‘Most great learning happens in groups. Collaboration is the stuff of growth.’ Sir Ken Robinson PhD. Teachers are rightly considered the most important element within schools influencing student learning. In other words: it takes a good teacher to make a good learner. But what makes a good teacher?

When speaking with colleagues or friends, most of whom are higher education graduates, I often hear the following: I was rubbish at maths, I don’t remember anything; after high school I couldn't even hold a conversation in English; we didn't learn anything about the origin of religions; I memorised the periodic table in chemistry class but I've completely forgotten it all, etc.

I find it surprising (and depressing) that public discussion about the effects of migration is often so negative, while economic theory and evidence mostly points at the positive effects. Why do many people and politicians talk about migration in suspicious or hostile terms, despite evidence to the contrary? Is this a misunderstanding of the facts, or mere prejudice?

Imagine you are buying a train ticket at the Helsinki railway station. You see that reduced tariffs are offered for students and show your student card from Luxembourg, only to learn that the reduction is only given to Finnish students. Imagine a French student who wants to study in Belgium to be closer to her boyfriend. Should she be required to pay a higher admission fee than a Belgian citizen?

Work, employability, education, leisure, inclusion and participation in society... All of these and many other areas of our society are becoming increasingly “digitised”, meaning that information and also services are increasingly being made available through the Internet. Consequently, digital competence is vital for participation in today’s society and economy. As a transversal competence, digital competence also helps us master other key competences, such as communication, language skills, or basic skills in math and science.

It is vital to foster inclusive systems across the education, health and social sectors to retain all of our children and young people in dynamic, progressive school environments. Some key reasons for early school leaving include school climate, trauma and mental health issues, and communication problems with teachers.

In terms of pursuing academic careers within STEM fields, women are significantly under-represented throughout Europe. Women represent 59% of new graduates, but make up 46% of PhD degree holders, 33% of researchers and only 20% of upper-level academic staff and 11% of heads of universities or similar institutions.

Ten years ago eTwinning was just a dream. Our hope was as vibrant as our enthusiasm - but we could not have imagined then that ten years later it would be the largest community for schools in Europe, involving close to 300,000 teachers, at more than 100,000 schools, in 39 countries.

"I liked writing computer programs, now called 'coding', when I had the time to enjoy it and do it well and that is what drives me to go back to it, but I know many people who studied at the same time as me who hated coding and could not wait to stop having to do it", writes Rose Luckin.