education work programme 2018

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This report of the Minister of Education on the compulsory schools sector in New Zealand (also known as the Schools Sector Report) relates to progress and performance during 2018.

Author(s): Ministry of Education

Date Published: September 2019

This Government is the first in a long time to take an integrated approach as it sets the direction for the education system, from early learning, through the compulsory schooling sector, to tertiary education, training, research and lifelong learning.

The starting point for this is an enduring 30 year approach to education in New Zealand. This vision is grounded in New Zealanders’ aspirations for education – to enable every New Zealander to learn and excel, to help their whānau and communities thrive, and to build a productive and sustainable economy and an open and caring society.

I intend for this vision to be the anchor for the Education Work programme, the objectives we are setting, and for the priorities that places of learning focus on across the education system.

It has taken the shape of five key pillars: Learners at the Centre; Barrier-Free Access; Quality Teaching; Quality Inclusive Public Education; and 21st Century Learning. Importantly, it is built on developing a stronger and more explicit focus on wellbeing, equity and inclusion; a commitment to give practical effect to Te Tiriti o Waitangi, and the need for greater trust and reciprocity with the teaching profession.

This vision is already driving change in our education system. We’ve:

• funded new learning support coordinator roles in schools as part of the Learning Support Action Plan, to ensure learners are supported and their learning needs are met;
• provided significant investment in initiatives to strengthen te reo Māori, and invested in Te Hurihanganui, to build cultural capability in the education profession, and to support whanau as they support their children’s education;
• made the first decisions to create a unified system for all vocational education, to create a strong and sustainable system that delivers the skills that learners, employers and communities need to thrive;
• made changes to the fees that are charged in education, which have been placing pressure on family budgets, including the removal of NCEA fees so all learners can receive formal recognition of their achievement, and implementing the $150 per student school donation policy for decile one to seven state and state-integrated schools;
• agreed the next steps for improvements in curriculum, progress and achievement to ensure students make and can recognise progress in the learning they need through a curriculum that is relevant and meets their aspirations;
• made changes to create fewer, larger achievement standards in the secondary qualification, NCEA, that are accessible for all students.  We’re also introducing new literacy and numeracy requirements, along with ensuring equal support for ākonga Māori in all settings and equal status for mātauranga Māori.
• released a National Education Growth Plan to meet the growth of 100,000 additional students by 2030.

There is still more change to come.

The Statement of National Education and Learning Priorities and the Tertiary Education Strategy will set the Government’s expectations for places of learning, to address some of the big issues we see across the education system and to make the vision a reality.

They’re tools that place of learning will use to make meaningful change in their day-to-day activities to improve wellbeing and success for all learners/ākonga and their family and whānau.

Over the coming months, our focus will also shift from the foundation stage of the Education Portfolio Work Programme to working with the education profession and the wider community on detailed design and implementation.

We will emphasise staged and sustainable improvements over the short, medium and longer term in areas that include: the early learning strategic plan; the Government’s response to the independent taskforce’s report on the review of Tomorrow’s Schools; and the education workforce strategy.

Finally, I’d like to acknowledge some of the highlights of the NZCER’s recently completed Teaching, School, and Principal Leadership Practices Survey 2018. Overall, teacher and principal perceptions of practices are positive; 61% of teachers reported that morale is good and 44% agreed or strongly agreed that their workload is fair. Most principals (84%) agreed or strongly agreed that their school was supported by the local community.

These responses are encouraging and we will work hard to keep improving them as we reassert our unwavering commitment to rebuild our public education system so it meets the needs of all learners, and supports them to succeed.

We appreciate all the efforts of the teachers, principals, parents, whanau, students and many other representatives within the sector, who are helping to make this happen.

I am pleased to present to Parliament Ngā Kura o Aotearoa New Zealand Schools Report - 2018.

Hon Chis Hipkins Minister of Education.

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Consultation on the draft National Education and Learning Priorities and the Tertiary Education Strategy

Tertiary education strategy.

As New Zealanders, there is much we can be proud of in our education system. In general, our learners perform well against international benchmarks of educational success, and we have learners and teachers that are as good as any in the world. Our Māori-medium education sector is world leading in indigenous education, and it has played a vital part in the revitalisation of te reo Māori and tikanga Māori.

We heard from New Zealanders through the Education Conversation: Kōrero Mātauranga, the education summits, and through targeted engagement, that wellbeing, equity and inclusion are really important for learners/ākonga and their family and whānau, but that the education system we have now is not delivering on this for everyone.

Education Work Programme and the Education Conversation: Kōrero Mātauranga

This Government has embarked on a comprehensive programme of change across the education system, so that it supports better lives for all New Zealanders. For the first time, we are taking an integrated approach to set the direction for the education system, from early childhood providers, through the compulsory schooling sector, to tertiary education and training.

In early 2018, learners/ākonga, parents, employers, iwi, communities, educators, and the Government, started to talk about what New Zealand needs from education now and into the future, and how to make this happen.

We have already started to make change in the education system, through the following strategies:

• Ka Hikitia–the Māori Education strategy
• The Pacific Education Action Plan
• The Education Workforce Strategy
• The Tomorrow's Schools Review
• The International Education Strategy
• The Reform of Vocational Education
• He taonga te tamaiti? Every child a taonga—Strategic plan for early learning

Vision for education

The Government has agreed to develop an enduring 30 year approach to education in New Zealand. The Guardians of the Education Conversation have developed the following vision, based on the evidence gathered through the Kōrero Mātauranga, to embody what New Zealanders want to see in our education system:

Whakamaua te pae tata kia tina—Take hold of your potential so it becomes your reality …

We are descendants of explorers, discoverers and innovators who used their knowledge to traverse distant horizons. Our learning will be inclusive, equitable and connected so we progress and achieve advances for our people and their future journeys and encounters.

Whaia te pae tawhiti kia tata—Explore beyond the distant horizon and draw it near!

The vision is grounded in New Zealanders' aspirations for education—to enable every New Zealander to learn and excel, to help their whānau and communities thrive, and to build a productive and sustainable economy and an open and caring society.

What are the Statement of National Education and Learning Priorities and the Tertiary Education Strategy?

The Statement of National Education and Learning Priorities (NELP) and the Tertiary Education Strategy (TES) are a set of priorities for practice in places of learning, from early childhood through to tertiary education and training. The NELP and the TES are statutory documents enabled by the Education Act 1989, and express the Government's expectations of places of learning to improve wellbeing, equity and inclusion in education.

Those in governance positions in the early learning and the compulsory education sectors must have regard to the NELP priorities. The Tertiary Education Commission must give effect to the TES and the New Zealand Qualifications Authority must have regard to it. Tertiary Education Organisations must show how they will contribute to achieving the priorities set out in the TES through their investment plans.

This draft of the NELP and the TES draws on the messages heard through the Education Conversation: Kōrero Mātauranga, and on targeted engagement with children and young people and tertiary education stakeholders.

In addition to this engagement, the draft NELP and TES have also been informed by evidence about how our education system is performing, and the things that providers and educators can do that will make the most difference for learners/ākonga and their family and whānau.

Objectives for education

In early 2018 the Government set out its objectives for the education work programme—these have been updated to encompass what New Zealanders told us was important to them.

The objectives for education set the context for the NELP and the TES, and outline the things Government will focus on to improve outcomes and wellbeing across the education system.

Objective One: Learners at the centre—learners with their whānau are at the centre of education

• Wellbeing is fundamentally entwined with learning.
• Every learner/ākonga and their family and whānau should be free from all forms of bullying, racism and harassment.
• The voice of learners/ākonga, whānau, families and their communities should be sought out and listened to.

Objective Two: Barrier free access—great education opportunities and outcomes are within reach for every learner

• Education must be available to, and deliver for, all. Barriers that stop learners/ākonga from fully participating in education, including financial and physical barriers, need to be reduced, so all learners/ākonga have access to equitable opportunities and outcomes.

Objective Three: Quality teaching and leadership—quality teaching and leadership make the difference for learners and their whānau

• We need diverse, highly skilled and motivated teachers/kaiako to adopt the practices that make the most positive difference for learners/ākonga.
• Quality leadership must be developed at all levels of the system to lead positive change, and enhance quality day-to-day learning.

Objective Four: Future of learning and work—learning that is relevant to the lives of New Zealanders today and throughout their lives

• Learners/ākonga need access to education that enables them to meet the changing opportunities and challenges of the future of work. Citizenship, pathways to employment, and lifelong learning are important parts of this.
• For Māori learners, this means acquiring the skills to participate in te ao Māori, New Zealand society and the global context.

Objective Five: World class inclusive public education—New Zealand education is trusted and sustainable

• The education system needs to be high trust, adaptive and able respond to the needs of all learners/ākonga and our changing world. New Zealand's education and research must be internationally respected, and support effective Māori-Crown partnerships.
• The education system also needs to reflect tino rangatiranga—the ability for Māori to have self-determination over their education and to be empowered to find local solutions led by Māori.

The Statement of National Education and Learning Priorities

The NELP expresses the Government's priorities for education in the early learning and compulsory schooling sectors. The NELP priorities will help those who govern schools, kura, early learning services and ngā kōhanga reo, focus their day-to-day work on things that will have a significant positive impact for learners/ākonga.

Those in governance positions for places of learning, including boards of trustees and early childhood centre licensees, are responsible and accountable for implementing the NELP.

Please note: the proposed priorities are not listed in order of importance or preference.

The Statement of National Education and Learning Priorities — proposed priorities

To achieve each objective for education, early learning services and schools must:

Objective One: Learners at the centre—learners with their whānau are at the centre of education

• Make sure that every learner/ākonga feels safe, appreciated and included for who they are, including their identity, language and culture, and learning needs.
• Include family and whānau as partners central to the learning and achievement of every learner/ākonga.

Objective Two: Barrier free access—great education opportunities and outcomes are within reach for every learner

• Have high expectations for every learner/ākonga and eliminate practices that limit access across the curriculum.
• Support successful transitions into, within, and from places of learning.
• Ensure financial and other barriers for learners/ākonga and their whānau do not prevent equitable access to teaching, learning and participation in the life of the early learning service or school.

Objective Three: Quality teaching and leadership—quality teaching and leadership make the difference for learners and their whānau

• Grow their workforce to strengthen teaching and leadership and to contribute to a stronger profession across the system.
• Incorporate te reo Māori and tikanga Māori in the everyday life of the place of learning. 

Objective Four: Future of learning and work—learning that is relevant to the lives of New Zealanders today and throughout their lives

• Ensure they offer learning that equips learners/ākonga with an understanding of New Zealand's cultural identities and our history.

Objective Five: World class inclusive public education—New Zealand education is trusted and sustainable

• Develop relationships with their local iwi and hapū and communities to align aspirations and strategic direction setting. 

The Tertiary Education Strategy

The TES sets out the Government's long-term strategic direction and priorities for the tertiary education system. The Tertiary Education Commission must give effect to the TES and the New Zealand Qualifications Authority must have regard to them. Tertiary Education Organisations must show how they will contribute to achieving the priorities set out in the TES through their investment plans.

The 13 proposed priorities in the draft TES aim to ensure equity of outcomes for all learners, particularly for Māori and Pacific learners and those with learning support needs, who are currently underserved by tertiary education. The priorities also seek to ensure the sector is equipped for the changing nature of work and that it enables clear and effective career pathways and life-long learning opportunities.

The Tertiary Education Strategy — proposed priorities

To achieve each objective for education, tertiary education must:

• Make sure tertiary environments are safe, inclusive and responsive.
• Understand and respond to the needs and aspirations of learners/ākonga.
• Develop clear and supported pathways to enable learners/ākonga to achieve their aspirations.
• Create a wide range of education options and delivery models to enable lifelong learning.
• Invest in their staff in ways that strengthen their practice and align to the needs of learners/ākonga, industry, employers and communities.
• Incorporate te reo Māori and tikanga Māori in the everyday life of the place of learning.
• Deliver culturally and personally responsive teaching and learning.
• Move the focus of teaching and learning more strongly towards workplaces.
• Rethink what we teach and learn for the changing nature of work.
• Deliver enabling careers guidance and information.
• Encourage TEOs and employers to work collaboratively in upskilling current employees.
• Recognise and value our unique national identity.
• Enhance the contribution of research to the wellbeing of New Zealand.

Consultation

We asked you through the Education Conversation: Kōrero Mātauranga what you thought priorities should be for the education system. Your comments, together with evidence about how the system is performing, have informed the development of these priorities.

To check that we have fairly reflected your views and concerns in the proposed NELP and TES priorities, we undertook national consultation on the proposed priorities. We collected feedback via the online surveys, submissions, social media, and targeted face-to-face consultations.

Consultation on the NELP and the TES began on 17 September 2019. TES consultation ended on 25 October 2019 and NELP consultation ended on 25 November 2019.

Want more information?

The evidence briefs developed to inform the draft NELP priorities can be found here: Evidence briefs

Treat kids like they're gold, the summary of the 2018 targeted engagement with children and young people, is also available here: Treat kids like they're gold

Check out the website for engagement reports, the discussion document, and evidence briefs here: Tertiary Education Strategy

If you have any questions please contact:  [email protected] .

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Ambitious three-year work programme for education

• Hon Chris Hipkins

The Government has today released details of its extensive education portfolio work programme over the next three years that will champion a high quality public education system for all New Zealanders, says Education Minister Chris Hipkins.

“New Zealand has an education system to be proud of, but as the way we work and live continues to rapidly change, so too do the demands on our education system. Over the next three years, we can make significant progress in changing our education system to provide for all New Zealanders,” Mr Hipkins said.

“The education system should bring out the best in everyone, providing all New Zealanders with learning opportunities so they can discover and develop their full potential, engage fully in society, and lead rewarding and fulfilling lives.

“There are, however, still some major constraints holding us back. Too many of the policy settings for the education portfolio, particularly those focused on accountability and compliance, are rooted in a 20th Century mind set.

“A focus on standardisation and measurement over the past few years has worked against an ability to future-proof education. It was backward looking and simply won’t cut it in the future. Schools say there is too much red tape that has stifled creativity and innovation.

“We need to change that. We need a system – from the cradle to the grave – that is inclusive, that can adapt to the needs of the modern world. It needs to engage every learner – in a much more personalised learning experience. We need our people to be resilient, creative and adaptable, able to work collaboratively as well as independently.

The work programme includes the NCEA review, a review of Tomorrow’s Schools, developing a future-focused Education Workforce Strategy, a continuous focus on raising achievement for Māori and Pasifika learners, an action plan for learning support, an early learning strategic plan, a comprehensive review of school property.

It will also include a programme of change for vocational education, a full review of the Performance Based Research Fund and better support for the research aspirations of our tertiary sector.

“Each of these workstreams needs to include explicit consideration of the impact for Māori and Pasifika learners, supporting provision through Māori medium education and students who are disabled or have additional learning support needs.”

The Cabinet paper about the education portfolio work programme is available here: http://www.education.govt.nz/education-portfolio-work-programme

Mr Hipkins said achieving successful change “will not happen by dictating what ought to be done”.

“Education is a portfolio where success depends on broad engagement and shared ownership. We will need to work in a way that respects, engages and draws in educators together with parents and whānau, iwi, employers and the wider community.”

The government’s work programme for 2018 will focus on refining, articulating and getting shared ownership of a vision for the education system, reviewing some key aspects of the system and refreshing the strategies for the education portfolio.

Education summit

“A whole-of-portfolio Education Summit process will be the key vehicle to refine and enable shared ownership of this vision, and will inform the development of strategies in support.

“To realise this, I want to work with the education system and all its participants in a more collaborative way to set the direction of travel and agree shared priorities for education – from early learning, schooling and tertiary through to lifelong learning,” Mr Hipkins said.

The Education Summit, most likely to be held in May, will be the keystone of a national conversation about what New Zealanders want their education system to look like, Mr Hipkins said.

“I want children, young people and adult learners, their parents, whānau, communities, Māori and Pasifika, teachers, researchers and education leaders at all levels, disability organisations and employers and industry to participate in the events we will be organising, both at the Summit and afterwards.”

Main Messages

• Schooling is not the same as learning.
• Schooling without learning is not just a wasted opportunity, but a great injustice.
• There is nothing inevitable about low learning in low- and middle-income countries.

The Three Dimensions of the Learning Crisis

The crisis has three main dimensions:

• The first dimension of the crisis is the poor learning outcomes themselves .
• Children arrive unprepared to learn.
• Teachers often lack the skills or motivation to teach effectively.
• Inputs often fail to reach classrooms or to affect learning.
• Poor management and governance often undermine schooling quality.
• The third dimension of the crisis is its deeper systemic causes .

The Three Policy Actions to Address the Crisis

• Assess learning, to make it a serious goal.
• Act on evidence, to make schools work for learners.
• Align actors, to make the system work for learning.                                                                                                                                                                                                                                                                                           

Annual Work Programme 2018 - (EACEA) Education, Audiovisual and Culture Executive Agency - Europa EU

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European Trade Union Committee for Education

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• Work Programme

The launching of the ESSDE was an historical event as it brought the largest public sector in Europe into the European Social Dialogue system, making the social partners co-legislators for their professional area at European level.

• Introduction
• Who is representing you?
• Activities and Joint texts
• Joint Projects
• ESSDE Capacity Building Project III (2017-2018)

The context for the 2022-2023 joint Work Programme. 

2022 marks the special commitment for the European Sectoral Social Dialogue in Education (ESSDE) Work Programme  developed in the pandemic and recovery context. The European Trade Union Committee for Education (ETUCE) and the European Federation of Education Employers (EFEE) have decided to tackle new and future challenges, offering a long-term vision for their joint action. A strong dialogue between social partners in the education sector based on good will and mutual trust is key to achieving quality education that is future proof. This is even more important as the ongoing COVID-19 pandemic causes an unprecedented health, social and economic crisis. At the heart of the social partners’ joint work over the next period will be 9 specific topics: quality investment in education and training; social dialogue and capacity building; attractiveness of the teaching profession; digitalisation and innovation in education; occupational health and safety; education for environmental sustainability; inclusion, equality and democratic citizenship in education and training; quality and inclusiveness of VET and apprenticeships; higher education and research. 

The concern of the social partners in education is to achieve a meaningful impact on the mission to assure quality education for all in light of national and European Recovery and Resilience policies. Emphasising the importance of addressing environmental sustainability and equipping people with the awareness and tools for environmental sustainability, the social partners intend to challenge climate emergency for a green and fair transition, also addressing economic change, gender equality and social inclusion. The growing diversity of European society requires inclusion, equality and democratic issues be brought to the forefront, exploring a possible joint effort to co-create new policy directions and to fully contribute to the European social and economic governance mechanisms. 

In order to make these ambitions a reality, teachers, trainers, school leaders, researchers, academics and other education personnel, as well as education authorities’ voices should all be heard in the policy sphere. The effort of the joint project for enhanced attractiveness of the teaching profession is also connected to this general purpose, starting from the consideration for the status and important role of the teaching profession for society.  

Finally, the ESSDE Work Programme interfaces with the development of the European Education Area, within the framework of the most recent implementation of the Sustainable Development Goals on Education and Training and of the European Pillar of Social Rights through the Open Method of Cooperation. 

ESSDE Work Programme 2022-2023  EN   FR

The context for the 2020-2021 joint Work Programme

The year 2020 is a special year for the partners of the European Sectoral Social Dialogue in Education (ESSDE), the European Trade Union Committee for Education (ETUCE) and the European Federation of Education Employers (EFEE). Firstly, it marks the 10 years jubilee of the ESSDE, launched in 2010, under the Articles 154-155 of the TFEU. Secondly, 2020 is the year in which the new European Commission has launched its ambitious goal to create “A Union that strives for more”. For ETUCE and EFEE it is clear that a strong European Sectoral Social Dialogue in Education has a key-role to play in addressing the challenges of today’s society for environmental sustainability, digital competences; and above all, towards a strong social and cohesive Europe. Of utmost importance for ETUCE and EFEE within the 2020-2021 Work Programme of the ESSDE partners is the contribution to achieving Principle 1 of the European Pillar of Social Rights (EPSR) and Goal 4 of the United Nations’ 2030 Agenda and the Sustainable Development Goals (SDGs), as it sets the targets to reach high quality education, especially through the European Semester.

This is all the more important at the time that COVID-19 outbreak causes an unprecedented health, social and economic crisis, with dramatic repercussions on students as well as education personnel and authorities.

The ESSDE partners are to continue to work together to continue progressing towards an effective and efficient social dialogue, grounded in a stronger commitment of its members to reach meaningful results for an attractive teaching profession which are valuable both at European and at national, regional and local level, and are based on clear objectives, mutual trust, respect and cooperation.

ESSDE Work Programme 2020-2021 EN   FR

The context for the 2018-2019 joint Work Programme

Embracing the recent commitment of the EU to deepening social dialogue as central to the delivery of social rights,  in particular to implement the right to quality and inclusive education for all, included as first principle of the European Pillar of Social Rights endorsed by the European leaders in November 2017. As European social partners in education we recognise the vital need to continuously promote the ESSDE potentials and to further develop our social dialogue aiming at meaningful outcomes which are valuable both at European and at national level, regional and local level. To this end, we deem it important to consider in our work the impact of economic, social and demographic developments on the education sector, as regards, for example, the need for inclusive education and the integration of migrants and refugees, investment patterns, open an innovative education and the attractiveness of the teaching profession based on quality jobs and on an enhanced professional profile. Herewith, we take also in consideration the agenda of the European Commission in the field of education, employment and social affairs, including all the EU efforts to actively support Member States in improving the quality of education and training in line with the global sustainable development agenda for 2030 and the European Semester. In all our work we keep in mind the gender equality principle.

The European social partners in Education will consequently continue to keep in close and frequent contact to ensure that - where it is appropriate to do so - they lobby the European Commission and other organisations jointly.

ESSDE Work Programme 2018-2019 EN   FR

ESSDE meetings 2018-2019

In total 4 meetings per year will be organised: one Steering Committee meeting, two Working Group meetings and one Plenary meeting. For 2018 the following dates have been selected:

• 29 January 2018: Steering Committee meeting
• 27 April 2018: Working Group meeting on innovative teaching and learning in the 21st century and education investment patterns
• 24 September 2018: Working Group meeting on Higher Education and Research
• 19 November 2018: Plenary meeting

The context for the 2016-2017 joint Work Programme

As European social partners in Education, we deem it important to consider in our work the impact of economical, social and demographic developments on the education sector and to continue to focus our joint work on topics that have sufficient common ground for discussion and for initiatives with a clear added value for cooperation at European level.  Herewith we take also in consideration the agenda of the European Commission in the field of education, employment and social affairs, in particular the work of DG Education and Culture and DG Employment, Social Affairs and Inclusion. We wish to contribute to the improvement of the quality of education in Europe thereby focusing on the modernisation of the education sector, its managements and its teaching personnel. In all our work we keep in mind the gender equality principle.

ESSDE Work Programme 2016-2017 EN   FR

ESSDE meetings 2016-2017

In total 4 meetings per year will be organised: one Steering Committee meeting, two Working Group meetings and one Plenary meeting. For 2016 the following dates have been selected:

• 18 January 2016: Steering Committee meeting
• 3 June 2016: Working Group meeting on Higher Education and Research
• 30 September 2016: Working Group meeting on migrants' integration and preventing radicalization of young people
• 8 November 2016: Plenary meeting
• 24 January 2017: Steering Committee meeting
• 31 March 2017: Working Group meeting on Higher Education and Research
• 25 September 2017: Working Group meeting on VET and Apprenticeship, inclusive education and the European Semester on education and training

The context for the 2014-2015 joint Work Programme

The European social partners in Education have been concerned about the current economic and social situation in Europe that remains critical; they want to continue to focus our joint work on topics that have sufficient common ground for discussion and for initiatives with a clear added value for cooperation at European level. They wish to contribute to the improvement of the quality of education in Europe thereby focusing on the modernisation of the education sector, its managements and its teaching personnel. In all our work we need to keep in mind the gender equality principle.

The European social partners in Education will consequently continue to keep in close and frequent contact to ensure that where it is appropriate to do so they lobby the European Commission and other organisations jointly.

The joint work programme for 2014-2015 combines continuation of work already started and new work. The overview summarises the themes, methodology, schedule and possible outcomes.

ESSDE Work Programme 2014-2015 EN   FR

ESSDE meetings 2014-2015

Four meetings (or Working Groups) will be organised during the current work program period: two in 2014 and two in 2015. The first meeting took take place on 4 April 2014. During this event an update was given on the development of the activities listed in the detailed Work Programme below. Furthermore a range of topics was discussed (see 3rd block of the WP). This first meeting was open to all EFEE and ETUCE members. The second WG took place on 29 September 2014. This WG has been reserved for EFEE/ ETCUCE members dealing with Higher Education and Research. During this meeting an update will be given on the first findings of the project on "Supporting early career researchers in Higher Education in Europe". Other topics are also scheduled.

ESSDE Work Programme 2020-21

ESSDE Work Programme 2018-19

ESSDE Work Programme 2016-17

ESSDE Work Programme 2014-15

ESSDE Work Programme 2012-13

Executive agencies - 2018 annual work programmes

Description.

In their annual work programmes, executive agencies describe their planned actions for the year to come. Executive agencies support some of the Commission departments by implementing funding programmes that contribute to the achievement of the strategic objectives of the Commission and to the specific objectives of the respective Commission departments.

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Horizon 2020 – Full text of the Work Programme 2018-20

The European Commission will spend €30 billion of the EU research and innovation funding programme, Horizon 2020, during Calls for Proposals in 2018, 2019 and 2020. The aim is to support competitiveness through the delivery of ideas, development of technology and processes, and innovative solutions for society's challenges, creating businesses and building market shares.

A major priority cutting across the work programme is to strengthen international cooperation, which is indispensable to access research excellence and all types of know-how wherever it is located, and to tap into global talent, innovation networks and value chains. Measures have been taken across all areas to maximise international cooperation for mutual benefit, and cooperation with research and innovation entities in Korea is specifically targeted in a wide range of topics.

Please follow the link for the full text of work programmes with the list below.