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Opinion of the Committee of the Regions on the Proposal for a Recommendation of the European Parliament and of the Council on key competences for lifelong learning

(2006/C 229/03)

THE COMMITTEE OF THE REGIONS,

Having regard to the Proposal for a Recommendation of the European Parliament and of the Council On key competences for lifelong learning (COM(2005) 548 final — 2005/0221 (COD));

Having regard to the decision of the European Commission of 28 November 2005 to consult it on this subject, under the first paragraph of Article 265 of the Treaty establishing the European Community;

Having regard to the decision of its President of 24 January 2006 to instruct its Commission for Culture and Education to draw up an opinion on this subject;

Having regard to its opinion on the Proposal for a Decision of the European Parliament and of the Council establishing An integrated action programme in the field of lifelong learning (CdR 258/2004 fin (1));

Having regard to its opinion on the Communication from the Commission — Making a European area of lifelong learning a reality (CdR 49/2002 fin (2));

Having regard to its opinion on the Proposal for a Decision of the European Parliament and of the Council concerning The seventh framework programme of the European Community for research, technological development and demonstration activities (2007-2013) (CdR 155/2005 fin);

Having regard to its opinion on the Adoption of a multi-annual programme (2004-2006) for the effective integration of Information and Communication Technologies (ICT) in education and training systems in Europe (eLearning Programme) (CdR 73/2003 fin (3));

Having regard to its opinion on the Communication from the Commission on Promoting Language Learning and Linguistic Diversity: An Action Plan 2004-2006 (CdR 248/2003 fin (4));

Having regard to its opinion on the Proposal for a decision of the European Parliament and of the Council establishing the Culture 2007 programme (2007-2013) (CdR 259/2004 fin (5));

Having regard to its opinion on the Communication on the follow-up to the White Paper on a New Impetus for European Youth. Proposed common objectives for voluntary activities among young people in response to the Council Resolution of 27 June 2002 regarding The framework of European cooperation in the youth field COM(2004) 337 final;

Having regard to the Communication on the follow-up to the White Paper on a New Impetus for European Youth — proposed common objectives for a greater understanding and knowledge of youth in response to the Council Resolution of 27 June 2002 regarding the framework of European cooperation in the youth field COM(2004) 336 final (CdR 192/2004 fin (6));

Having regard to the draft opinion of the Commission for Culture, Education and Research, adopted on 4 April 2006 (CdR 31/2006 rev. 2) (rapporteur: Ms Christina Tallberg, Member of Stockholm County Council (SE–PES));

adopted the following opinion at its 65th plenary session, held on 14/15 June 2006 (meeting of 14 June):

Content of the Commission Communication

The Lisbon European Council in March 2000 recognised that Europe faces challenges in adapting to globalisation and the shift to knowledge-based economies. It stressed that ‘Every citizen must be equipped with the skills needed to live and work in this new information society’ and that ‘a European framework should define the new basic skills (7) to be provided through lifelong learning: IT skills, foreign languages, technological culture, entrepreneurship and social skills’.

The Recommendation proposed therefore presents a European reference tool for key competences and suggests how access to these competences can be ensured for all citizens through lifelong learning.

The development of the knowledge society is raising demand for the key competences in the personal, public and professional spheres.

However, the High Level Group on the Lisbon Strategy made it clear in November 2004 that ‘far from enough is being done in Europe to equip people with the tools they need to adapt to an evolving labour market, and this applies to high- and low-skilled positions’.

Many countries have begun basic skills programmes, for example on literacy, numeracy and ICT for adults, often through NGOs. However, a number of countries are not yet in a position that would allow all citizens to learn and update their basic skills.

The ‘Key Competences for Lifelong Learning — A European Reference Framework’ includes knowledge, skills and attitudes that lead people to be more involved in both sustainable development and democratic citizenship. The eight key competences are communication in the mother tongue, ability to communicate in foreign languages, mathematical competence, digital competence, learning to learn, interpersonal, intercultural and social competences, entrepreneurship and cultural expression.

Importance for local and regional authorities

Throughout the European Union the local and regional level has key responsibilities for education, training and developing skills through lifelong learning.

Local and regional authorities are uniquely placed to enter into constructive partnerships with the social partners, institutions and organisations for general and continuing education in order to adapt general education and vocational training courses to specific local needs and requirements.

In addition, various regional and local cooperation projects act as a significant driving force for growth and development.

Education programmes enable the EU to reach out to citizens directly. No other EU endeavour affects so many people each year. The programmes also help to modernise education systems and help individuals update their skills. In view of the local and regional level's responsibilities, regional players should be an important target group for programme activities in the field of education and training (8).

The Regional networks for lifelong learning (R3L initiative), set up by the Commission in cooperation with the Committee of the Regions, is an excellent example of dissemination and development of lifelong learning in Europe. This initially involved a pilot initiative with a separate budget from the main programmes. This has now been included in the proposal for the new Integrated Action Programme in the field of lifelong learning 2007-2013.

1.   Committee of the Regions' general views on the communication

2.   The Commission's proposed recommendations to the Member States

2.8   Commission recommendation 1:

Ensure that initial education and training offers all young people the means to develop the key competences to a level that equips them for adult life, and which forms a basis for further learning and working life;

Committee of the Regions' comments:

2.9   Commission recommendation 2:

Ensure that appropriate provision is made for those young people who, due to educational disadvantages caused by personal, social, cultural or economic circumstances, need particular support to fulfil their educational potential;

Committee of the Regions' comments:

2.10   Commission recommendation 3:

Ensure that adults are able to develop and update the key competences throughout their lives, and that there is a particular focus on target groups identified as priorities in the national, regional and/or local contexts;

Committee of the Regions' comments:

2.11   Commission recommendation 4:

Ensure that appropriate infrastructure for continuing education and training of adults is in place including teachers and trainers, measures to ensure access, and support for learners that recognises the differing needs of adults;

Committee of the Regions' comments:

2.12   Commission recommendation 5:

Ensure the coherence of adult education and training provision for individual citizens via close links to employment and social policies and other policies affecting young people and collaboration with social partners and other stakeholders;

Committee of the Regions' comments:

2.13   Commission recommendation 6:

Use the ‘Key Competences for Lifelong Learning — A European Framework’ in the Annex as a reference tool in developing the provision of key competences for all as part of their lifelong learning strategies.

Committee of the Regions' comments:

3.   Key competences

The European reference framework for key competences covers eight areas:

3.1   Communication in the mother tongue

3.2   Communication in foreign languages

3.3   Mathematical competence and basic competence in science and technology

3.4   Digital competence

3.5   Learning to learn

3.6   Social competence and civic competence

3.7   Enterprise and entrepreneurship

3.8   Cultural expression

3.9   Committee of the Regions' proposals

Brussels, 14 June 2006

The President

of the Committee of the Regions

Michel DELEBARRE

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(1)OJ C 164, 5.7.2005, p. 59.

(2)OJ C 278, 14.11.2002, p. 26.

(3)OJ C 244, 10.10.2003, p. 42.

(4)OJ C 73, 23.3.2004, p. 33.

(5)OJ C 164, 5.7.2005, p. 65.

(6)OJ C 43 of 18.2.2005, p. 42.

(7)  “Basic skills” is generally taken to refer to literacy and numeracy; the Lisbon Council called for adding the new skills needed in a knowledge society such as ICT and entrepreneurship.

(8)  CdR 258/2004 fin.

(9)  CdR 49/2002 fin.

(10)  CdR 49/2004 fin.

(11)  CdR 19/2001 fin.

(12)  CdR 248/2003 fin.

(13)  CdR 151/2005 fin.

(14)  Key competence No 8: Cultural expression.

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