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This Issue Paper on 'Tackling different forms of discrimination in and through education and training' has been produced within the framework of the European Commission's Working Group on Equality and Values in Education and Training. The Working Group (WG) operates within the context of the Commission's Communication of 30 September 2020 on Achieving the European Education Area by 2025 and the Council Resolution of 26 February 2021 on a strategic framework for European cooperation in education and training towards the European Education Area and beyond (2021-2030). Participants of the WG comprise of representatives from Member States and Candidate countries, as well as from relevant EU agencies, stakeholder associations, social partners and international organisations. The WG is coordinated by DG EAC of the European Commission, supported by consultants from Ecorys1. The Issue Paper is a key output related to two WG meetings held on 9 June (online) and 22-23 September (in-person) 2022, and one Peer Learning Activity (PLA) held in Paris on 12-13 December 2022. The WG meetings focused on the EU non-discrimination policy instruments, tackling prejudice and discrimination in education and training relating to religion and beliefs, ethnic and racial origin, disability, sexual orientation, as well as addressing multiple discrimination and intersectionality. The PLA hosted by the French Ministry of National Education in Paris focused on social and territorial inequalities in and through education. This Paper presents some of the major insights, findings, discussions, and inspirational practices that arose from the two WG meetings and the PLA. As an outcome of those discussions, the main aim of this Paper is to frame and give depth to the various presentations and discussions that took place during these events. The Paper addresses six main themes relating to tackling different forms of discrimination and disadvantage in and through education: (1) Tackling discrimination based on ethnic or racial origin, including discrimination against Roma; (2) Tackling discrimination relating to religion and beliefs; (3) Tackling discrimination based on disability; (4) Tackling discrimination relating to sexual orientation, gender identity or expression and sex characteristics; (5) Tackling social and territorial inequalities; and (6) Tackling multiple discrimination: an intersectional approach.

"The Issue Paper on Gender Equality in and through Education" has been produced within the framework of the European Commission's Working Group on Equality and Values in Education and Training (2021-2015). The Working Group (WG) operates within the context of the Commission's Communication of 30 September 2020 on Achieving the European Education Area by 2025 and the Council Resolution of 26 February 2021 on a strategic framework for European cooperation in education and training towards the European Education Area and beyond (2021-2030). Participants of the WG comprise representatives from Member States and candidate countries, as well as from relevant European agencies, stakeholder associations, social partners and international organisations. This Issue Paper summarises the various presentations and discussions that took place during two online WG meetings held on 20 January and 10 February 2022 and in the Peer Learning Activity (PLA) held online on 21 April 2022. In line with the WG mandate, it looks at various aspects of gender equality in and through education, with a special focus on gender gaps in education, gender segregation and non-traditional education and career pathways, confronting biases in textbooks and learning materials and gender-based violence. [Title on report cover differs: "Issue Paper: Gender Equality in and through Education."]

This Thematic Fiche was produced by the members of the ET 2020 Working Group on Promoting Common Values and Inclusive Education. The Working Group operated within the context of the 2018-2020 mandate and comprised representatives from Member States and Candidate countries, as well as from relevant EU agencies, stakeholder associations, social partners and international organisations. The Working Group was coordinated by DG EAC of the European Commission, supported by two consultants from Ecorys. The Thematic Fiche addresses one of the two sub-topics covered under Theme 3 of the Working Group's mandate: 'Basic knowledge of European history and the multiperspectivity in history, geography and common heritage and awareness of the cultural and social diversity of the Member States of the European Union'. The first version was prepared for the Peer Learning Activity (PLA), which took place in Zagreb, Croatia on April 4 and 5, 2019. This PLA was entitled: Promoting common values and inclusive education through cooperation between education institutions and civil society: Exchanging national approaches and experiences. The following document, building on presentations and discussions in Zagreb and Brussels serves as a tool to share the major insights, findings and discussions of the Working Group experts on the way in which inclusive history education can build bridges between communities and cross borders. The Fiche presents key concepts and research on the topic at both European and international level. Working Group experts and other participants at the PLA in Croatia and subsequent Working Group meeting in Brussels have contributed to this Fiche by suggesting additional challenges, key messages and inspiring practices. The learning and teaching of history is perhaps the most discussed school subject, as it directly relates to values of nation states and the beliefs of politicians, academics, history education specialists, pedagogues, practitioners and general public contribute to these debates, all from their particular point of views. It often seems to be an endless debate, reflected in regularly recurring curriculum changes in many countries. Since the end of World War II, and increasingly after the Fall of the Wall, an international network of academics and history teaching professionals has become engaged in addressing the role of history education in relation to conflicts and inclusive societies. Together they have created a core of basic approaches and competences, which are seen as sound and innovative history education.