A Sense of Europe from Within

Europe Quo Vadis?

Prof. Léonce Bekemans is an eminent observer and interpreter of social and political developments in a united Europe, with a multidisciplinary academic background.

He conducted research and taught at several European universities. For example, he held a Jean Monnet Chair “ad personam” at the University of Padua for many years. I got to know and appreciate him when he was professor at the College of Europe in Bruges and chairman of the Europahuis Ryckevelde, also in Bruges, founded by the unsurpassed European pioneer Karel Verleye.

Our children and grandchildren may face dire times. The climate transition, with a likely multiplication of atmospheric outbursts, continues. Experts expect waves of epidemics again. The geopolitical balances and dominance are shifting: alongside the US, China is emerging as a world superpower, with Europe still third in line. But can Europe find a new, mutually reinforcing relationship within this continent with the countries of the former Soviet Union?

Meanwhile, the arms race continues and nuclear military conflicts have become an inescapable reality. The conflicts (Gaza, Ukraine…) are fought in a shockingly gruesome manner. And the waves of migration, including but not only due to these conflicts, are giving new meaning to the concept of “identity” in many countries.

These developments cause a feeling of fundamental insecurity among many people, strangely enough also in our Western industrialized, rich and democratically governed countries. The feeling of freedom and capacity to act is increasingly making way for excessive regulations. Connection and sense of community weaken, loneliness increases. Collaboration is shifting towards greater individualism and a turning back on oneself. A sense of security mutates into a greater sense of fear. Some media, especially the so-called social media, undeniably contribute to this.

And in politics, democracy is threatened here and there by populist short-term thinking. This is being heard by a new class of people, who have acquired their own identity in the reality of globalized societies and multiculturalism, and who feel misunderstood by an economic system that classifies them as negligible, except as consumers. They seek confirmation outside organized representative democracy. In France, the concept of “gilets jaunes” has become a reality to be feared, and in the UK, they contributed to Brexit, in a reaction against the so-called conservative establishment. In several countries, including Flanders, they think they can find shelter in more or less extreme political parties.

Europe in education – Education of Europe: The future of the pastSome thoughts on the European dimension of education, and a personal testimony

“If you are searching for the European identity, go to Albania…!”: this is the key message recently written by an Austrian most talented author, Robert Menasse, in his last novel “Die Erweiterung” (“The Enlargement”), at the very moment of securing the entry of Albania to the European Union. Those who visited the country are convinced of the huge broad European historic and cultural heritage of Albania and of the commitment of the citizens, especially of the youth, to European values. We can learn a lot from the common cultural treasures, also from the most Europe oriented countries of this time, namely Ukraine, Moldavia and Albania. They teach us how we should foster, in a vigilant manner, European values and reiterate what we mean by European distinctiveness.

Since the collapse of the USSR, I had the opportunity to be involved in the reflection and drafting process on the future education and research systems, organized by academia and by political leadership in several Central and East-European countries, more particularly by shaping their policy and legal framework. It apparently remains an ongoing process.

In October-November 2023, I could observe the commitment of those countries to embrace European values on several occasions, namely the 25th Anniversary of the European Charter for Regional or Minority Languages in Budapest; meetings and conferences on Education and Research Future Strategies, particularly in the time of war, in Kiev and Lviv; discussions on the Accession to the EU and the role of Education and Culture in Tirana.

In the past three decades, I have advocated for the concept and implementation of subsidiarity and democratic leadership, accountability and transparency, steering from distance formula, professionalization of institutional governance, besides the fundamental rights discourse. Repeatedly I argued against the bureaucratic approaches of public authorities, the politization in education domain, the risks of restricting autonomy. The reference to “create a unified and standardized system” has to be replaced by “create a comprehensive, flexible and transparent system”. A unified and standardized system will stifle innovation and performances and will not make East- and Central European education, all levels concerned, ready for the future. For too longtime, no mention was made of the European Research Area. Learning objectives had to be replaced by learning outcomes in all cycles and programmes of studies. Moreover, they should take into account the European Qualification Framework.

What are the main findings, relevant for Europe in 2024, and probably also for the other regions of the World?

1. 1. Consulting national and European “Barometers”: the good news is that Education remains one of the most trusted entities in society, that youngsters have the most confidence in “the Family and in the School”, and that, focusing on the Western Balkans for example, the opinion “Better education is the most vital condition for jobs and civic participation” scores the highest.

As argued by Nobel Prize Winner for Economics, Amartya Sen: Development is understood as “expanding substantive freedoms”. These include political and socio-economic-cultural freedoms. The evaluative reason, meaning an assessment of progress, has to be done primarily in terms of whether people’s freedoms are enhanced. The effectiveness reason, meaning an achievement of development, is thoroughly dependent on the free agency of people. Conclusion of Sen: long term investment in education (and health) are the best predictors for development!

At an international conference in Johannesburg, some time ago, I asked the Chief Justices and the Presidents of Constitutional Courts, present in the auditorium, to select the case law, the landmark decision, most decisive for education and education rights, in the 20th century. Unanimity existed: without any doubt the “Brown versus Board of Education” (US Supreme Court, 1953) case has to be ranked as the very prior Court Case worldwide. Well, one of the core sentences of that very Judgement goes as follows: “Education is probably the most important responsibility of the State”. Nevertheless, doubts still exist if national authorities dedicate the highest rank of priority on Education, in contradiction with firm convictions within civil society.

1. 2. There are still some missed dimensions in the Accession Procedure to the EU of candidate East-European countries, although they are vital for the future of the overall education system, of the fulfilment of education rights, and thus of societal progress. This counts, especially since they are intrinsically linked to the so-called Fundamentals of the Accession Procedure to the EU, for the concept and implementation of Education Pluralism and of Civil Society.

Long standing research and comparative studies underpinned their mutual interconnectedness.

The November 2023 European Commission Staff Working Document 2023 Report on the EU Enlargement policy concluded firmly: “The role of civil society should be further strengthened”. The structures in place need to be reinforced and become fully operational. There has been no progress in implementing the roadmap on an enabling environment for civil society. The basic statement goes as follows: “An empowered civil society is a key component of any democratic system and legal and regulatory framework on rights and freedoms…”. This is particularly the case in the Education domain.

The most specific characteristic of civil society remains the very European notion of pluralism. Pluralism is conceived as the translation of the plurality of philosophical, religious and ideological convictions through sustainable structures and programs, and through the articulation and fulfilment of individual and collective fundamental rights and freedoms. It shapes civil society in many ways. Pluralism is considered as one of the main constitutional principles of the European Union, as most steering and inspirational for the organisation of societal and personal development.

Pluralism in European countries is the last 80 years embedded in the structure and organisation of culture and media, health and social welfare, Church-state relationship and the law on religions, and, definitely, in Education. The common practices throughout Europe are principled in the legal framework. However, national articulation differs from one country to another. But these differences do not mask the overall question how vibrant civil society is evolved. Civil society is the third domain, situated between State and Person (and to some extent: the market). Moreover, public policy and social inclusion are compatible with the pluralistic format of society.

Pluralism is intrinsically associated with education diversity and inclusion. Given some heterogeneity, education pluralism will also boost schooling and learning. Concentration and even worse, factual State monopoly, may be detrimental to school choice as well as educational outcomes. However, education pluralism in Europe does not share always the same prestige in law and policy. It is even under attack: parental rights, religious education, curricular freedom, school choice, funding of NGO schools, home education are debated and questioned. Nevertheless, the lawmaker and the public authorities should remind that education pluralism is a human right, for the right to be different, and a vital tool for social inclusion.

1. 3. Comparative constitutional and education law proved that Pluralism and Freedom are always at stake in time of transition. This was and remains the case in Western democracies, in the Central and East-European countries, South Africa. What is the role of the State in education?

According to the European concept, education occupies an intermediate position where government and civil society must cooperate. It is in defining the forms and extent of this cooperation that debates and even conflicts arise. Leading jurisprudence worldwide explained that “the child does not belong to the State”. Breaking down education monopolies remains always the prerequisite for education quality and equality, as proved by wide and comprehensive research. “Homo Sovieticus” was legitimated in name of social justice and peace, but is a fundamental denial of human dignity.

Parental rights and pluralism are the counterweight to the imposition of a uniform State education system. They are most vital for a living democracy. When I was engaged in Rwanda last year(s) as a volunteer in schools for most vulnerable persons, teachers reminded me: “Uburere buruta ubuvuke”, “Education prevails Birth”: the duty to raise a child!’ European identity opts consistently for a pluralist understanding of the political and social order, which recognizes the important role of faith communities and associations alongside other forms of voluntary organisations, in maintaining society and transmitting values, which sustain it.

It is of the essence of a free and democratic society within Europe that government does not claim absolute sovereignty. It fulfils its duties and exercises its authority within a context which it does not create itself. The key end is the creation of a social space within which autonomous individuals and groups can freely pursue their distinctive visions of what gives meaning and worth to human existence. Broad research-based argumentation (UNESCO, OECD, World Bank, Council of Europe) proved the positive impact of plural education systems: increasing availability and accessibility, increasing educational choice, increasing parental and societal participation, quality improvement, innovative curricular approaches, etc.

The common practices dealing with pluralism focus particularly on the following principles: school choice, parental involvement and institutional diversity of schools; the concept of “partnership” in Education and common responsibilities; institutional autonomy of schools in Policy and Law; the “ethos” and ideological characteristic of the State-school, being neutral, secular, laicism, pluralistic, in positive or negative sense, etc.; the meaning and realisation of inclusive education in Policy and Law, as the core issue in Sustainable Development Goal 4.

Euridice, the official Documentation Centre of the EU, informs the interested European citizen on different aspects of the legal framework of the private but not for profit schools in Europe. In the countries of the EU, except in Greece (close to the national Orthodox Church), funding is awarded to non-State (grant-aided private) schools: costs linked to the staff, operational costs and those linked to capital (i.e., purchase, rental and maintenance of buildings), or the full combination of all three categories, possibly at the same level as State schools (Belgium, the Netherlands).

1. 4. The core values form the heart of the European Union, as embedded in the European Treaties: Freedom, Human Dignity, Equality, Rule of Law, Human Rights. I lived an exciting moment when all Ministers of Education of the Member-States to the EU and the Council of Europe signed in Brussels the “Competences for Democratic Culture. Living together as equals in culturally diverse democratic societies” (2016). It forms the conceptual model of the competences which need to be acquired by learners if they are to participate effectively in a culture of democracy and peacefully living together throughout Europe. The 20 competences included in the model were articulated as “Values”, “Attitudes”, “Skills” and “Knowledge and Critical Understanding”. They form the core of the education process and have been defined and determined as outcomes and not as objectives, what unfortunately is still the case in the East-European education systems.

At the Conference, Law Faculty of the University of Lisbon, at the occasion of the 30st anniversary of the European Association for Education Law and Policy (ELA), October 2023, I welcomed Prof. Koen Lenaerts, the President of the European Court of Justice. He was also present at the first ELA conference in Antwerp. In his inauguration speech, he introduced European Citizenship Education as a common constitutional duty for all Member-States. The founding fathers of the European Community repeatedly said: “If we had to start again, we would not opt for coal and steel, but for education”. But in the meantime, the education acquis Communautaire is quite impressive. There is no longer question of a purely national education policy, due to the effect of international and European hard law and soft law.