Year 3 of the European Education Policy Network
Published:
The European Education Policy Network (EEPN) on Teachers and School Leaders met in Brussels on 21-22 March 2022 to have the annual State of Affairs meeting. The event focused on supporting teachers and school leaders towards a sustainable whole school approach for quality and inclusive education. ETUCE contributed to the discussions at the event on the future of the EEPN network, along with the four research topics assigned to Year 3 of the project; teachers’ and school leaders’ competences and support for effective blended learning; a whole school support and networking to ensure school success for all; whole school approach for sustainable development, with a particular focus on the role and competences of school leaders to support the implementation of it; schools as learning communities to support teachers’ and school leaders’ professional learning and well-being.
Participants addressed the sustainability of the EEPN network by considering the future of the project after the current funding period. ETUCE European Director Susan Flocken led the conversation on how members see the future of the EEPN. Colleagues considered that the EEPN should address the current issues impacting the education sector while expanding the membership to include different focus groups, particularly inviting policymakers at EU and national levels. The EEPN should continue to be a platform for exchange of expressions. Participants also expressed that future policy recommendations should be specifically geared towards policymakers, and that legislators at different levels should be involved in its development. ETUCE showed its support for the EEPN in its mission to create a sustainable platform for members to share best practices and influence education policies on school leadership.
ETUCE further added to debates on the Year 3 research by addressing the four assigned research topics. When discussing a whole school support and networking to ensure school success for all, it is important to define inclusion in order to encompass every aspect of success. Social innovation is needed in all areas from health to positive education, connection and communication, and open mindedness towards different needs. Participants also assessed schools as learning communities to support teachers’ and school leaders’ professional learning and wellbeing. ETUCE delegates addressed the education support systems needed to strengthen professional learning and wellbeing, and how educational organisations can help. Sustainability was addressed regarding a whole school approach for sustainable development, with a particular focus on the role and competences of school leaders to support the implementation of it. ETUCE representatives pointed out that longer term plans and projects are needed, not just yearlong initiatives. We also highlighted that teachers’ workload is already substantial, and that they should not be responsible for educating the wider community, but rather the focus should be on teacher and school leader continuous professional training as this is essential in developing sustainable practices. Contributing in the debate on teachers’ and school leaders’ competences and support for effective blended learning, ETUCE participants argued that teachers need to be equipped with digital literacy and be able to teach students how to deal with topics such as misinformation and reading digital texts. In terms of school leaders, ETUCE clearly opposed the idea of recruiting school leaders of companies and entreprises who had no teaching background because a successful school leader requires a fundamental level of pedagogical, didactic and subject understanding. Members also highlighted that in some countries such as the Netherlands there are specific university courses to train teachers to become school leaders.