The working group on the education was set up in January 2005. It deals with issues related to science education and with European policies in the sector of higher education.

Scientific education and research are often perceived as sequential stages in a researcher’s career, but they should be considered as connected. There are many examples of brilliant ideas that were first born in the mind of students: it is important to recognize and to nurture real talent at an early stage during the education process. The involvement of students in elements of “real” research work might need changes in course structure and teaching methods. Forms of multi-, inter- and trans-disciplinarity, features of contemporary science, should figure prominently within educational programmes. Spreading examples of good practice in teaching is vital. For example, brilliant university courses such as the famous one by Richard Feynman - as reported in his textbook Feynman’s Lectures in Physics - need to be identified and widely disseminated. Pan-European exchanges of information and experience relating to the introduction of new approaches to scientific education (e.g. distance learning) should be strengthened. The introduction of good courses on the history of science may help students understand the logic of scientific development.

The European policies in the field of education take the form of cooperation and coordination among States, and notably through the funding of mobility programs of students and teachers. The role of the European Union is limited, but on the rise, and is clustered around the Lifelong Learning Programme, encompassing the well-known Erasmus programme for student exchange in higher education – however all the stages, including school, vocational and adult education, are considered. Other instruments like Erasmus Mundus or Tempus address the cooperation with non-EU countries. There is support for cooperative interactions amongst schools and European universities, and for the collection and analysis of comparative data.

The most politically relevant form of cooperation in higher education in Europe is the “Bologna Process”, a voluntary and mostly intergovernmental coordination of policy activities and studies aimed at the creation of the European Higher Education Area. The cooperation includes a consultative role for major stakeholders like, of course, Universities and students, represented through their European associations. There is also a partnership role granted to other organisations, according to specific criteria. EuroScience has a formal status of partner of the Bologna Process.

The working group pursues several lines of activities in this area:

• Gathering of relevant information and establishing contacts with actors in the field of science education

• Liaise with the EU institutions and with European organisations concerned with higher education policies, including e.g. the European University Association (EUA), the European Students’ Union (ESU), the European Association of Institutions in Higher Education (EURASHE)

• Take part in the Bologna Process by maintaining contacts with the Bologna Follow-Up Group, participating in Bologna Seminars and other events of the Bologna calendar

• Possible advice to governments and institutions in specific fields of expertise of EuroScience, like the relationship between science and society, and its role in education

• Discussing specific topics, like the economics of higher education, or the assessment of educational programmes.

• Elaborate EuroScience’s position on issues at stake, preparing documents and specific studies

• The Bologna Process and the creation of the European Higher Education Area