Directors-General for Schools: Strengthening basic skills and the teaching profession at the heart of European cooperation
The strengthening of basic skills and the teaching profession were at the centre of discussions during the two-day meeting of directors-general for schools, which was held in Lefkosia on 18 and 19 February 2026. The meeting took place within the framework of the Cyprus Presidency of the Council of the European Union.
The meeting brought together directors-general responsible for school education from all EU Member States, representatives of the European Commission and invited experts. The aim was to provide a forum for in-depth policy dialogue on the key challenges and priorities currently facing compulsory education systems across Europe, within the context of the European Education Area and the emerging Union of Skills agenda.
The discussions highlighted the growing need to strengthen basic skills as a prerequisite for equity, social cohesion and lifelong learning, while addressing persistent disparities in learning outcomes. Particular emphasis was placed on the role of schools in supporting all learners, especially those at risk of underachievement, by taking a coherent system-level approach that combines high expectations with timely, targeted and sustained support.
Participants also examined the central role of teachers in improving pupils’ learning outcomes. The focus was on teaching quality, professional autonomy and the conditions necessary to attract, support and retain skilled educators. The importance of high-quality initial teacher training, continuous professional development and collaborative professional cultures was repeatedly underlined as a key lever for sustainable improvement.
The programme included two keynote speeches which provided a framework for the policy discussions by exploring how European priorities on basic skills are translated into classroom practice and by examining international evidence and trends related to the development of the teaching profession. These contributions were complemented by a presentation from the European Commission on current initiatives in the field of school education and their links to broader European policy frameworks.
Participants also took part in parallel breakout sessions, which allowed for focused exchanges on specific thematic areas and the sharing of national experiences, policy approaches and practices. The breakout discussions enabled participants to reflect on shared challenges, identify converging priorities and explore ways to strengthen European cooperation.
On the second day, participants visited schools at various levels of the Cyprus education system, ranging from early childhood to upper secondary education. These visits offered concrete insights into how policies related to basic skills, inclusion and teacher professionalism are implemented in diverse educational settings.
The school visits were followed by a plenary reflection and a panel discussion. These supported the connection between policy dialogue and educational practice, enabling participants to exchange views on lessons learned and transferable experiences at the European level.
In the concluding remarks of the meeting, it was underlined that strengthening basic skills requires a clear, coherent and long-term system-level strategy. The central role of teachers was highlighted, along with the need to empower them through trust, meaningful support and professional autonomy. Emphasis was placed on early identification of needs, the use of reliable data and targeted interventions to address inequalities.
The importance of balancing strong central direction with flexible school-level autonomy was also stressed. Continuity, coherence and sustainability of policies were identified as key conditions for lasting impact. European cooperation was reaffirmed as a vital lever for advancing quality and equity in education systems.
The meeting concluded with a brief presentation by the upcoming Irish Presidency and closing remarks by the European Commission and the Cyprus Presidency.
