Opinion on the Green Paper on the European dimension of education (94/C 195/10)

On 18 October 1993, the Commission decided to consult the Economic and Social Committee, under Article 198 of the Treaty, on the Green Paper on the European dimension of education.

The Section for Social, Family, Educational and Cultural Affairs, which was responsible for preparing the Committee's work on the subject, adopted its Opinion on 14 April 1994. The Rapporteur was Mr Pasquali.

At its 315th Plenary Session (meeting of 27 April 1994), the Economic and Social Committee adopted the following Opinion unanimously.

1. Introduction

1.1. The Treaty of Maastricht gives the Community new responsibilities in the field of education. For the first time, a legal framework now exists which allows the Community to propose cooperative activities in the field of education, particularly at school level. By presenting a Green Paper, the Commission hopes to spark off a debate about the possibilities and thrust of Community action in the field of education.

1.2. Such a debate cannot be isolated from the wider context of the Single Market (with its repercussions on education and training) and the new human resource requirements generated by technological and social changes. The debate should also take into consideration the contribution vocational and in-service training can make (i) to giving young people a better understanding of their socio-economic context and ii) to facilitating their transition to working life and their integration in European society (1). The development of education systems should be regarded as a major factor in making action on education compatible with the new economic, social and cultural environment.

1.3. Respect for national identities, together with the adequate preparation of young people for more effective integration into European society and working life, are the fundamental principles on which this Green Paper is based.

1.4. Up to the present time the Community has done no more than support limited pilot projects at school level.

2. The European dimension of education

2.1. General objectives

The general objectives of schools include contributing towards equality of opportunity for everyone, inculcating in all young people a sense of their responsibilities in an interdependent society; developing their pupils' ability to act autonomously, to make judgements, to assess matters critically and to make and adapt to innovations; and giving their pupils training and qualifications which will facilitate their transition to working life.

2.2. Specific objectives

Moving on from general objectives, it is important to draw up specific objectives and, through these, achieve 'added value' by Community action which would:

- contribute to European citizenship;

- create opportunities for improving the quality of education;

- prepare pupils for better social integration and a better transition to working life.

2.3. Strategies

The school is one of the main focal points for educational activity within the Member States; the same should therefore hold good for Community action. The school is a place for developing dynamic relationships which could be based on the following:

a) cooperation through mobility and exchanges;

b) the training of teachers and others involved in education;

c) the development of language teaching;

d) distance learning;

e) the promotion of innovation in teaching;

f) the exchange of information and experience.

3. General comments

3.1. Article 126 (1) is the legal basis for Community action in the field of education; the same Article also adheres to the principle of subsidiarity to ensure that no attempt is made to harmonize education systems in Europe. However, to achieve any of the stated objectives, particularly where the Member States themselves do not take any initiatives, the Committee feels that there is a need for close cooperation based on the desire for a convergence of national systems and after consultation with the social partners.

3.2. The Committee feels that a paradoxical situation has arisen, because between 18 October 1993, when the Commission submitted the Green Paper, and the present time, there have been rapid advances with other projects (such as Socrates, Leonardo, Youth for Europe), thus preempting the Green Paper's role as a precursor. We should also note that the European dimension of education has already been considered in Chapter 7 of the White Paper on Growth, Competitiveness and Employment, and in Chapter II of the Community Action Programme Socrates.

3.3. The Committee regrets the fact that the Green Paper makes no reference to culture, which is a fundamental part of European identity, and that education and vocational training are used to instil European values rather than starting with culture itself. The fact is that culture is the real cornerstone of European integration, bringing together the norms of democracy and constitutional government, citizenship, traditions and mentalities, as well as an intense, historico-cultural diversity. It is this conception of the continent which gives Europe its creative strength, and this creative strength should be nurtured if we are to overcome the crisis of values affecting society and sowing the seeds of revolt.

3.4. The Committee feels that the Commission is not entirely clear about what it sees as the 'European dimension of education'. In the Committee's view, the European dimension should comprise the following concepts:

- promoting awareness of the various European cultures;

- humanism should be the common denominator;

- knowledge of other Community languages is a key requirement for cultural, economic, technical and scientific cooperation aimed at creating a Citizens' Europe and completing the internal market;

- knowledge of European affairs taught in schools;

- creating a system whereby individuals can realise their potential, making it easier for them to fit into a more competitive world, and

- developing basic and applied research into education.

3.4.1. One function of education must be to instill European and multicultural democratic values and knowledge of the various European cultures. It must provide high-calibre basic instruction which will enable young people to adapt to changes in economic and social life.

3.4.2. Education must be based on a pan-European view, enabling every citizen to realize that, beyond national and individual specifics, he/she is firmly rooted in the civilization of our continent.

3.5. As the family has a natural part to play in education, the Committee would like to see parents more actively involved in order to promote an open-minded attitude on a European scale.

3.6. As is the case with most initiatives, the budget appropriation will be a major factor determining the success of Community action. The Committee would remind the Commission that the budget allocated must be enough to achieve the objectives.

3.7. The Committee stresses that this is a step towards developing quality education for some 67 million pupils and 3.7 million teachers in the EU, figures which will increase as the Union is enlarged further.

4. Specific comments

4.1. The Committee welcomes the Green Paper on the European dimension of education. However, it feels mention should be made of the considerable role which teaching can play, from primary education through to the higher-education level, in promoting European citizenship. European citizenship should be re-evaluated in the context of the Greater Europe which will be created by future enlargement.

4.2. The Committee would emphasize the very close link between quality education and the ability to achieve economic objectives and therefore competitiveness, for it is clear that quality education will lead to 'a quality Europe' where expertise, creativity and dynamism are encouraged; education boosts the economy and provides young people with the new knowledge they need to adapt to the changing demands of European companies. But the Committee would ask this: how can we motivate all the players involved ?

4.3. The Committee feels that the Community should find ways to encourage mobility among students, teachers and other education staff. The main objectives here are to increase the number of students following a supplementary course of study in another Member State and to increase the number of teacher exchanges, thus improving the quality of teaching and training.

4.4. The Committee also points to the urgent need to promote mutual academic recognition of diplomas, qualifications and courses of study, as, without this, mobility is meaningless. In particular, action by Member States should be coordinated in order to remove the chief obstacles to mobility.

4.5. On the development of exchanges of young people and educators, the Committee would refer to its Opinions on Youth in Europe and the Socrates action programme, prepared by the Rapporteur, Mr van Dijk.

4.6. Distance learning is an important area of activity. The term 'distance learning' covers any form of study which is not directly and permanently supervised by the head of an educational establishment, yet which benefits from the organization and advice of an educational body, as well as from the teaching it provides. Heads of educational establishments must have a degree of autonomy with regard to their functions and, of course, their contractual obligations which corresponds to the degree of responsibility they have for ensuring an effective school service. On this point, the Committee feels that no form of technology can replace human contact.

4.6.1. Distance learning could be a way of adding a European dimension to the education of students who are unable to follow a course of study abroad. Mutual recognition of qualifications obtained in this way will also be essential if this system is to succeed, especially bearing in mind the international nature of the market.

Done at Brussels, 27 April 1994.

The Chairman

of the Economic and Social Committee

Susanne TIEMANN

(1) OJ No C 148, 30. 5. 1994.

(2) '1. The Community shall contribute to the development of quality education by encouraging cooperation between Member States and, if necessary, by supporting and supplementing their action, while fully respecting the responsibility of the Member States for the content of teaching and the organization of education systems and their cultural and linguistic diversity.'