Opinion on the Communication from the Commission on the recognition of qualifications for academic and professional purposes

(95/C 155/06)

On 15 December 1994, the Commission decided to consult the Economic and Social Committee under Article 198 of the Treaty establishing the European Community on the abovementioned Communication.

The Section for Social, Family, Educational and Cultural Affairs which was responsible for preparing the Committee's work on this subject, adopted its Opinion on 10 April 1995. The Rapporteur was Miss Maddocks.

At its 325th Plenary Session (meeting of 27 April 1995), the Economic and Social Committee adopted the following Opinion by a majority with 2 abstentions.

1. General comments

1.1. The Economic and Social Committee welcomes this Communication, the purpose of which is to give a focus to improving matters in the recognition of qualifications for academic and professional purpose. It is important to note that the Communication arose out of a specific exercise concerning the links between recognition of qualifications for academic purposes and professional purposes. Hence the proposals for improving the scope for the free movement of students and those in the higher professions in the European area. Such proposals are necessary as a contribution to an open and progressive education, training and qualifications space to support the employment agenda firmly set out in the White Paper on Growth, Competitiveness and Employment.

1.2. As an afterthought, the Commission acknowledges that the present work is a first stage confined to higher education. The Communication therefore does not make a sufficiently wide assessment of the current situation concerning mobility and mutual recognition needs of citizens of, for example, vocationally qualified and skilled workers. Confining the current exercise to the academic and higher professional areas is too restrictive for producing the relevant study and analysis and creating an appropriate range of comprehensive proposals for the benefit of professional and occupational groups at every level. Nor does it relate enough to the building of a wider European space for education, training and qualifications. An essential aspect of which is the need to see the solution to mobility problems for people as not just one of mutual recognition of qualifications but also wider matters such as social security, foreign languages, etc. Clearly then what is missing is a coherent perspective which sees the current and future needs for mobility and mutual recognition of qualifications and skill for all EU citizens. For instance, consideration of current and perspective measures does not relate to the comparability work on vocational qualifications for skilled workers undertaken by the European Centre for the Development of Vocational Training (Cedefop) as well as relating to the two General Directives on mutual recognition for professional and occupational purposes. The Commission should consider developing firm proposals building on these achievements so that all levels of occupations and related vocational qualifications for skilled workers also benefit from further innovative measures that give recognition benefits and open up mobility possibilities for workers.

1.3. The first and second General Directives on mutual recognition have been implemented, or are in the process of completing implementation. The first General Directive (1989) concerning the recognition of higher education diplomas awarded on completion of professional education and training of at least three years duration has now been transposed into domestic legislation except in two Member States. The second General Directive (1992) concerned with supplementing and extending the first one through a second general system for the recognition of professional education and training has been transposed in only four Member States so far. This represents considerable progress but many obstacles remain particularly in the area where occupations are not regulated.

1.4. Very relevant to such general considerations is the experience and contribution that the social partners can make undertaking this wider assessment in the formulation and implementation of proposals. For instance, the social dialogue produced an agreed Joint Opinion entitled Vocational Qualifications and Certification wherein such an industrial perspective is taken and a coherent view is given on the need to widen opportunities for mobility of employees at all levels. The Communication is lacking a definition of the role of the social partners and other social and economic actors at national level in the implementation of current and proposed mutual recognition measures.

2. Specific comments

2.1. The Committee supports the case for improving existing measures for coordinating and developing the recognition of academic and professional qualifications through the fields of action identified in the Communication. In a dynamic labour market, it is very important for the motivation of young people that professional and vocational qualifications and related academic courses are up to date in terms of occupational requirements, so as to give them the best chances of employment and career prospects. In particular the Committee sees potential for progress in the implementation of relevant measures this year in the new Leonardo da Vinci and Socrates programmes. But it will be essential to open up such measures to involve all the interests, including the social partners, and professional associations, so that they can make a contribution to their design and effectiveness for the free movement of workers at all levels.

2.2. Clearly the European higher education academic community need to have a prime role in developing and progressing the academic recognition of qualifications across Member States. The proposals made in the Communication concerning higher quality information exchanges and methods, jointly agreed adaptation of training, and quality assessment would need to involve the representatives of academic professionals and professional and managerial staff in the further development, modification and implementation of such proposals. The Communication also stresses the value of forums in taking forward these measures on a voluntary basis. But to ensure coherent and coordinated practical results the Committee considers this process should be supported and resourced at European level in such a way that allows for the wider development of the mutual recognition of diplomas and qualifications for academic and professional purposes. The current portfolio project supported by the Commission and aimed to design and test new, convenient, portable means for recognizing qualifications and experience across Member States' borders could be useful and relevant in this context.

2.3. There are a number of specific areas (for example, accrediting of prior learning, cross-border mutual recognition arrangements), which the Communication does not give due consideration to in developing a programme that would address in more comprehensive and practical terms the processes of mutual recognition in practice for professional and occupational purposes.

2.3.1. In developing a concerted EU approach the Commission needs to include all vocational qualifications and skill levels. Rather than structuring such an approach to a limited set of measures the Commission should consider a more comprehensive approach that has an appropriate range of experiments and pilot projects including consideration of prior learning and professional and occupational experience including placements. This should include the results of the current portfolio project.

2.3.2. Certainly in many professional and managerial, and other occupational areas, collective agreements and/or professional agreements often involve classification systems and qualifications requirements covering salaried employees and self-employed professionals. These would need to be taken proper account of in the further implementation of mutual recognition measures.

2.3.3. There is also a need to invest in wider publicity and information for citizens generally on such proposed measures at national and regional levels.

2.3.4. Equally there is a need to strengthen the European dimension of careers guidance services for students and workers at national, regional, and local levels to ensure that they are based on good quality transparent information facilities covering courses, qualifications, mutual recognition and labour market matters. To keep constantly updated and relevant, this will require more investment to strengthen and develop existing networks and databases, including links with EURES.

2.3.5. It is essential that all mutual recognition measures are implemented on an equal opportunities basis. A particular area that requires further attention and study from the Commission is the need for third country nationals legally resident in Member States to have their qualifications obtained elsewhere recognized for academic and professional purposes throughout the EU.

2.3.6. It is also worth considering ways in which Member States recognize qualifications which their nationals have obtained at educational institutions in third countries.

2.3.7. The Committee considers that the overall implementation and operation of the two General Directives (see paragraph 1.3) should be reviewed in due course alongside the Committee's suggestion for further proposals covering all levels of occupational skills groups in the European workforce.

Done at Brussels, 27 April 1995.

The President

of the Economic and Social Committee

Carlos FERRER