EU Policies: Lisbon Treaty, Education, and Training
4. Lisbon Treaty (2007)
The Lisbon Treaty was approved in December 2007, considering its long-term impact on European policy. Economic and social challenges are linked to globalization, including demographic and climate change.
The main objective is to improve the quality of life in the 27 EU countries, establish a foundation for adapting European institutions and working methods, strengthen democratic legitimacy, and adopt core values.
Key elements of the Treaty related to shaping national policies include:
- Protocol on Article 6, paragraph 2 of the EU Treaty regarding the Accession of the Union to the European Convention for the Protection of Human Rights and Fundamental Freedoms (ratifying universal human protection principles).
- Protocol on services of general interest: It outlines essential aspects for social measures. Article 1 lists common values for all services of general economic interest for the entire EU (according to Article 16 of the Treaty on the Functioning of the EU): a high level of quality, safety, affordability, equal treatment, promoting universal access, and user rights.
Specific EU Social Policies
1. Education
In 1992, education officially became an EU responsibility, included in the Maastricht Treaty. Since then, EU cooperation focuses on education and training. This collaboration highlights the diversity of educational structures within the EU (assessment models, skills, etc.). There is no common educational model; each state develops its own educational policy, with the EU providing guidelines: an educational framework and multinational training for young people, and innovative teaching and learning projects.
The European Parliament’s work on education is open and targets all educational levels, ages, and stakeholders (students, parents, teachers). The ultimate goal is to preserve European educational diversity and address educational challenges.
The development of educational policy is based on consultation with Member States, outlined in white papers, statements, resolutions, and definitions of objectives. Mechanisms to implement social policies in this area include consolidating EU programs for education and youth training, action plans, and work programs. Their objectives are to promote the development of these areas, lifelong learning, employment, social inclusion, and cohesion.
The 2007/2013 Lifelong Learning Program aims to prevent school failure and promote secondary and higher education completion. Key learning programs include:
- Socrates (student mobility between countries).
- Comenius (teaching preschool, primary, and secondary).
- Erasmus (higher education, university, and postgraduate studies).
The EU considers knowledge essential for economic competitiveness and better jobs.
Other programs include:
- Interreg (strengthening social and economic cohesion through trans-border and interregional cooperation).
- Equal (promoting new practices to eradicate discrimination and inequality in the labor market and facilitate social and professional integration of asylum seekers).
Regarding Vocational Training, CEDEFOP (European Centre for the Development of Vocational Training) was established in 1975. In the 1980s, the Leonardo DaVinci initiative was developed, and in 1994, a community training policy was adopted. The European Training Foundation works within the Tempus program (assisting non-EU countries applying to join the EU in reforming and modernizing professional systems). The Bruges-Copenhagen process, promoted by the DG Education and Culture of the European Commission, fosters closer cooperation in general and vocational education.