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resolution motion

MOTION FOR A RESOLUTION on the pilot project on European Schools Alliances

B-10-2026-0436

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✦ In short · AI summary of this text, generated 9 Oct 2026

Written by a language model from the full text only; every figure comes from the text. The paragraph links open the paragraph a statement rests on — check the text itself before relying on it.

Parliament welcomes the Commission's forthcoming pilot on European Schools Alliances, run under the Erasmus+ 2026 work programme, as a chance to strengthen school cooperation across the EU. It says the pilot should combine better learning outcomes, basic skills, teaching innovation, mobility, inclusion, democratic resilience and preparation for future skills needs. It calls for citizenship education, democratic competences, media literacy and critical thinking to be built into the pilot, and for inclusive participation by disadvantaged schools and learners with fewer opportunities. It asks the Commission to cut administrative burdens, support pupil and teacher mobility, learn from the European Universities Alliances, and link the pilot to Erasmus+, the European Social Fund Plus and the Youth Guarantee. It wants clear monitoring criteria, respect for national competences, close cooperation with member states and stakeholders, balanced regional participation, and regular information to Parliament.

Key points

  1. Parliament welcomes the Commission's forthcoming pilot on European Schools Alliances, rolled out under the Erasmus+ annual work programme in 2026, as an opportunity to strengthen school education cooperation across the EU.
  2. The pilot should pursue a balanced set of objectives: educational outcomes, basic skills, innovation in teaching and learning, mobility, social inclusion, democratic resilience and preparation for future skills needs.
  3. The Commission should make citizenship education, democratic competences, media literacy, critical thinking and knowledge of the EU and its values integral parts of the pilot, using participatory and experiential learning.
  4. Participation must be inclusive: targeted measures, capacity-building and tailored support for schools in disadvantaged or low-capacity contexts and for learners with fewer opportunities, including vocational education and training and schools in fields such as sport or art.
  5. The Commission should minimise administrative burdens for participating schools through proportionate reporting, simplified procedures and clear guidance for schools, school authorities and local actors.
  6. The pilot should support accessible pupil and teacher mobility through group exchanges, collaborative teaching, peer learning, digital cooperation and exchange of inclusive teaching practices, making mobility more regular and sustainable in line with 'Europe on the Move'.
  7. The pilot's design should draw on lessons from the European Universities Alliances on governance, stakeholder engagement, transparency, communication and long-term sustainability, while recognising the specific nature of school education.
  8. The Commission and member states should promote synergies between the pilot and Erasmus+, national and regional partnership plans, the European Social Fund Plus and the Youth Guarantee.
  9. Clear monitoring and evaluation criteria should be set from the outset, covering participation, inclusion, learning outcomes, mobility uptake, administrative efficiency and impact on basic skills including civic competences.
  10. European cooperation in school education should complement national systems while fully respecting member states' competences in education.
  11. The pilot's design and implementation should involve close cooperation with member states, national and regional authorities, schools, teachers and other stakeholders to ensure alignment with existing systems and ownership by beneficiaries.
  12. The pilot should promote geographically and territorially balanced partnerships and enable schools from less represented or lower-capacity areas to take part through targeted outreach and support; Parliament should be regularly informed during preparation and implementation.

Who is affected

  • Schools, school authorities and local actors: the pilot should reduce their administrative burden and give them clear guidance.
  • Schools in disadvantaged, low-capacity, rural, remote, border, island and outermost regions: targeted measures should help them join.
  • Learners with fewer opportunities: they should benefit fully from the pilot and mobility.
  • Member states and their national and regional authorities: the pilot should respect their education competences and involve them closely.
  • The Commission: it is asked to design, run and report on the pilot and to inform Parliament regularly.

Figures and deadlines

  • at least 20 % of learners benefiting from learning mobility abroad should be people with fewer opportunities by 2027
  • only 42 % of 16–30-year-olds understand a great deal or a fair amount about the EU
  • only 30 % feel they have a say over decisions affecting the EU

Legal basis: Article 165 of the Treaty on the Functioning of the European Union