COMMI S S ION OF THE EUROPEAN COMMUNI TIESCOM(93) 457 final
Brusse Is, 29 September 1993

GREEN PAPER

ON THE EUROPEAN DIMENSIONOF EDUCATION(presented by the (oMission)

Contents
Page
INTRODUCTION

THE NEW LEGISLATIVE CONTEXTII.

THE EUROPEAN DIMENSION AND ITS OBJECTIVES
Contributing to European citizenshipOffering opportunities for improving
the quality of education
Preparing young people for theirintegration into society and fora better transition to working life
III. PLAYERS, STRATEGIES AND INSTRUMENTS

Cooperation through mobility andexchanges

The training of teachers and others
involved in education

The development of language teaching
Distance learning throughmultimedia systems

The promotion of innovation inteaching

The exchange of information andexperience

The experience of the European

schools

CONCLUSIONSANNEXA:

Some examples of cooperation projects

ANNEX B:

Stages in the development of theEuropean dimension of education at
CoInmunity level

INTRODUCTION

This Green Paper on "education"theaction at Community level ineducation. Indeed, the Treaty establishing
The European dimensionofis intended to provide the basis for a consideration
possible future directions
the field

of

of

of

the European Community (referred to as " the Treaty " fromnow on) - as modified by the Treaty On European Union -introduces, in Article 126, new competences for theofCommunity in the fieldeducation.

Fo.r the first time, a legal framework exists which allows
the Community to propose cooperative actions in the arealevel education.
theTreaty, especially Article 127, where actions wereeducation, and in particular in school-

This would not rule out the useofappropriate to its subj ectofother provisionsofvocational training.

However, before Concre. te proposals are made for action to
implement the objectives set out in the Article referred toabove, itconsideration

is importantto take time for preliminary
the aims and the means which would enableofthe Community to contribute " to the developmentofqualityeducation by encouraging cooperation between Member Statesifnecessary, by supporting and supplementing theirand,action , while fully

respecting the responsibilityofStates for the content

ofMemberteaching and the organization

education systems and their cultural and linguistic
diversity
3.

Such consideration should take place within a much wider
ofthe Single Market andits impact on the area
education and training, as wellofcontext featuring the completionas changes in the need for human resources in the lightsocial and technological changes. It should include theofsandwich courses and companybased training, which enable young people to have a better
understandingof
their socio- economic environment and so,in due course, to be better equipped to participate both as
citizens and as workers.
contributions to education

TreatyParagraph 1.

European Union,

Chapter

Article126,

As the organisation and the content of teaching are mattersentirely for Member States, it is for them to take measures

to promote the development of quality in education. For
this reason this Green Paper invites all those involved in
education to concentrate their thoughts on the appropriate

means of accomplishing this, while also asking them toidentify areas for complementary and subsidiary Community

action.

Consideration of this question will also be important in

the context of the enlargement of the Community, especiallyfor the EFTA countries.

In the new context afforded by the Single Market, education
has as one of its aims the preparation of young people toexercise their responsibilities insocial andeconomic area.

a. widerIt is in this perspecti
ve that thedevelopment of a European dimension of education must be

seen as an important factor in theadjustment of theeducational process to the new economic,
social andcultural environment.

Indeed, the improvement of linguistic competence, themutual understanding of the practices and cultures of otherMember States, and even the ability to work with those ofother nationalities or in another setting , are among themost important factors which help young people to become
integrated into society and to accept more readily their
responsibilities as European citizens. At the same time,
the new possibilities available in the context of building
the European Community, in particular the greater range ofeducational opportunities, are a bonus which Member Statesshould recognise.

It is important here to stress the efforts and the changes
which national education systems, in all their diversity,

have already made to respond to the new conditions,particularly within the framework of bilateral cooperation.

It has up to now been possible for the Community to support

only pilot actions at school level
limitedSome examples ofimpact.

and these have a

the action alreadyundertaken are given in Annex A. However, the experience

gained from these does of course provide a basis foraction; but the new possibilities offered by
Article 126, quoted above, call for a comprehensive
andcoherent approach to complement action taken by Member

furtherStates.

In order to meet this obj ective, this Green Paper consistsof three sections:the first section places Article 126 in the context ofthe cooperation actions undertaken since 1976. Annex
B contains a short description of the main stages

the second section sets out the theme of the European
dimension and its main objectives;

the third section attempts to identify possibilities
for complementary action, describing the instruments
and strategies as well as the people involved.

L..

THE NEW LEGISLATIVE CONTEXT
The scope for Community action in the field of education isset out in Article 126 of the Treaty but, as indicatedbelow (paragraph 11), other Community policies also
takeeducation into account.

clear. It
saysthat " the Community shall contributeto thedevelopment of quality education by encouraging cooperation
Article 126 of Chapter 3 of the Treaty is verY
between Member States... "be aimed at:and that " Community action shalldeveloping the European dimension in education,

particularly through the teaching and dissemination of
the languages of the Member States;

encouraging mobility of students and teachers, interalia by encouraging the academic recognition of
diplomas and periods of study;

promoting cooperation
establishments;

betweeneducational

developing exchanges of information and experience on
issues common to the education systems of the Member

States;encouraging the development of youth exchanges and of
exchanges of socio-educational instructors

encouraging the development of distance education
Each of these objectives, whether they concern mobility or
exchanges of info.rmation and experience, or those involvedin the educational world
teachers. - or eveneducational methods - the new technologies of informationand communication - is relevant in relation to potential
value added by Community action in this area.

,.. pupils.

10.

It is appropriate to note that this Article is the resultof a process which has its origins in the Resolution of theCouncil and Ministers of Education meeting within theCouncil of February 1976. A summary of the various steps
taken since then is given in Annex B.

11.

At the same time, it should be borne in mind that educationis also taken into account at Community level in otherareas.
This applies particularly in research anddevelopment but also in regard to health (health education)and the environment (environmental education). Indeed, in
this last- named area, the role of education is of prime
importance for making pupils aware from a very young age of
the widely- held concern about protecting the environment.

It is also particularly

important tostress theconsiderable contribution made by the structural policiesof the Community to education in the most disadvantaged
regions; the reform of these policies recently adopted by
the Council is the most obvious illustration of this.

THE EUROPEAN DIMENSION OF EDUCATION AND :ITS OBJECTIVES

12.

The general objectives of. schools include contributing
towards:

equality of opportunity for everyone;giving all young people a sense of their
responsibilitites in an interdependent society;developing their pupils ' ability to act autonomously,
to make judgements, to assess matters critically andto make and adapt to innovations;enabling all young people to achieve their fullpotential in their working lifa and in their own

personal development, especially by developing in them

the taste for life- long learning;

giving their pupils training and qualifications which
will facilitate their transition to working life, inparticular through being able to master technologicalchange.

13 .

In considering these general objectives of education, it isimportant to set out the specific objectives - and, throughthese, the " added value" - of Community action in thesphere of education. This " added value" would contributeto a European citizenship based on the shared values ofinterdependence, democracy, equality of opportunity andmutualrespect

it would also help to extend theopportunities for improving the quality of education; andfinally, it would help pupils towards social integration
and a better transition to working

life.

Contributing to European citizenshi~

14.

Respecting different cultural and ethnic
identities a d
coznbat~ng all formsofeducation.
15. Education S
are not ~m~ted
to ensuringcont~nuat~on of their own cultures;
they mustalso educatethe~oung people for democracy, for the fightagainst~eqUal~ty, to be tolerant and to respect diversity
chauvinism
and xenophobia'aessent1al components of actionin the fieldofs ould also educate for citizenshipi and here, Eu They
~ope isnot . a dblension which re);?laces others,

enhances them. but

one which

C:n~unity action must therefore stress an education for
c~t~zenship that includes:
experiencing th~ Europea~ ?i~ension through learning
languages, work~ng on a Jo~nt transnational projectk~owledge of other countries and through informatio
g~ven as the basis and stifQulus forthought;socialis,:tion in

Europeancon~€':i:~"'" "" throught:::-a~snat~onal exchanges, ~":;duse J:;-Pr,:t- ~Ilabl.€p-~ eaChc~:I;~zen to

playa part oP/t h,"" ",.=.--.:lrdpean stage;a better underst. anding of Europe today,
co~struction for tomorrow.

and . of its

Offering opportunities for improving the quality ofeducation
16.

When schools take proper account of the European dimension,
they may find it a stimulus to development. It may act asa lever to stimulate education systems and to encourage

innovation, especially through the meeting of different

approaches and teaching methods, and through the sharing ofexperience in developing teaching materials - all of which
contribute to improving the quality of education.

17.

It should be stressed that, since the 1988 Resolution on
the European dimension in education, the majority of Member

States has progressively integrated this dimension into
teacher training as well as into the curriculum; and they
have encouraged the production of suitable teachingmaterial.
Such efforts have been complemented, atregional, national and Community levels, by different
actions and initiatives led by the various non- governmental(NGOs) active in the field of education.

organisations

. ).

18.

This sort of enrichment of the content of teaching shouldbe accompanied by:on the one hand, the raising of awareness among, andtheprovision of appropriate information to,
educational administrators and others involved, aboutth~ opportunities available;on the other hand, transnational cooperation between
institutions responsible for initial and in-service

teacher training; and, finally,collaboration on the development
teaching material.

Preparing younq people forappropriate

their integration into

society and f. or a better transition to working life

19.

In the context of the achievement of the Single Market,

with allthat that implies, as well as the gradualdevelopment of a European labour market, the development ofa European dimension of education can contribute to easing
pupils' transition to working life and to extending theiropportunities for employment.

Indeed, knowledge of languages and familiarity with othercultural and professional environments, especially that ofbusiness, are among the positive factors in helping young
people to move out into the world and to be able to masterchange, and in preparing them for professional mobility andfor better integration into society.

20.

In this area, Community action could be directed towards:

thedevelopment of transnational partnerships
involving a closer relationship between schools andthe worlds not only of business, but also of local

authori ties, non - governmental organisations, etc..

transnational cooperation networks to promote a better

relationship between general education andvocational training.

initialIII. PLAYERS, STRATEGIES AND INSTRUMENTS

21.

The school is one of the main focal points for action in
education within the Member States; and thesame should be true for Community action. A school is an

the field ofentity comprising a system encompassing many players(pupils, teachers, parents, the local community etc.
is a place for organising the resources available, as wellas one capable of offering services to its community, withwhich it develops dynamic and interdependent relationships.

22.

These interdependent relationships create theirdynamism and bring together:those at theadministration;different

levelsown

educational

thQse directly involved in the life of the school:
pupils, teachers and otherstaff;
people involved in the educational process andassociated with the school: teacher-trainers andi;nspectors; universities and research teams; the staffof libraries and other sources of information;

theorganisations which constitute the social andcultural fabric of the local community and which canmake valuable contribution to schools: professional

associations and trade unions, parents, local
authorities, trade associations, leisure centres,etc..

the didactic and pedagogical resources, methods andthe materials used by those involved.

23,

Action at community level in the area of education could
thus be centred naturally on SChools, through transnational
educational projects set up on the basis of partnerships.

These could include the following:
cooperation through mobility and exchanges;

the training

education;teachers and others involved

the development of language teaching;

distance learning through multimedia systems;
the promotion of innovation in teaching;

the exchange of information and experience;using the experience of the European Schools.

Cooperation through mobility and exchanges

24.

One of the major elements in the construction of the newEurope is the free movement of people. Bringing this about
will be considerably easier if young people are able whileat school to have a first experience of mobility. Indeed,so far as cultural customs are concerned, it is necessary
for pupils as young as possible to have opportunities formeeting and for encountering different surroundings.

25.

Such transnational mobility could be based on
knowledge and recognition of other countries' improved
systems.
This is already available in a number of ways, for example
through the wide variety of bilateral exchanges and trips.
However , Community action might be Concentrated on:

partnerships, on the basis of cooperation between
schools with a shared interest in specific areas(languages, the environment, cultural heritage,etc. .

networks, in the sense of structures which allow thepartnerships action to be extended with a view to thewider dissemination of the results and experiences.

26.

It is indeed very clear that community

support for suchexchanges would have little point unlesstheenvisaged would be certain of having a multiplieractions
leading to a dissemination of the experience to a effectwider

public. In this context, the use of new information andcommunication technologies is an important element.

The training
education
27.

teachers and others involved

Teacher training is the main tool in the development ofteachers' pedagogical practices. It therefore should be in
the forefront of action to promote pedagogical innovation
as well as to develop the European dimension in teaching.

28.

Indeed, teachers and their trainers have an important roleto play in the definition and introduction of new teaching
They are therefore the main players in integrating
the European dimension into the content and practice ofareas.

education.
29.

Introducing this dimension requires teachers:

to learn about the different aspects of Europe today
and its construction for tomorrow;to learn to share and pass on the wealth of European

cultures;to develop a European perspective alongside nationaland regional allegiances;to . make use of the shared cultural heritage, andexisting partnerships and networks as anchor points
for establishing a teaching approach with a European

dimension;

to overcome cultural and linguistic obstacles so as todevelop multilingual and multicultural practice.

30.

It is therefore crucial to strengthen initial .and in~service teacher training. Here again , the accent should be
put on transnational cooperation between teacher training
institutions, especially in the form of European networks

using the medium of exchanges and building on the pilot

31.

actions already started.
Such transnational cooperation should not involve thealone:

farteachers
experience soshows that those
responsible for schools, inspectors, advisers or, forexample, careers guidance counsellors, play an importantpart in the life of the school. It would therefore be
logical for any Community action in the field of education
to be open to these people as well.

The development of language teachin~

32.

The lack of linguistic proficiency and of knowledge ofother cultures is today one of the main obstacles tomobility. How can one move to another country if one has
no way of communicating? Linguistic proficiency is thus
a pre- requisite for mobility and for exchanges, and apriority for the development of the European dimension in
education and the knowledge of other cultures.

33.

Based on the experience of the LINGUA Programme, and inparticular Action II (support for the initial training of
language teachers), a more developed Community
action, aimed at a wider public, could be envisaged.

foreign

34.

Such an act ion could be accompanied by encouragement forteaching and other supporting materials to be developed
through partnerships. In fact, it would contribute to theimprovement and enrichment of teaching methods and foreign
language learning and, as a result, enhance the status ofsuch teaching.

35.

built on theexperience ofbilingual classes and on the more recent experienceof
Such an appproach could be

European classes.

Distance learning through multimedia systems

36.

The school must help the pupil to adapt to the demands ofthe rapid technological and social changes way
characterise society today. It must seek out the bestwhichof enabling pupils to adapt easily to a society in which
the free movement of people is increasingly common.

37.

Open and distance learning ' presents a whole range ofpossibilities for giving the younger generation the ability
to adapt to changes in the workplace or even to retraining,facilitating the transfer of knowledge. Joint distancetraining proj ects in programmes such as COMETT, ERASMUS or

FORCE , have already shown the advantage that this teachingapproach can bring to the diversification of the educationand training offered.

38.

of

of

the

From the point
view
ensuring
greatest
effectiveness of Community action, distance learning

including the use of telematics - is essential in that itallows for better access to education , in particular in theless well- off regions. In addition , it is a support fortransnational partnerships and could be a major instrumentfor disseminating innovations resulting from Community
activity.
39.

However, it must be stressed that the use of new technology
is not limited to open and/or distanceIndeed,learning.

multimedia systems are called to play an increasingly
important role in the transmission of knowledge andincreasing the range of places where learning happens.

Community action on the use of new technology in education

should therefore be particularly concerned with suchdevelopments, especiallyinvolving
joint

the

those

development of teaching material.

The promotion of innovation in teaching40.

Research into education and training would also gain fromthe European dimension. The fourth Framework-Programme forandResearch
Development, alreadytheCommmission, opens up interesting possibilities in thispresented by

area.

41.

Indeed, the sharing of problems and of

methodologies onparticular themes enables economies of scale.
This would
involve cooperation between research institutes
anduni versities on educational issues. For example, the studyof innovation and cooperation strategies in and between

schools in different Member States, as well as of theirimpact, could provide an area of common interest.

42.

The dissemination of innovation in and between teachingsystems contributes to an improvement in the quality ofeducation and should for that reason be encouraged. It

would be facilitated if transnational networks ofresearchers and t. eachers, based on themes of common

interest to be defined by those involved at the appropriate
levels, were to be established.

The exchange of information and exoerience

43.

Information on the education systems of Member States, on
their reforms and innovations provides the essential basis
for mutual understanding between Member States and for thedevelopment of the European dimension of education. In
this context, the activities and the publications of theinformation network on education in the European Community(EURYDICE) are of great interest for all those in the worldofeducation. It would be useful to reinforce thecomparative analyses

on educational systems andmethodologies, as well as the dissemination of information

produced as a resul t .
44.

Information on education in the Member States provides
essential support to the exchange of experience among those

responsible for, and involved in, education. The ARION
Community action providing study visits
educationfor

specialists could be extended to offer such exchanges tothose responsible for education at the different levels ofadministration, as appropriate.

45.

Equally, the comparison of national statistics, meetings ofexperts and seminars can contribute to the formation ofreference.

common frameworks of
EUROSTAT would be able toplay an important role in securing the comparability ofinternational statistics on education and training.
The exoerience of the European Schools

46.

The educational approach developed by the European Schools
has already made a contribution to the development of theEuropean dimension of education and is worth highlighting.

In particular,

through the multicultural mix and theintroduction of foreign languages into the teaching of
subj ects, these schools have a potential fordifferent

innovation which should be developed.

47.

Their experience could serve as a reference point in thedevelopment of " laboratories" of pedagogical innovation
promoting multicultural teaching and respect for diversity.

CONCLUSIONS

48.

As stated at the beginning of this document, this Green

Paper is intended to stimulate discussions on theTreaty.

possibilities offered by Article 126 of thesuch, it does not comprise a proposal, and the po$Sible
future directions which it suggests are rather indicativeenco\lragedby the community in the spirit of Article 126of theof the actions which could most appropriately be

Treaty.

49.

It is clear that all the possible actions . sketched out inthis document would need to be looked at in possible

interaction and combination. The aim is to contribute to

the identification of those which in complementing andsupporting thealready underway in Member
States, could bring an added value to the development ofactivities

quality in education.

50.

ofArticle 126. It will require theimplementation
involvement andSuch a reflection is necessary for thecollaboration of those responsible for education and theirpartners at the various different levels and in their own
area of responsibility.

The debates and discussions which it is hoped that thisGreen Paper will stimulate will without doubt enhance
future Community cooperation in the field of education.

".

ANNEX ASOME EXAMPLES OF COOPERATION PROJECTSPILOT ACTIONS S UPPORTED BY THE EUROPEAN COMMISSION

pilot action forpartnerships

the development of 40 multilateral school

One significant example is that of a partnership known as
Columbus , a project coordinated by the Netherlands, thestimulus for which was provided by the SOOth anniversary ofthe discovery of America. It brought together schools fromfive city ports to study how the development of these ports
grew around the development of trade, particularly maritime
Pupils from Genoa, Antwerp, Lisbon, Barcelona andtrade.

Palermo thus studied

the historical, geographic andcultural aspects and the consequences of trade development
linked to Christopher Columbus
They alsostudied the development of these ports in the 19th and 20th

discovery.

centuries, a period during which contacts intensified

between Europe and America as a result of emigration andindustrial and technological development.
This work was backed up by visits which enabled each school

toinvite some of the pupils from the other schools
involved. The proj ect was staggered over three years andenabled every pupil from the classes involved to go atleast once to another city, and at the same time involved

all the classes in the study and was of interest to thewhole of each school concerned.

The teacher exchange scheme

Since the scheme began it has expanded links between the

pupils and the schools of the teachers involved in theexchanges. This can be illustrated by a commOn pattern.
The starting point was an exchange between two highly

enthusiastic teachers of classical literature, one Greek

and the other French. This developed into a proj ect :putting on a play with the children of the two schools,

mixing ages and classes. The exchange of teachers wastherefore extended to the pupils' comparing aspects of
Greek and French theatre and putting on the plays in both
After two(aware of theapproach) extended the scheme to athird school in another country, choosing the topic " Greek,

countries.
years, the teachers
limits of a bilateral
French and Italian theatre: the master- servant
relationship

Shared reading and theatrical work therefore then covered
three works, depending on the group or class. The text was
spoken in the working language (French , either learnt orspoken by all three groups), with cross- references in Greek(both ancient and modern), in Italian and in Latin. Given

that theatre is by definition an activity designed to beshared, whole schools could become involved in this workand tackle a major element of the historical and cultural
origins of Euro~e.
Network of teacher training institutions

The reinforcement of initial and in- service teacher

training should make it possible for the European dimension
to become an integrated part of training rather than justa one- off innovation. An example is provided by a network

coordinated by an Irish institution and working on thedrafting of a basic curriculum for primary teachers. This

project has been called " Meithaln , from the Irish word usedin country areas to designate a mutual self help project.

The institutions of the participating countries work ingroups of trainers and students, progressively drawing up

The various aspects of the curriculum areproduct.
tested,a curriculum designed to be as much a process as aevaluated, modified and then again tested and evaluated.

6.

All the participating institutions have agreed to recognise
the work undertaken and time spent in one of the network'

insitutions as part of the training of their futureteachers. They have created a common certificate awardedtoeach of the participating students. This isinteresting example of cooperation, negotiation and mutual
confidence between teacher training institutions.

ROLE OF NON-GOVERNMENTAL ORGANISATIONS (NGOs)
The activities of the NGOs make an important contribution towards

the promotion of the European dimension in

education. The

organisations which are active at the Community level include:

The European Trade Union committee for Education (ETUCE)

The social partners representing the world of education
have an important role to play in the development of theEuropean dimension at all levels of teaching. They are thekey discussion partners in Community cooperation throughthe debates that they initiate and the proposals that theydraw up on the basis of conferences and working groups on
the themes of common interest to teachers in the European

Community.

The European Secondary Heads' Association (ESHA)The European Secondary Heads Assocation (ESHA) has

successfully carried out a pilot action called ft European
classes - history" . The pupils and teachers involved (fromGreece, Denmark, Belgium, Italy, Germany and theNetherli9,nds) together drew up texts On the history
Europe since 1945. The implementation of the project
included teacher exchanges and European meetings of thepupils.
The European Association of Teachers (AEDE)The European Association of Teachers (AEDE) has contributed
for many years to the promotion of the European dimensionof education. In 1993 , it published a manual on European
educational exchanges for use by teachers and pupils.

10.

The Association for Teacher Education in Europe (ATEE)The Assocation for Teacher Education in Europe (ATEE)

publishes a regular bulletin " ATEE News" for its members.
This includes regular reports on the activities of ATEE'

various working groups as well articles on relevant
developments in European education, particularly theEuropean dimension of education.

ANNEX B

STAGES IN THE DEVELOPMENT OF THE EUROPEAN DIMENSIONOF EDUCATION AT THE COMMUNITY LEVEL

Although the Treaty of . Rome of 25 March 1957 did not covereducation questions, actions in this area have nonethelessdeveloped progressively since the mid-1970s, on the basis
Resolutions and Conclusions which have provided theofopportunity for Member States to embark oncooperation in this area.

Against this background, thetheir firstinterest shown by theCommunity in education found COncrete expression in thethe

Ministers

Resolution ofCouncil andof; Education
meeting within the Council of 9 February 1976 concerning a
programme of action on education.

This Resolution represents the real foundationcooperation. It marked the start o.f Community work which
has been progressively extended through the adoption of new
texts, but which already called for improved information on

education systems and their comparability, and theimprovement of language teaching, as the foundation stone
for better mutual understanding.

The Stuttgart Declaration of 19 June 1983 recommended

cooperation between institutions of higher education andimprovement of information on European history andculture with a view to promoting a European awareness. The

the

Fontainebleau Declaration of 25- 26 June 1984, for its part,stressed the importance of promoting the Community identity

both for its citizens and in the wider world. With these
two Declarations, the concept of the European citizen
gradually emerged.

The " Ad Hoc" committee for a people' s Europe (March 1985)

defined this concept and put forward some suggestions for

invol ving young people in the construction of the newEurope, including in particular teaching languages to thevery young, school exchanges and transnational cooperation

initiatives.

With the adoption of the Single European Act (1986), theinclusion of a European dimension in education became anecessity.
In the.ir Resolution on the European dimension in education,

the Council and Ministers of Education meeting within theCouncil on 24 May 1988 restated and defined its objectives,to:strengthen in young people a sense of European
identity and make clear to them the value of European

the foundations on which thetheir development
today, that is in particular the safeguarding of thecivilisation andofEuropean peoples intend to baseprinciples of democracy, social justice and respectfor human rights;

prepare young people to take part in the economic andsocial development of the Community and in making
concrete progress towards European union,
stipulated in the Single European Act;

make them aware of the advantages which the Community
represents, but also of the challenges it involves, in
opening up an enlarged economic and social area tothem;
improve their knowledge of the Community and its

Member States in their historical, cultural, economic

and social aspects and bring home to them thesignificance of the cooperation of the Member Statesof the European Community with other countries ofEurope and the world.

This Resolution invited both the Member States and theCommunity to take action such as integrating the European
dimension into the school curriculum, teaching material and8.

teacher training.
The European Parliament has continuously supported andencouraged the development of the European dimension of

education in a number of different

texts. In its

Resolution on " The education and training policy in the
run-up to 1993" , adopted in June 1992, it stressed the needfor integratingestablishing
the European
dimension into generala European citizenship.

training and

9.

for

The opinion of the Economic and Social Committee of 23
September 1992 shed new light on the matter by stating that

European citizenship constituted an added value to thediversity and specific features of all the others, to theenrichment of
It asked the Community to be .moreall.

imaginative in promoting the European dimension at school.