COMMISSION OF THE EUROPEAN COMMUNITIES 
COM(94) 264 final 
Brussels, 07.09.1994 
94/0199 (COD) 
Proposal for a 
EUROPEAN. PARU AMENT AND COUNCIL DECISION 
establishing 1996 as the European Year of Lifelong Learning 
(presented by the Commission) 
EXPLANATORY MEMORANDUM 
1. Background 
A very sharp increase in the demand for education has been observed in the Member States 
in recent decades in both quantitative - particularly as regards higher education - and 
qualitative terms. There are many reasons for this: 
The recognition of a sound level of basic education as a fundamental right of the 
individual and, as a corollary, the need for broader access to education and training. 
The face of society is changing rapidly - lifestyles and behavioural patterns are 
changing, the needs of industry are changing in the wake of the introduction of new 
technologies and new patterns of work organization - and is generating the need for 
parallel changes in education systems in order to tailor them to the new requirements 
of society. 
The Member States have realized the increasing importance of the quality of human 
resources in economic and social development, and have accordingly given high priority 
to education and training through the adoption of new legal or statutory provisions and 
a significant increase in the resources allocated to education and training. 
The prospect of lifelong education and training is steadily emerging as an invaluable 
instrument for adjusting to technological and social changes. 
The adoption of the White Paper on Growth, Competitiveness and Employment echoes this 
acknowledgment within the European Union: education and training are strategically important 
for the emergence of a new model of economic and social development which respects the 
environment and which will be based on knowledge and know-how, will secure the 
competitiveness of the European economy for the future and will make it possible to make 
better use of technological advances in creating more and more rewarding jobs and better use 
of the leisure time generated by these advances. 
2. The present situation 
The present situation is characterized by the following aspects which are important as regards 
trends in education and training systems: 
After a period during which the thrust of national reform was directed at the structures 
of education and training systems and curricula, Member States are laying particular 
emphasis on the capacity for innovation which exists within schools, firms, regional or 
local authorities. It is indeed at this level that lie the solutions to the specific needs of 
a given environment: heterogeneousness of pupils and persons being trained; pupils with 
specific needs; answers to demand arising from factors to do with local development, 
employment area, the retraining of certain categories of workers, the adaptation to new 
work organization configurations, the return to employment after a period of 
inactivity, etc. 
This concern to improve the quality of education and training is taking place in a 
context of high unemployment which erodes the confidence of those affected in the 
point of preparation for working life and occupational integration, even if, as the White 
Paper stresses: "... all other things being equal, it is the countries with the highest levels 
of general education and training ... which are the least affected by the problems of 
competitiveness and employment" 
The Treaty on European Union has consolidated and built on Community action in the 
area of education and training by providing a new base for European cooperation 
programmes. It is on this base that the Commission has proposed two new programmes, 
LEONARDO DA VINCI and SOCRATES. These programmes use the achievements of 
previous programmes as regards exchanges and mobility and expand the range of 
cooperation between Member States particularly as regards primary and secondary 
education, and seek to achieve a greater degree of rationalization of action undertaken 
and organizational and financial arrangements. Arrangements as regards mobility and 
right of stay also contribute to the emergence of a European area of education and 
training which the public must be made more aware of 
Since the second reform of the sructural Funds in 1993 the Community has stepped up 
its action in the field of education and vocational training with support from these 
Funds, inter alia through the Community initiatives EMPLOYMENT and ADAPT. 
3. The underlying reasons for a promotional drive at European level 
Europe is faced with a situation in which its success in terms of economic growth is not 
matched by an equal capacity to create jobs. In response to this situation, the White Paper 
proposes a strategy based on a healthy, decentralized and competitive economy anchored by 
solidarity. The vectors of this collective strategy, education and training approached through 
the theme of lifelong learning, wilt enable constant renewal of employment opportunities and 
will make it easier to keep abreast of technological change 
This strategy, i.e. placing faith in high quality human capital and in the quest for both 
technological and organizational innovation, implies on the part of the general public an 
awareness of the opportunities and the benefits but also of the constraints they involve It 
implies, thus, a special effort to raise awareness among the general European public which 
could be based on Community action on education and training (SOCRATES AND 
LEONARDO programmes) which take over from programmes under way, actions financed 
from the structural Funds such as the Community initiatives ADAPT and EMPLOYMENT 
and legislative measures in the field of recognition of vocational training qualifications. 
The proclamation of a European Year of Lifelong Learning in 1996 will provide a 
promotional framework for the action undertaken within the European Union. This will make 
it possible to get through to a much wider public than that directly affected by such action 
and the impact in terms of awareness creation will be greater than would be possible through 
individual actions undertaken by the Member States themselves. 
4. Objectives 
The objectives of the European Year of Lifelong Learning are to: 
make the European public aware of the importance of lifelong learning as a key factor 
in the personal development of individuals and fora European model of competitiveness 
and growth which is employment-intensive; 
foster better cooperation at all levels between education and training structures and the 
business community, particularly the SMEs; 
help to establish a European area of education and training through the academic and 
vocational recognition of qualifications within the European Union and through the 
introduction of a European dimension in education and training; 
stress the importance of improving the equality of opportunities in access to education 
and training, particularly between men and women. 
5. Contents 
The actions implemented during this European Year, described in general terms in the Annex, 
will be designed mainly for the purposes of promotion, raising awareness or demonstration. 
They might, for instance, include: 
the design and use of a logo and one or more slogans; 
events presenting exemplary achievements in education and training; 
regional, national and European competitions in the areas of common interest; 
communication products (televised, multimedia or telematics) illustrating the priority 
themes of the Year; 
television programmes on themes such as lifelong learning. 
The Commission intends to work in conjunction with the Member States, which presupposes 
close interworking with the bodies responsible for implementation appointed by the countries. 
The specific actions which can receive financial aid from the Community will be proposed 
by the Member State(s) involved and Community financing will be decided on by the 
Commission which will consult the Advisory Committee. 
The Commission will bear the cost of and be responsible for the communication products at 
Community level, and for surveys and any other action it undertakes to fuel public debate and 
contribute to the subsequent assessment of the Year. 
6. Timetable 
Four major areas of activity are involved and these will to some extent overlap in time: 
creation of the legal basis: Commission proposal launched in September 1994, 
negotiations in autumn m order to arrive at the codecision envisaged in the first half 
of 1995; 
subject to a positive reception to the principle of this Year from the other institutions, 
establishment of me administrative structure within the Commission and in the Member 
States: autumn 1994 - spring 1995; 
selection md implementation of the communication projects: preparation in 1995, public 
launch in J 996, 
surveys and assessment: from 1995-97. 
Hie control structure proposed is as follows: 
An advisory committee to assist the Commision, which is responsible for the 
implernentatton of the decision. 
For each Member Slate, a body to select, coordinate and implement actions nationally. 
Proposal for a 
EUROPEAN PARLIAMENT AND COUNCIL DECISION 
establishing 1996 as the European Year of Lifelong Learning 
THE EUROPEAN PARLIAMENT AND THE COUNCIL OF THE EUROPEAN UNION, 
Having regard to the Treaty establishing the European Community, and in particular 
Articles 126 and 127 thereof, 
Having regard to the proposal from the Commission, 
Having regard to the opinion of the Economic and Social Committee, 
Having regard to the opinion of the Committee of the Regions, 
Whereas changes in lifestyles and in individual and collective patterns of behaviour generate 
new education and training requirements; 
Whereas changes in the production cycle as a result of the introduction of new technologies 
and new configurations of work organization imply radical changes in the knowledge and 
skills required of workers and entail an effort to favour the emergence of new jobs in order 
to bridge the widening gap between economic growth and the creation of jobs in Europe; 
Whereas the continuing adaptation of education and training systems to these new 
requirements is of major strategic importance to Europe whose economic competitiveness and 
social model are based on knowledge and know-how; 
Whereas the role of lifelong learning for the individual and the worker is becoming 
fundamental both in order to secure personal fulfilment and to enhance long-term employment 
prospects; and whereas the White Paper on Growth, Competitiveness and Employment stresses 
that education and training will undoubtedly play a crucial role in the renewal of growth, the 
recovery of competitiveness and the restoring of a socially acceptable level of employment; 
Whereas the scale of unemployment affecting young people and adults bring risks of social 
upheaval and of scepticism as regards training, thus jeopardizing the confidence they should 
have in the concept of lifelong learning; 
Whereas there should be exchanges of experience and information on what the Member States 
have achieved in their own countries, on the many regional and local initiatives undertaken, 
and on the work of the Council of Europe and other international organizations involved in 
education and training; 
Whereas 1996 will be (he year in which the Leonardo'" and Socrates'"'' programmes, which 
constitute the second generation of Community education and training programmes, come into 
their own; 
Whereas the structural Funds and the European Social Fund, and the Community initiatives 
which derive therefrom, particularly EMPLOYMENT and ADAPT, do much to enhance 
quality education and training; 
Whereas there is a need to highlight the fundamental importance of education and training for 
the construction of a Europe which is economically competitive and socially anchored in 
solidarity and in the encouragement of individual fulfilment, through a series of activities and 
events concerted at European Union level under the banner of a European Year of Lifelong 
Learning, and thus achieve a greater impact than that achieved by existing Community 
programmes and which would not be feasible for actions undertaken singly by Member States, 
HAVE DECIDED AS FOLLOWS: 
Article 
1. Actions to provide information on, create awareness of and promote lifelong learning 
shall be undertaken between 1 January 1995 and 31 December 1996. 
2. 1996 shall be proclaimed the "European Year of Lifelong Learning". 
Article 2 
The objectives of the actions referred to in Article 1 are to: 
I. make the European public aware of the importance of lifelong learning as a key factor 
in the personal development of individuals and for a European model of competitiveness 
and growth which is employment-intensive; 
2 foster better cooperation at all levels between education and training structures and the 
business community, particularly small and medium-sized enterprises; 
3. help to establish a European area of education and training through the academic and 
vocational recognition of qualifications within the European Union and through the 
introduction of a European dimension in education and training; 
4. stress the contribution made by education and training to the equality of opportunities -
and thus the importance of this equality, particularly between men and women - in 
access to education and training. 
Council Decision / /EC; OJ No L 
European Parliament and Council Decision .../.../EC; OJ No L 
Article 3 
1. The actions referred to in Article I shall include general or theme-based events, the 
preparation and dissemination of communication products, and studies and surveys. 
2. The criteria, procedures and arrangements for the selection and financing of actions are 
set out in the Annex. 
Article 4 
The Commission shall be responsible for the implementation of this Decision. 
The Commission shall be assisted by a committee of an advisory nature composed of one 
representative from each Member State and chaired by the Commission representative. 
The representative of the Commission shall submit to the committee a draft of the measures 
to be taken. The committee shall deliver its opinion on the draft within a time limit which the 
chairman may lay down according to the urgency of the matter, if necessary by taking a vote. 
The opinion shall be recorded in the minutes; in addition, each Member State shall have the 
right to ask to have its position recorded in the minutes. 
The Commission shall take the utmost account of the opinion delivered by the committee. It 
shall inform the committee of the manner in which its opinion has been taken into account. 
Article 5 
Decisions on financial support to be awarded by the Community for actions proposed by 
Member States shall be taken by the Commission in accordance with the procedure set out 
in Article 4. 
Article 6 
1. Each Member State shall designate a body to be responsible for the selection, 
coordination and implementation nationally of the actions provided for in this Decision. 
2. Applications for financial support for the actions provided for in Section II.B of the 
Annex shall be submitted to the Commission by the Member States concerned. 
Article 7 
The Commission shall submit, by 31 December 1997 at the latest, a report to the European 
Parliament, to the Council, to the Economic and Social Committee, and to the Committee of 
the Regions on the implementation, results and overall assessment of the actions provided for 
in this Decision and shall propose follow-up arrangements. 
Done at Brussels, 
For the European Parliament For the Council 
The President The President 
ANNEX 
1. General 
I Objectives and grounds for the action 
The action follows up the White Paper on growth, competitiveness and employment submitted 
by the Commission to the Brussels European Council in December 1993, in which it is 
recommended that the Commission should "set firmly and clearly the essential requirements 
and the long-term objectives for measures and policies" in the areas of education and training, 
and that "one way of sending an important signal and creating added awareness in this area 
would be announce and organize a "European Year of Lifelong Learning". 
2. Themes 
Activities and events undertaken as part of the European Year of Lifelong Learning will focus 
on the objectives described in Article 2, viz. the development, generalization and 
systcmatization of continuing eduaction and training, the importance of cooperation between 
education and training structures and the business community, the potential of a European 
education and training area in the context of mobility of people receiving training and of 
workers, the need to ensure better access to education and training actions - particularly from 
the point of view of equal opportunities for men and women. 
3 Criteria 
Priority in the selection of the actions mentioned in Section II will go to those which offer 
a practical demonstration of the advantages of education and training for individuals, firms 
and regional development alike; those highlighting education and training actions as part of 
a lifelong learning approach; those based on Community action on education and training; and 
those which show the contribution made by transnational cooperation. 
II. Contents 
A Actions wholly financed out of the Community budget 
1. (a) Organization of European conferences on the abovementioned themes to launch 
and close the European Year. 
(b) Organization of meetings in the Member States in order to stress the contribution 
made by the European Union to the abo'vementioned themes. 
2. Community-wide information and promotional campaigns involving: 
(a) the designing of a logo and a slogan for the European Year of Lifelong Learning; 
(b) preparation of communication products, e.g. video clips describing innovatory 
experiences in education and training; multimedia points at fairs and exhibitions; 
brochures and leaflets; packages (texts, pictures, graphs, diagrams, etc.) to 
facilitate organization of local and regional conferences and seminars around the 
Year's four themes; interactive systems (CD-ROM, CD-I or telematics) to 
complement printed material; in addition to raising awareness these products will 
help to improve access by a wider public to information on the vocational 
recognition of qualifications, on the conditions of access to higher education in 
the Union, and on the projects supported by the different Community programmes 
and initiatives; 
(c) the use of the major public (television, radio, press) and specialized media 
(educational TV channels, specialized press) for events and promotional 
campaigns; 
(d) organization of European competitions (e.g. for pupils, schools, companies or local 
authorities) highlighting tangible experiences and achievements on one of the 
Year's four themes, inter alia, in conjunction with business circles, the social 
partners and the world of education, particularly as regards access for workers to 
conrinuing education and training; 
Organization of surveys, preparatory and ex-post assessment studies as a function of the 
target publics for each of the themes, one of the main points being to circumscribe more 
accurately the expectations of these different publics, including as regards the 
contribution of the Union. 
B. Actions co-financed out of the Community budget 
The actions proposed for the European Year by the national authorities could qualify for 
modulated financing out of the Community budget according to each case, up to a maximum 
of 50% of the cost. These actions could relate inter alia to: 
(a) national or regional events around the common themes established for the 
European Year; 
(b) providing information on and disseminating examples of good practice; 
(c) the organization of prizes and competitions at national or regional level. 
C Actions receiving no financial aid from the Community budget 
Voluntary actions to be conducted by public or private operators, including authorization to 
use the logo and priority themes of the European Year in campaigns and events. 
10 
FINANCIAL STATEMENT 
TrilJC <W OPKKATIOM 
European Year of Lifelong Learning 
BUDGET HEADING INVOLVED 
B3-1O08 
LEGAL BASIS 
Proposal for a decision of the European Parliament and the Council on a 
programme of action for the European Year of Lifelong Learning. 
DESCRIPTION OF OPERATION 
4.1 General objective 
Chapter 7 of the White Paper on growth, competitiveness and employment 
submitted by the Commission to the Brussels European Council in 
December 1993 recommends that the Commission should Mset firmly and 
clearly the essential requirements and the long-term objectives for 
measures and policies" in the areas of education and training. "One way 
of sending an important signal and creating added awareness in this area 
would be to announce and organize a "European year of education". 
This would make it possible to: 
make the European public aware of the importance of lifelong 
learning as a key factor in the personal development of individuals 
and for a European model of competitiveness and growth which is 
employment intensive; 
foster better cooperation at all levels between between education and 
training structures and the business community, particularly the 
SMEs; 
help to establish a European area of education and training through 
the academic and vocational recognition of qualifications within the 
European Union and through the introduction of a European 
dimension in education and training; 
11 
stress the importance of improving the equality of opportunities in 
access to education and training, particularly between men and 
women. 
4.2 Period coveted and ammgcments for renewal or extension 
Action limited in time to the preparation and organization of the event 
"European Year of Lifelong Learning". 
CLASSIFICATION OF EXPENDITURE OR REVENUE 
5.1 Compulsory/Non-compulsory expenditure 
Non-compulsory expenditure. 
5.2 DifferenuatedVlNon-diiTerenùated appropriations 
Differentiated appropriations. 
TYPE OF EXPENDITURE OR REVENUE 
Direct expenditure: purchase of communications goods and services. 
100% subsidy: yes, on occasion. 
Subsidy for joint financing with other sources in the public and/or private 
sector. The Commission will play the main role in the preparation and 
organization of the actions envisaged, but in view of the political importance 
and the nature of the action it is important for genuine cooperation between 
itself, the Member States and the public and private players concerned to be 
achieved. 
FINANCIAL IMPACT 
7.1 Method of calculating total cost of operation (relationship between unit 
costs and total cost) 
Some of the actions undertaken during the Year will be wholly financed 
from the Community budget, some will be jointly financed with public and 
private partners in the Member States, while others will receive no 
financial aid from the Comunity budget. 
The first of these categories covers the creation of an immediately 
recognisable identity for the Year, material for the media and organizers, 
opening and closing conferences, and events highlighting the work 
performed by the Union in the field of education and training. The second 
category will cover actions targeted more specifically at the national, 
12 
regional or other publics in the Member States, the latter adapting the 
common themes of the Year to these publics. The third category 
essentially concerns the use of the logo, slogan or themes of the Year by 
public and private players to enhance the impact of the Year. 
A. Actions wholly financed out of the Community budget 
A1. Organization of Community-level events: 
Symposia, conferences, and seminars, including the European 
Year opening and closing conferences. 
Cost: ECU 1.5 million 
A2. Community-wide information and promotional campaigns 
involving. 
the designing of a logo for the European Year of 
Lifelong Learning 
the use of the main general public media (TV, radio, 
magazines, dailies) and specialized media (education and 
training TV channels of the major public (television, 
radio, posters, periodicals and dail, posters in schools, 
universities, with focal authorities, specialized press) 
publications 
organization of European competitions. 
Cost: ECU 2.5 million 
A3. Preparatory surveys and assessment studies 
The Commission will conduct preparatory surveys and 
assessment studies as a function of the different target publics 
(young people, parents, educationalists and trainers). 
Cost: ECU 0.5 million 
B. Actions co-financed out of the Community budget 
Bl Organization of events (at schools, in firms, in town halls, 
public and other places where young people and adults gather) 
Cost: ECU 1.5 million 
13 
B2. Campaigns to provide information on and disseminate good 
practice. These campaigns will involve the production of 
leaflets, videos and other multimedia products and the 
organization of meetings and exchanges. 
Cost: ECU 1.5 million 
B3. Prizes and competitions 
There will be prizes and competitions regionally and nationally, 
organized under the responsibility of the regional and national teams 
responsible. The themes of these prizes and competitions will be 
decided on by the Commission in conjunction with the committees. 
Cost: ECU 0.5 million 
C. Actions receiving no financial aid from the Community budget 
Voluntary actions to be conducted by public and private operators, 
and including: 
use of the common logo and slogan for the European Year in 
publicity campaigns and events 
dissemination of information on the European Year in the 
media. 
7.2 Itemised breakdown of costs 
in million current ECUs 
Breakdown 
Al Conferences 
A2 Promotion/publicity 
A3 Surveys 
Bl Events 
B2 Information/dissemination 
B3 Prizes and competitions 
TOTAL 1995 Budget 
0.3 
1.5 
0.3 
0.2 
0.5 
0.2 
3.0 1996 Budget 
1.2 
1.0 
0.2 
1.3 
1.0 
0.3 
5.0 Total 
1.5 
2.5 
0.5 
1.5 
1.5 
0.5 
8.0 
14 
7.3 Indicative plan 
Commitment appropriations 1995 
3.0 1996 
5.0 Total 
8.0 
Payment appropriations 
1995 
1996 
JW7 
Total 2.0 
1.0 
3.0 3.3 
1.7 
5.0 2.0 
4.3 
1.7 
8.0 
FRA1J© «SEVENTHS MEASURES; RESULTS OF MEASURES TAKEN 
All contracts, agreements and legal commitments undertaken by the Commission 
allow for the possibility of spot checks fey the Commission and the Court of 
Auditors. Moreover, the recipients of aid in respect of actions are bound by 
obligations of financial report and accounts which are analysed both from the 
point of view of contents and from the point of view of eligibility of expenditure 
in accordance wim the objective of Community financing. 
ELEMENÏS Vf C)OST-€*FEOWENESS ANALYSIS 
9.1 Specific and quantified objectives; target population 
The objective of the European Year of Lifelong Learning is to make the 
broadest possible public aware of the vital importance to European society 
of questions relating to education and training; thus the potential target is 
the whole of this society in so far as the Year will focus on education and 
training. The action therefore will concern not only the players and 
recipients of education but also all players involved in training policies, 
including employees. 
9.2 Groraads for ihe operation 
The strongest arguments in favour come from the approach to the current 
economic and social problems set out in the White Paper "Growth, 
competitiveness, employment", which examines how to achieve a pattern 
of economic growth conducive to widespread job creation and to the 
preservation of the achievements of the existing European social model. 
The Commission proposes z strategy based on a healthy, decentralized and 
competitive economy anchored by solidarity. Education and training 
approached through the theme of lifelong learning, will enable constant 
15 
renewal .of-employment opportunities-'and will make it easier to keep 
abreast of technological change. 
This strategy, i.e. placing faith in high quality human capital, implies on 
the part of the general public an awareness of the opportunities and the 
benefits but also of the constraints they involve. It implies thus a special 
effort to raise awareness among the general European public which could 
be based on Community action on education and training, actions financed 
from the structural Funds such as the Community initiatives ADAPT and 
EMPLOYMENT, and legislative measures in the field of recognition of 
vocational training qualifications. 
A European Year of Lifelong Learning in 1996 will provide a promotional 
framework for the action undertaken within the European Union. This will 
make it possible to get through to a much wider public than that directly 
affected by such action and the impact in terms of awareness creation will 
be greater than would be possible through individual actions undertaken 
by the Member States themselves. 
9.3 Monitoring and evaluation of the operation 
The ex-ante surveys conducted among adults, young people, 
teachers/trainers will make it possible to have a basis for the ex-post 
assessment which, in addition to measuring the size of the audience 
reached by the event, will include an analysis of changes in attitudes 
among the different players involved. In the field of education and 
training - and particularly as regards mainstream teaching and 
lifelong learning - a change in attitudes is a precondition for the 
modernisation of education and training systems both through 
reforms or through the dissemination of initiatives. 
The success of the operation will be assessed over the following 
5-10 years by examining trends in actual practices followed by the 
players concerned. The general indicators established by the TFR.H 
in the field of education and training will make it possible to 
monitor the changes. 
9.4 Coherence with financial programming 
New action introduced in the wake of the adoption of the White Paper. 
10 ADMINISTRATIVE EXPENDITURE (PART A OF THE BUDGET) 
No increase in the number of staff is envisaged for the purposes of this action 
16 
BSN 0254-1475 
COM(94) 264 final 
DOCUMENTS 
EN 16 
Catalogue number : CB-CO-94-407-EN-C 
ISBN 92-77-80567-6 
Office for Officiai Publications of the Europeaa Commuiiities 
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