Proposals should adopt a general life-long learning (LLL) approach, in which the development of the key competence of learning to learn is crucial. Proposals should take into account inequalities and the educational actions to overcome them. In addition, the action should examine the causes of underachievement related with the availability and quality of early childhood education and care (ECEC). This should enable the formulation of novel policy measures and targeted actions aimed at reducing the compounded impact of underachievement and school dropout on socio-economic fairness and inter-generational mobility in Europe.

The proposals should develop a specific diagnosis and targeted methodologies for combatting persistent low levels and negative trends in learning outcomes in Europe, by devising strategies and policy recommendations to improve social inclusion, learning and cognitive skills. The action should focus on student proficiency in reading, mathematics and science, while also taking into account the importance of supporting and reinforcing the development of other key competences and basic skills. It should look equally at the effects of tracking between different educational pathways and the impact on different target groups, especially vulnerable and marginalised communities. The action should provide a comparative assessment of existing policies targeting the achievement gap. Proposals should focus especially on the socio-economic background of multi-disadvantaged learners and their educational outcomes, as well as on the issue of persons not in education, employment or training (NEETs). Finally, they should involve relevant educational stakeholders with a double goal of allowing co-creation and enhancing societal impact in the future.