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In the 21st century, the traditional career path of progressing up an ordered hierarchy within a profession or an organisation seems to be less and less relevant. Economic change stemming from the globalisation of markets; continuous technological change; and the reform of education systems and societal transformations – all these are shaking up the career options and are making “a job for life” the exception rather than the rule.

Incorporating arts and culture in education can serve as a vehicle for renewing educational systems by diversifying pedagogical approaches and helping to foster the social and cultural awareness of learners of all ages as part of a guided learning process.

Leonardo da Vinci and Michelangelo were not only sculptors and painters but also inventors, engineers and scientists; for them there were no boundaries between science and the arts [1]. Adding A for Arts into STEM (science, technology, engineering, and mathematics) to make STEAM implies an interdisciplinary approach.

An ongoing debate in school education is about the importance of high-stakes summative assessment in national examinations. The Baccalauréat in France, Esame di maturità in Italy, Abitur in Germany and Érettségi in Hungary, for example, take place at the end of students’ school careers and are all regarded as the passport to future studies and professional life. Summative assessment can also take place within schools, via, for example, class tests and end-of-year school examinations.

High-quality education underpins inclusive and resilient societies, as the recent Commission communication on school development and excellent teaching makes clear. However, schools face a range of challenges in achieving this goal, notably developing competences, ensuring equity and social fairness, and harnessing technology for better learning.

Do you think that school libraries are becoming increasingly irrelevant in a digital age? Or is the need for school libraries and the services provided by librarians even greater now than before?

In 2017, the ET2020 Working Group on Schools – including representatives from Ministries of Education across Europe – will focus on the topic of 'networks' in school education.

Literacy is an essential skill but the ability to read and write is too often taken for granted. Individuals may feel ashamed that they cannot read and write well enough and children may try to hide it from their teachers and classmates, adding to the pressure of their learning experience.

A few months ago, the Great Start in Life conference brought together more than 250 teachers and early childhood education and care (ECEC) practitioners, researchers and policy makers. It emphasised the importance of early years learning and on the benefits quality early education services can bring in school outcomes and in later life, as well as to society as a whole.

'School leadership' does not only refer to head teachers.