cercando storie di testimonial storici della community da raccontare e diffondere: docenti eTwinner di lunga data; dirigenti scolastici che da anni promuovono l’azione eTwinning nel proprio istituto; ex alunni/studenti ITE che nel loro percorso di studi hanno sperimentato una didattica basata sui progetti eTwinning, o ancora ex alunni che hanno incontrato eTwinning tra i banchi di scuola e oggi, da docenti, lo propongono a loro volta ai propri studenti.
Solo per fornirti qualche spunto di riflessione, puoi provare a rispondere ad alcune delle seguenti domande per capire se puoi essere un testimonial che fa al caso nostro:
L’inizio del tuo viaggio con eTwinning: primo progetto, sfide affrontate e come sei cresciuto come insegnante (o come studente) attraverso la piattaforma;
Progetti e successi memorabili: raccontaci esperienze progettuali che hanno avuto un impatto straordinario sugli studenti, nonché di traguardi personali nel tuo percorso eTwinning;
In che modo eTwinning ha arricchito la tua didattica (o il tuo apprendimento) con nuovi metodi, scambi interculturali e collaborazione con altre scuole europee;
In che modo eTwinning ha favorito una connessione più profonda con l’alfabetizzazione digitale e la cittadinanza globale.
L’Unità nazionale selezionerà a sua discrezione le esperienze più interessanti e darà voce ai testimonial scelti invitandoli a partecipare ad un evento celebrativonazionale previsto per il prossimo 9 maggio a Firenze (maggiori dettagli saranno diffusi a breve).
Nota importante: non possiamo prendere in considerazione candidature di minorenni, mentre potremo considerare la candidatura di docenti in quiescenza solo se attualmente in carica come Ambasciatori Erasmus+ per il settore Scuola.
Saranno contattati via email soltanto i testimonial selezionati. Per qualsiasi informazione o chiarimento potete scriverci all’indirizzo selezioni.etwinning@indire.it.
L’intelligenza artificiale (IA) sta trasformando l’istruzione, rimodellando il modo in cui gli studenti apprendono, il lavoro degli insegnanti e come le istituzioni gestiscono le risorse. In tutta l’Unione Europea, l’IA è sempre più integrata nelle aule per compiti quali tutoraggio personalizzato, valutazione automatizzata ed efficienza amministrativa. Tuttavia, l’adozione dell’IA nell’istruzione varia in modo significativo tra paesi, livelli di istruzione e istituzioni. Per colmare queste lacune, la Commissione europea sta identificando pratiche di IA efficaci nell’istruzione per tutti i livelli, e i meccanismi di supporto disponibili a livello nazionale e regionale. In questo contesto, il sondaggio è progettato per raccogliere approfondimenti concreti da coloro che utilizzano o interagiscono attivamente con l’IA nell’istruzione. Le informazioni fornite aiuteranno a:
Identificare le buone pratiche nell’uso dell’IA che migliorano l’insegnamento, l’apprendimento e l’amministrazione
Comprendere le sfide e gli ostacoli all’adozione dell’IA nell’istruzione
Questa attività si svolge nel contesto del Digital Education Action Plan 2021-2027, che propone l’intelligenza artificiale come una delle sue attività (Azione 6). Questo sondaggio si basa sulle Linee guida etiche sull’uso dell’intelligenza artificiale e dei dati nell’insegnamento e nell’apprendimento per gli educatori, pubblicate nell’ottobre 2022 (scarica qui le Linee guida).
A chi si rivolge e cosa indaga il sondaggio?
Il sondaggio mira a raggiungere le parti interessate che potrebbero non essere incluse nei report o nei database esistenti, raccogliere nuove informazioni su implementazioni di IA innovative o su piccola scala e affrontare lacune specifiche identificate durante la ricerca documentale attraverso una diffusione mirata. Si rivolge principalmente a insegnanti, dirigenti del personale amministrativo in istituti di istruzione e formazione in tutti settori educationScuola, Università, Istruzione degli adulti e Formazione professionale, e indaga lo scopo per cui vengono utilizzati o implementati strumenti/pratiche di intelligenza artificiale, l’impatto che hanno, le sfide affrontate e il tipo di supporto finanziario fornito. Il sondaggio è anonimo, tuttavia gli intervistati che lo desiderano possono condividere il loro indirizzo e-mail nel caso siano disponibili a essere ricontattati per interviste mirate.
Le informazioni che fornirai sono preziose: contribuirai a dare forma a politiche sui progressi dell’IA più in linea con le esigenze educative in tutta Europa.
The new eTwinning and European School Education Platform app is now available
The new European School Education Platform app helps you stay up to date with all the latest news, articles, events, courses and webinars. Real-time notifications will also make it easy to stay in touch with the eTwinning community.
Explore the latest content
Browse your Home tab to discover the latest articles and highlighted courses, webinars and events. eTwinners can also access European and NSO news, along with quick links to their TwinSpaces, rooms and groups.
Connect with peers
With the partner search tool, you can easily filter through the listings to find the perfect match for your mobility activities, Erasmus+ teaching assignments, placements or job shadowing opportunities. eTwinners can also browse this section to find project ideas.
In addition, eTwinners have access to the people section – making it easy to find project partners and other eTwinners across Europe.
Don’t miss out on any updates
eTwinners can enable notifications to stay informed about changes to their projects, threads, posts, TwinSpaces or rooms, manage contact requests and access their mailbox to receive, write and reply to emails.
Learn through courses, webinars and events
The app also makes it easy to access our wide range of courses, webinars, conferences and events designed to support your professional development. You can download the app for free from Google Play and the App Store.
Additional information
Education type:Early Childhood Education and Care School Education Vocational Education and Training
The European School Education Platform editorial team is made up of writers with wide-ranging experience in school education, communication and online media. The team works closely with the European Commission to publish editorial content on current issues in European school education and news from the eTwinning community.
Eurydice recently published a report on diversity and inclusion in schools in Europe. You can find the full study here.
We asked the authors of the report, Sogol Noorani, Diana Antonello and Ania Bourgeois, to answer a few questions on the situation that emerges from their analysis.
Improving access and participation and promoting equal opportunities and support in education are fundamental to ensuring that no student is left behind. What are the main initiatives supporting learners who are most likely to experience disadvantage and/or discrimination across the Eurydice education systems?
Most reported national policies aim to promote access to mainstream education for students with special educational needs or disabilities. For example, as a result of amendments of the law on education in Lithuania, all general education schools will have to ensure as of September 2024 the access of students with special education and provide the necessary assistance and services, teaching tools and adaptations of the educational environment. Another example related to improving accessibility and infrastructure can be found in Poland where, as part of an EU funded project, an ‘accessible school model’ is currently being implemented that will set standards in terms of architectural, technical, educational and social accessibility.
Policies aimed at supporting migrant, refugee, and ethnic minority students are also widespread. These are mainly support measures to help students master the language of schooling. Some countries also promote home-language teaching and interventions to address the students’ social and emotional support needs.
Furthermore, many countries have implemented or strengthened measures that ensure financial support for students from disadvantaged socioeconomic backgrounds to cover various school-related expenses, including school materials, transportation, and meals. This may also involve collaboration with social services.
Which groups receive most attention in the existing policy frameworks and in which areas do we need to invest more focus and dedication?
Students with special educational needs or disabilities are the main target group in all areas investigated in the report – data monitoring, strategic policy frameworks, policies promoting access and participation, national curricula, learning and social-emotional support policies, and teacher education and training. Nevertheless, the data on enrolment rates in mainstream education for learners with officially recognised special educational needs reveals considerable disparities across European countries. Therefore, continued efforts are needed to promote equal access to and inclusion of all students in mainstream settings.
Moreover, additional areas that require further attention relate to tackling gender stereotypes and combating bullying and discrimination of LGBTIQ+ and religious minority students. These target groups and areas of intervention are least frequently covered by national policies and measures presented in our report. Therefore, there is a pressing need for greater emphasis on these critical issues.
Are diversity and inclusion considered in school curricula and are teachers prepared and trained to face these challenges?
All education systems report that diversity and inclusion are considered in their curricula, either as a general principle or aim, through specific subjects such as citizenship education, ethics or history, or through cross-curricular areas such as intercultural education. Moreover, around half of the education systems report reforms within the last five years to further strengthen these dimensions.
Education authorities across Europe widely promote teacher education and training on issues related to diversity and inclusion. However, participation rates in some of these training programmes tend to be low, and teachers report concerns over a lack of preparedness to effectively manage inclusive classrooms.
Another area of concern is related to ensuring the necessary financial resources to employ educational support staff in schools. This dedicated staff can play a crucial role in providing immediate support to students facing any challenges or barriers to their education and development. They can effectively assist schools and teachers in providing inclusive education.
Based on the report’s findings, what should be the focus when addressing discrimination and disadvantages in schools?
The report shows that despite numerous, relevant and recent policy developments aimed at combating discrimination and disadvantages in schools, we still need to advance on creating truly inclusive education systems, structures and policies. Such systems should avoid a reductionist approach with a focus on some groups of learners over others or addressing only certain intervention areas. Promoting diversity and inclusion in education means enabling all learners, regardless of their personal and social characteristics, to learn together while ensuring that they have access to the specific support measures they require.
The Polish Minister of Education has set up a team of climate education experts with representatives of climate organisations, academics, teachers and local authorities to
Italianistica, Didattica Innovativa, Internazionalizzazione 