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Resolution 2013 (2014) Final version
Good governance and enhanced quality in education
1. The member States of the Council
of Europe are confronted with important challenges: the economic crisis,
massive unemployment, rising tensions and hostility against minority
and migrant communities. The Parliamentary Assembly considers that
the quality of education is critical in determining our societies’
capacity to thrive, and that enhanced European education systems
are a fundamental tool to deal effectively with today’s crucial
societal challenges.
2. Public authorities are responsible for securing the right
to education of adequate quality. The budgetary restrictions resulting
from the financial crisis have considerably limited States’ margin
for action. It is vital that we invest in education, but such investment
must be made on the basis of global strategies for improving the governance
and quality of the general educational framework and a thorough
assessment of the functioning of education systems.
3. Education systems should be inclusive and quality education
should be provided without discrimination. This is a crucial objective
for primary and secondary schools, but it must also be pursued in
the context of university education. This means not only that the
right of access to the education system must be guaranteed, but
also that the system must take account of the diversity of learners’
educational and social needs to foster the acquisition of the knowledge,
skills and attitudes required for life in society.
4. Moreover, it is not enough to aim at improving people’s capacity
to take up professions of their choice: it is indispensable that
education helps their personal development and prepares them for
responsible and active citizenship. Schools must become places where
priority is given to teaching young people to live in harmony in
an environment which respects freedom of thought and conscience,
encourages learners to open up to others and develop a critical
mind and rewards effort and merit while providing those in difficulty
with the support they need.
5. The Assembly therefore recommends that the member States:
5.1. put in place coherent education
policies focusing on students’ well-being and achievement, preventing
social exclusion, the need to improve teachers’ professional abilities
and the effectiveness of the education system as a whole, as well
as ensuring a better contribution of schools to socio-economic progress;
5.2. involve all stakeholders in framing and implementing such
policies so as to improve communication and synergies;
5.3. establish mechanisms for assessment and quality assurance
so as to monitor the quality of the education system and the coherence
of educational achievements with needs in terms of professional qualifications
and democratic citizenship, and the effective and efficient use
of resources;
5.4. ensure non-discrimination in access to education and take
positive steps to counter educational inequalities and the underperformance
of certain pupils or students and of certain educational establishments
by means of support programmes for the pupils and students who are
most frequently victims of discrimination or exclusion, and incentives
to attract talented teachers to take up employment in the most difficult
classes and schools, and act to prevent any kind of compulsory separation
on the basis of ethnic origin between pupils or students in classes
or in schools;
5.5. promote gender equality in and through education; in this
respect:
5.5.1. guarantee to all students the freedom to
choose their field of studies;
5.5.2. identify and spread good practice in gender-sensitive
education;
5.5.3. revise teaching curricula and methods with a view to reinforcing
non-discriminatory language and non-sexist teaching while placing
greater emphasis on equality and non-violence;
5.5.4. meet the needs of young parents, and in particular young
women engaged in higher education and research, in terms of family
support and childcare;
5.5.5. seek more gender balance in teaching and managerial positions
at all levels of education;
5.6. promote the comprehensive approach to education in the
European humanistic tradition, which is key to strengthening democratic
citizenship, upholding the respect of human rights and promoting solidarity
and social cohesion;
5.7. reconsider initial and in-service training programmes
for teachers, as well as teaching methods, in particular to take
account of new challenges which result from interculturalism, the
information society and the pace of innovation in science and technology;
5.8. seek to make the teaching profession more attractive;
in this respect, consider increasing teachers’ salaries and offer
incentives for high-achieving students to enter and stay in the
profession;
5.9. make better use of the possibilities offered by the Internet
to modernise the management of educational establishments and to
develop innovatory teaching methods and tools that are more suited to
the diversity of learners, and promote the acquisition of digital
and media skills;
5.10. enhance accountability and transparency in education governance
to fight corruption; to this end, develop robust auditing, monitoring
and compliance mechanisms, and reinforce parliamentary control over
anti-corruption policy implementation;
5.11. develop codes of conduct in schools and higher education
institutions with the participation of all relevant stakeholders,
and develop and evaluate the civic competences of pupils and students
by fostering their sense of responsibility, co-operation skills
and involvement in civic life;
5.12. make education management less bureaucratic, seeking to
reduce the time that teachers and university lecturers spend dealing
with purely administrative matters;
5.13. ensure families’ access to complete and clear information
about available educational programmes, and the transparency of
the performance of education institutions;
5.14. in education policy formulation, take into account the
assessment of learning outcomes by international quality assurance
programmes;
5.15. support co-operation on quality assurance, in particular
in higher education, with a view to achieving the aims of the Bologna
Process and the consolidation of the European Higher Education Area;
5.16. look for co-operation and synergies, aimed at increasing
the competitiveness of European education at global level, making
full use of the Council of Europe’s longstanding expertise in this
field;
5.17. encourage co-operation between the Council of Europe and
active partners in this field, such as the Organisation for Economic
Co-operation and Development (OECD), the International Association
for the Evaluation of Educational Achievements (IEA), the European
Association for Quality Assurance in Higher Education (ENQA), the
Educational Testing Service (ETS) and the networks of national quality assurance
agencies.