COMMISSION OF THE EUROPEAN COMMUNITIES 
COM (89)236 final 
Brussels, 2 June 1989 
COMMUNICATION FROM THE COMMISSION TO THE COUNCIL 
EDUCATION AND TRAINING IN THE EUROPEAN COMMUNITY 
GUIDELINES FOR THE MEDIUM TERM ; 1989 - 1992 
CONTENTS 
PART I Page 
INTRODUCTION 1 
GUIDELINES FOR THE MEDIUM TERM 1 
FUTURE CHALLENGES AND PERSPECTIVES 2 
FOR EDUCATION AND TRAINING POLICIES 
THE EUROPEAN DIMENSION 3 
PRINCIPLES 4 
OBJECTIVES 5 
PART II 
FREE MOVEMENT OF PERSONS : QUALIFICATIONS 6 
INITIAL ANP_ÇONTJNUING TRAINING 9 
ERASMUS AND UNIVERSITY DEVELOPMENT IN THE 
COMMUNITY 11 
EDUCATION AND TRAINING FOR TECHNOLOGICAL 
CHANGE 13 
IMPROVING THE QUALITY OF EDUCATION SYSTEMS 
THROUGH COOPERATION 15 
FOREIGN LANGUAGE TEACHING AND TRAINING 16 
PROMOTION OF YOUTH EXCHANGES 17 
ANNEXE A : SUMMARY OF MAIN PROGRAMMES 
ANNEXE B : REFERENCES 
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PART I 
INTRODUCTION 
The 1992 target date for the completion of the Internal Market, the adoption 
of the Single European Act and the recent mandates of the European Council 
have placed education and training in a new context In the construction of the 
European Community. Under the impetus of 1992 the general public, especially 
young people and their parents. Is Increasingly concerned to ensure that 
Europe also offers an educational space for mobility and Interchange. In 
looking forward to 1992, and beyond It to the year 2000 following the 
completion of the internal market, there exists a broad consensus that 
education and training must play an Increasingly pivotal role In the overall 
development strategy of the Community In the years ahead. 
The new Commission has therefore decided to place education and training at 
the forefront of Its priorities to spearhead a new Community-wide commitment 
to Invest In people, In their skills, their creativity and their versatility. 
Without Investment In the present and future workforce, Europe's capacity to 
Innovate, to compete, and to create wealth and prosperity for all Its citizens 
will be severely Impaired. This emphasis on human resources provides an 
essential bridge between economic and social policies, and Is also a key 
factor In promoting the free movement and exchange of Ideas In addition to the 
four freedoms (goods, services, capital and persons) provided for In the 
Treaty of Rome. This Is essential If all Europeans are to assert the 
Community's Identity and basic values more effectively In the face of current 
challenges. 
In May 1988, the Commission Issued its "Medium-term Perspectives for Education 
in the European Communlty"(D designed to provide a clear focus to the 
Commission's Initiatives In this field In the period leading up to 1992. At 
its meeting on 24 May 1988, the Council (Education) held a wide ranging 
exchange of views on this subject. The European Par I lament (2) and the Economic 
and Social Commit tee (3) have also examined the Commission's Initial 
guidelines, and welcomed their general thrust. 
it Is In response to their opinions and the Initial views of the Council that 
the present communication has been prepared. It seeks as suggested to set out 
priority guidelines for the medium tern. In developing further In this area, 
the Commission will take Into account the consequences of cases pending before 
the European Court of Justice. 
GUIDELINES FOR THE MEDIUM TERM 
The guidelines presented have been divided Into 7 sections* The first deals 
with the free movement of persons and the recognition of their qualifications; 
the second with the Initial and continuing training of the workforce; the 
third deals with university training and the ERASMUS programme; the fourth 
addresses the impact of technological change on the education and training 
systems; the fifth is concerned with raising the quality of the education 
systems through Increased cooperation; the sixth deals with the need to 
promote a European dimension to education. In particular the teaching of 
foreign languages; and the final section with the promotion of youth 
exchanges. 
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These guidelines have been designed to offer several advantages : 
. they will make it easier to focus on the core objectives of Community 
policy and action, and avoid a focus on short term questions at the 
expense of developing a long-term perspective; 
. they will help avoid fragmentation of programmes and Initiatives, and 
provide a timesea le for developing a more cohesive effort and greater 
Impact; 
. they will ensure that both education and training authorities In the 
Member States , often organised in separate government departments, and 
the social partners and the Community Institutions have a comprehensive 
view of Community measures In the education and training fields; 
. they will facilitate continuing evaluation and monitoring of the 
Community measures and their Interplay with the policies pursued by and 
within Member States. 
These guidelines for development should be flexible, permitting both a 
plurlannual perspective and making It possible to adapt as new priorities 
emerge because of changing conditions In the 1990s. As such they should be 
reviewed on a regular basis, and both education and training authorities 
should be jointly Involved In the further definition of new lines of 
development. 
FUTURE CHALLENGES AND PERSPECTIVES FOR EDUCATION AND TRAINING POLICIES 
The prospect of a completed Internal Market In the European Community gives 
added urgency to the Increasing pressures on national education and training 
authorities to ensure that tomorrow's workforce matches up to the expectations 
and needs of the economy and society In Europe. 
The Implications for education and training are profound and-far-reaching:. 
. human resource development : at all levels, from that of the Community 
to the local level, higher priority will need to be given, In both the 
public and private sectors, to the analysis and forecasting of skills. 
Without such a collective effort Europe runs the risk that It will fall 
to make the best of use of Its human resources. Future planning will be 
subject to even more pressures and uncertainties, demographic, 
industrial, technological, regional. 
• ax pans Ion : a steady-Increase In the volume of education and training 
will be needed at all levels, from basic through to third-level and 
adult; 
• continuity : compulsory schooling must Increasingly prepare for and lead 
on to Initial training; likewise, Initial training must prepare for and 
lead towards adult and further training. Coherence, clear pathways of 
progression, and flexibility of access, need to be emphasized, so as to 
widen opportunities for participation at all stages and all ages. 
• partnership : sustained efforts to develop new forms of cooperation will 
be needed, which combine the resources of the public and private 
sectors, and link enterprises (large and small firms alike) education, 
research bodies and local communities in a collective Investment In 
education and training. 
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Integration : the emphasis In education and training on "preparing for 
uncertainty" and on "learning how to learn", to adapt, to Innovate and 
to display entrepreneurshlp, will encourage the development of 
integrated learning systems especially at school level; 
equality : demographic pressures will result In new emphasis being given 
to attracting non-traditlonal groups Into higher-level skills training, 
in particular members of ethnic minorities. Women will also need to be 
encouraged much more to participate In non-traditional and more technic­
ally orientated training and retraining. At the same time, these press­
ures will give a new urgency to the need to ensure that appropriate and 
acceptable forms of training and employment are available to all, and 
particularly to those young people who leave school with minimum or no 
qual if icatlons.and those in unstable employment or chronic unemployment. 
responsiveness : both education and training must become more rapidly 
responsive to socio-economic trends and advances In scientific know­
ledge. In particular they must be more closely Integrated Into regional 
development measures designed to exploit local economic potential, 
especially In areas of concentrated and long-term unemployment; and to 
meet specific problems of Inner-city decline and rural deprivation. 
THE EUROPEAN DIMENSION 
The 'flagship' programmes of the Community, notably ERASMUS, COMETT, LINGUA, 
and Youth for Europe have now achieved a special place In the overall human 
resource strategy of the Community (the different Community programmes are 
briefly described In Annex A). In a similar fashion to the major RTD 
programmes, they provide practical demonstrations to the public of the meaning 
of the Community dimension and the value of Joint efforts. They also have an 
Important multiplier effect on the free movement of Ideas and people and In 
increasing a sense of partnership In shared endeavours. Through the 
opportunities they offer for young people to meet and to learn, from each 
other, they serve to enhance mutual understanding of cultural differences and 
also to counteract xenophobia by giving young people a window on the wider 
world. 
The prospect of the Internal Market, together with moves towards a Citizens' 
Europe, have not merely accelerated this trend. They have created a new 
Impetus and pressures from a different quarter. By becoming a credible option 
at last, Europe, now constitutes a new horizon for ordinary people, 
particularly young people at the start of their working life. But these young 
people In turn develop new expectations of education and training systems, to 
equip them with appropriate skills so as to exploit the European horizon and 
survive In the Internal Market. Similar demands are also being made by 
employers and trade unions throughout the Community. The European dimension Is 
thus now being Imposed on education and training policy from below by Its 
consumers and users. 
Mobility Is the obvious immediate Issue. The absence of recognition of 
professional and vocational qualifications has been seen as one of the 
principal obstacles to movement, and Indeed recent progress In this area with 
the breakthrough by the adoption of the Council Directive (89/48/EEC)(4), 
based on the principle of mutual trust, has created greater coverage than all 
past efforts. This has also led to the call for further action. In close 
cooperation with the social partners, building on the approach of this 
Directive, to set up a system for the recognition and comparability of 
qualifications at all levels (less than three years professional education and 
training). 
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Exploiting the European dimension Involves building networks of contacts and 
cooperation across frontiers at different levels of the education and training 
systems. As the demand for cross-national contacts has grown, so has a new 
awareness of the Importance of skills In foreign languages and the need for a 
fuller understanding of the culture and traditions of other countries In the 
Community. 
The strategic Importance of Investment In training, both Initial and 
continuing, has been given further impetus by the terms of the Single European 
Act. In particular, the Community-wide effort to promote economic and social 
cohesion requires a huge effort to Improve the availability, quality and 
continuity of education and training, most especially In the least favoured 
regions and categories of disadvantage (eg long term unemployed). The 
Structural Funds, In their revised form, are precisely designed to contribute 
to meeting these needs. Moreover, the Commission recognises the need to make a 
substantial accompanying effort to that provided by the Structural Funds to 
ensure that In supporting training operations, progress Is also made In 
achieving higher common standards of training throughout the Community as well 
as fitting Into the framework of national development plans. 
Human resource development clearly forms an Integral part of Community 
policies for economic development and employment generation. Over and above 
this, there Is an Increasingly Important educational and training dimension of 
other Community policies. In areas as diverse as environment, health, consumer 
protection, and development, there Is a concern for example to support action 
to Increase awareness not only at the level of publ Ic opinion but also from 
within the education and training systems. In Community science and RTD 
policy, there Is a growing preoccupation with the problem of ensuring an 
adequate supply of top quality young scientists and highly skilled technicians 
In the future. The training needs of the managers and workforce of SMEs 
require special attention, particularly with regard to the challenges of 1992. 
In parallel. In Its external relations. Increasing Importance Is attached to 
cooperation In the field of education and training, whether In respect of 
other Industrialized countries or In the context of development assistance. 
PRINCIPLES 
At the core of the Community's effort In the coming period will be the pursuit 
of the responsibility under the Treaty of Rome (Article 128) to "lay down 
general principles for the Implementation of a common training policy" as 
well as the promotion of higher standards of training. Integral to the 
priority objectives of the Structural Funds. Cooperation at Community level. 
Initially launched In the education field In 1976, now has to move up a gear 
In the period up to 1992 to permit a new phase of development, building on the 
valuable bases of cooperation already established. It Is essential, however. 
In strengthening the Community's efforts In the period ahead to reaffirm two 
basic principles which underpin the approach of the Community Institutions In 
this field, and which will thus create the atmosphere of mutual confidence 
enabling all parties concerned to move forward In partnership. 
Respect for Diversity 
it Is vital to preserve and respect the rich diversity of educational 
traditions In the Community, and to draw the best from this common heritage In 
promoting higher standards for the future. Blanket harmonisation or 
standardization of the educational systems is entirely undesirable; It Is not 
the Commission's objective In this field. The efforts of all Member States and 
the Commission should be designed to Improve the overall quality of 
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educational provision by bringing the different systems Into a long-term 
process of contact, cooperation and concertation and by avoiding unnecessary 
divergences which would otherwise impede the free movement of persons and 
ideas. 
Subsidiarity 
in developing new forms of cooperation at Community level, the Commission 
fully recognises the Importance of identifying clearly those responsibilities 
and measures to be pursued by or within Member States and those which can be 
implemented by the Commission Itself by virtue of Its competence and Its 
special catalytic and coordinating role and the added value that can be given 
to efforts within Member States. The Commission will therefore continue to 
cooperate fully with the relevant authorities and to take Into account the 
role played by federal, regional and Indeed local, bodies in the education and 
training field. 
OBJECTIVES 
The main objectives of cooperation In this next phase should In particular be 
to : 
. develop a Europe of quality, In which the skills, creativity, and 
dynamism of people are encouraged through a commitment to life-long 
learning, whilst also establishing a Europe of solidarity by promoting 
equal opportunities for access to and participation In education 
throughout life, and by a concerted attack on school failure and the 
lack of basic skills among so many school-leavers; 
. devise arrangements whereby educational reforms and restructuring within 
Member States.can be designed In full awareness of the experience of 
other Member States, and so that, where appropriate, cooperation between 
the systems Is facilitated; 
. promote the shared democratic values of the Member States, and Increase 
understanding of the multicultural characteristics of the Community and 
of the Importance of preparing young people for citizenship which 
Involves the_jCoramunJty_dlmenslon- In addition to their national, regional 
and local affiliations; 
To achieve these objectives In full respect of the above-mentioned principles, 
the Commission will promote the mobility of persons and Ideas, the exchange of 
experience and Information on the different systems and the conduct of Joint 
projects of multiplier value. 
Methods . ... 
The Commission has many partners In this field: governments, employers, trade 
unions, parents, voluntary bodies, youth organisations as well as 
un I vers It I tes and other educational Institutions. The Commission Is 
particularly concerned to enhance the effectiveness of the various 
arrangements both formal and Informal, which have been developed over the 
years for the purpose of consultation and cooperation. 
Of prime Importance Is the need to strengthen the social dialogue - and ensure 
that machinery exists to enable both sides of Industry to contribute fully to 
policy discussions on human resource development at all levels, to be Involved 
In programme Implementation and to take Joint Initiatives as appropriate, 
whether in an Interprofessional or sectoral framework. To this end a special 
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working group has been set up In the framework of the social dialogue to 
consider education and training. The Advisory Com It tee on Vocational Training 
will need to assist the Commission in deepening the process of 
concertation,reviewing and adapting its role In the light of changing 
priorities and the increasing scale of Community action. 
Some streamlining of machinery will also be necessary at the level of the 
various working groups set up by a variety of Council Resolutions to assist 
the Commission In Implementing various action programmes, particularly In the 
field of education. The objective will be to achieve greater policy coherence 
as well as some economy of effort on the part of Commission services and 
national authorities. At a different level, it will also be Important to 
strengthen the mechanism for cooperation with Member States on Issues of 
medium term planning In educational policy, separating this kind of dialogue 
from tasks more specifically concerned with the negotiation of Commission 
proposals In education and training. The Commission Is prepared to review 
existing arrangements together with Member States. 
The Commission will also give Increasing attention to the dissemination of 
Information about the education and training initiatives of the Community, and 
to the special need to Inform young people. The Importance of providing better 
Information more widely In this field Is recognised In the Commission's 
Information priorities for 1989(5). Full Information on Community activities 
will be available shortly In the Commission's report on education and training 
during 1987-88. 
External Relations 
The Commission Is fully conscious of the need to play a full and active part 
In developing cooperation with third countries and with International 
organisations active In the field. Human resource development Is Increasingly 
seen as an essential part of the Community's policies for Its external 
relations with other parts of the world. The EFTA countries In particular have 
reiterated their requests to be. closely associated with Community initiatives 
in the field of education and training. The Commission will Intensify ..the 
exchange of Information with EFTA and has proposed the association of EFTA 
with the COMETT II programme, due to begin in January 1990. During the coming 
year, cooperation with Council of Europe, UNESCO, the Nordic Council, OECD and 
ILO will also be reviewed. 
PART II 
At the end of each of the 7 sections In Part II a Summary Table Is given of 
actions to be pursued. New initiatives are Indicated by an asterisk. 
FREE MOVEMENT OF PERSONS ; QUALIFICATIONS 
1. Professionals and workers of all kinds who want to move within the 
Community must have confidence that they can do so without difficulties 
arising from the particular qualifications they may have acquired. This 
will be especially Important for young people eager to exploit the 
opportunities opened up by the completion of the Internal market. 
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Recognition of professional diplomas and vocational qualifications 
2. In accordance with the commitments contained In the White Paper on the 
Internal Market(6), the adoption by the Council of the Directive on 
21 December 1988(7) marks an important milestone In eliminating a very 
real obstacle to the free movement of persons. For the first time, a new 
approach has been agreed by all Member States, based on the principle of 
mutual trust. Instead of sectoral harmonisation. It Is this overall frame­
work approach which has permitted a real breakthrough In a field where for 
years it had proved difficult to make progress. This new Directive comp­
lements a number of sectoral directives adopted previously by the Council. 
The general system defined In the Directive adopted by the Council on 21 
December 1988 concerns the recognition of diplomas awarded for 
professional purposes and not of academic diplomas and degrees as such. 
The Commission will give priority to ensuring the full and effective 
Implementation of this Directive. 
This new development, points the way for a further step forward, to achieve 
progress towards the recognition of professional/vocational qualifications 
at other lower and Intermediate levels (I.e. less than 3 years 
professional education and training). It Is simply not possible In a 
frontier-free Community to eliminate the recognition obstacles to the free 
movement of persons only for those who possess professional qualifications 
at this level. The European Council at Hannover In June 1988 expressed the 
wish that the conditions be met for mutual recognition of vocational 
training qualifications. 
This Implies a reappraisal of the approach followed In the field of 
vocational training qualifications on the basis of the Council Decision 
(1985M8). which Is limited to establishing comparability of qualifica­
tions, sector by sector, for occupations at skilled worker level (level 
2). Although there has certainly been value In the cooperation between 
sectoral experts (e.g. In-construct Ion, motor repair and-hotel-catering) 
with the technlca-l—assistance—of—CEOEFOF;—In--ex tending-mutual -under­
standing of the different systems, these efforts fall short of the 1992 
objectives and time-scale. The existing process which Is both costly and 
time-consuming will, at the current stow rate of progress, fall to achieve 
even the comparability of_quaJ_LtIcaLions at this level by the year 2000. 
The Commission Is therefore examining the scope for complementary measures 
to establish recognition of vocational qua If Icatlons In the case of all 
Jobs which are regulated by such a requirement as well as to Improve the 
transparency of the labour market as regards training and qualifications 
acquired In the different Member.States. As announced In the Commission's 
work programme for 1989(9), the Commission will present Its proposals 
later this year. 
Recognition of diplomas and periods of academic study (higher education) 
3. The ERASMUS Programme has already enabled considerable progress to be made 
towards the expansion of student mobility and exchange within the 
Community. The fully-fledged European Community Course Credit Transfer 
System will be launched before the end of 1989, drawing on the results of 
the first year's feasablllty study which Is now In progress In 5 fields of 
specialization. Of course this Involves part-course mobility only. The 
Community must be concerned too with those students who move for the 
whole duration of a degree programme. 
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The wider Issue of securing a common agreement on entry qualifications to 
universities or to other higher education Institutions, with respect to 
prior qualifications gained In another Member State, has not yet been 
tackled on a Community-wide basis. The Commission will examine further the 
need for arrangements designed to establish the mutual recognition of 
entry qualifications to higher education, drawing on the valuable 
experience acquired through the European Baccalauréat and Its special 
Convention. As a preparatory step, the Commission has launched a study to 
establish the comparative picture In this field and to provide the basis 
for the Commission's proposals to be Issued before the end of 1990. In the 
same context, It will also examine difficulties facing students who move 
abroad to study, whether with or without their families, and with their 
rights of access to and conditions for study. 
As the Court of Justice affirmed In the Gravier caseOO), Community 
nationals have a right of access, on the same conditions as nationals, to 
vocational training in other Member States, Including, as confirmed too In 
the Blalzot case(11), a right of access to university studies, which In 
general form part of the notion of vocational training. Following these 
Judgements, Member States have been required to take measures to ensure 
that access to courses. In terms of admission fees, do not discriminate 
against nationals of other Member States. 
Application of Article 48 of the Treaty of Rome to the mobility of teachers 
4. The Commission has announced Its Intention to take action In the area of 
public sector employment, so as to give Community citizens the greatest 
possible freedom of movement In order to find a Job. This Is all the more 
necessary at a time when the Community Is Implementing ambitious pro­
grammes to promote the mobility of students and researchers (ERASMUS, 
COMETT, and SCIENCE). In this spirit, the Commission has detailed the way 
in which It wishes to see Article 48 of the Treaty of Rome applied to 
sectors of the public service which are sufficiently far from the exercise 
of public power to Justify equal treatment In mobility terms (transport 
services, health care, teachers and clvl L_tesearchHl2>.--Com&lned wlth-^the 
Impact of the new Council Directive on "the general system for the 
recognition of higher education diplomas, this should ensure that the 
right of qualified teachers to apply for jobs In other Member States will 
be fully respected. 
The Commission will Issue a report on public service employment later In 
1989. As a complement, a pamphlet will be prepared for publication In 1990 
giving Information on systems and practices of teacher recruitment and 
service in each Member State so that teachers are fully aware of the 
opportunities and conditions in existence. 
Follow-up and Information activities to prepare the Implementation of 
Directive 89/48/EEC (1989-91); 
Launching of credit transfer pilot scheme In the field of higher education 
(1989); 
Report on public service employment (1989); 
Proposal for complementary Community Instrument(s) concerning vocational 
qualifications (1989);* 
Proposals on mutual recognition of entry qualifications to universities 
and other higher education institutions (1990);* 
Pamphlet on teacher recruitment systems (1990).* 
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INITIAL AND CONTINUING TRAINING 
5. The set of common vocational training principles agreed by the Council as 
long ago as 1963(13) has remained valid in broad terms over the years. 
The Commission considers It necessary to review them so as to help create 
a new public awareness of their significance as signposts for 1990s, in 
this perspective, the Commission will build on Its earlier communication 
on vocational training in the 1980s(14) as well as on the terms of the 
Council Resolution adopted In 1983(15) and of subsequent Community 
Initiatives In this field. Account will also be taken of the evolution of 
the Court's jurisprudence affecting this area. 
Training will play a vital part In the overall contribution to be made by 
the Community In the period up to 1992 within the framework of the 
Structural Funds, and most especially through the European Social Fund. 
This presents a new opportunity to raise standards of training throughout 
the Community, with special assistance for the less developed regions. The 
Commission will monitor the future development of training policies as 
they develop with the support of the Structural Funds, with particular 
regard to each of the five priority objectives established by virtue of 
the Reform of the Structural Funds. 
In this context, a special new effort Is required with regard to the 
promotion of the Community's Rural Development Policy. As underlined by 
the Commission In Its Communication on the Future of the Rural World (16), 
the development of new activities - alternative or supplementary - In 
rural areas will entail a demand for new occupational qualifications. 
Appropriate action, In close cooperation with the Member States, will be 
taken to maintain and develop the education and training infrastructure In 
the countryside. 
Young People 
6. The preparation of young people for working life, their Initial training, 
vocat I ona I gu I dance—and work-experience have. iong_bejeQ_an_.area._of _m_a Jor 
concern for the Community which has promoted new approaches In this field 
through Its two "Transition" programmes(17), and supported massive Invest­
ment In youth training schemes through the European Social Fund. It has 
taken a lead most particularly In developing an Integrated approach to 
youth training and to measures to prevent youth unemployment. Involving 
both education and training authorities as well as other partners In the 
local community. 
Under the new rules of the Structural Funds operational since January 
1989(18), the Integration of young people into the labour market will 
remain a priority objective over the next five years, during which period 
the resources available to the Structural Funds are due to be doubled. 
The objective of offering all young people who so wish two years or more 
training after the end of (full-time) compulsory education was set In the 
Council Decision of December 1987. This Council Decision which set up 
the PETRA youth training programme(20) remains an essential reference 
point for both the qualitative and quantitative development of Youth 
training policies. Monitoring, technical assistance and policy assessment 
will be strengthened In this respect In the framework of the PETRA 
programme, along with the other networking and partnership Initiatives and 
coordinated research on Issues of commun concern. A first progress report 
on the PETRA programme will be produced by the Commission early In 1990, 
together with the results fo comparative studies on school failure. 
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Continuing Education and Training 
7. Until recently, the main focus of the Community's effort In this broad 
field was on tackling the problems of the unemployed. This concern for the 
unemployed, both young people and adults. Is now paralleled by a growing 
demand for the Community to promote a strategy of continuing education and 
training for the present and future workforce throughout their working 
careers. This subject was considered at the last meeting of the tripartite 
Standing Committee for Employment, held on November 25, 1988. The 
conclusions of the President of the Councll(21) drawn from the 
deliberations of the Standing Committee served as a basis for a Resolution 
of the Council (Social), adopted on 5 April 1989(22), Inviting the 
Commission to present Its proposals In this field. 
On 12 January 1989, In the framework of the Social Dialogue the social 
partners agreed to treat as one of the two top priorities the question of 
education and training and In particular the need to promote access to and 
participation In continuing education and training. The Importance of this 
latter theme was underlined In Hannover by the European Council In 1988. 
The Commission Intends to draw up Its proposals for supporting action at 
Community level In the light of the deliberations formulated In this 
framework. 
One of the main Issues which the Commission expects to take up In this 
framework will be that of supporting concertation between social partners 
and public authorities at regional level and at enterprise or sector 
level, with special attention to the sectors particularly affected by the 
completion of the Internal market. The Commission will also be reflecting 
the need for greater concertation and Integration In the programmes to be 
financed by the Structural Funds. Over and above this funding, various 
kinds of partnerships should be developed. Including partnerships on the 
COMETT model Involving cooperation and exchange between firms and research 
and educational Inst I tut tons^w I t^fn a region and between regions, and 
their efforts directed at improving the monitoring and forecasting of 
trends In ski 11 needs- across— the- Commun It yr~The ^training" needs of SME's 
require special attention particularly with regard to the training of 
managers to exploit the potential of the Single Market. 
8. The modernisation of adult education and training provisions should be 
further supported with particular reference to the European-wide open 
learning systems being developed with assistance from the COMETT and DELTA 
programmes. The European Association for Distance Learning Universities Is 
already actively developing collaborative schemes In a number of fields 
(eg law and business studies), with the cooperation of the Commission. 
These methods of delivering education and training can by definition 
easily cross national frontiers and open up new horizons for students and 
trainees wherever they may be situated. In this way. they can be of great 
potential for SMEs. The Commission Intends to present dur I ng 1989 a first 
report on existing cooperation in this field Including proposals for 
strengthening a European Network of Open Universities. 
9. Information exchange, particularly on examples of good practice at 
enterprise or sector level, will become Increasingly Important as the 
social dialogue develops at all levels. Improved Information systems will 
need to be elaborated In the light of experience gained by CEDEFOP(23). 
EURYDICE(24), ELISE(25), MI SEP (26) and other systems, such as IRIS 
(vocational training for women)(27), HELIOS (disabled people)(28), 
EUROTECNET (new techno Iogles)(29), and the experimental training, programme 
for SME managers(30) In preparation for 1992. 
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The Commission considers that CEDEFOP should consolidate Its function of 
providing authoritative comparative Information on the training systems 
and structures of Member States, as well as giving priority to the scheme 
of study visits for training specialists to examine training practices 
abroad at first hand. The planning guidelines of CEDEFOP Include provision 
for these developments. The function of providing a platform for the 
exchange of views between the social partners, the public services and the 
Commission on training Issues should be fully exploited by CEDEFOP to 
maximise the transfer of Information on good European practices to the 
trainers and specialists In the field, using all Community languages. 
Interim report on Implementation of Community action programme (PETRA) 
concerning Initial Training of Young People (1990) and final report 
(1993); 
Report on the experimental scheme for the training of SME managers for 
1992 (1990). 
Report on Implementation of the Commission's Recommendation on Vocational 
Training for Women (1991); 
Participation In the social dialogue with regard to education and training 
and examinations of possible follow-up to Its conclusions;* 
Proposals for a Community action programme In the field of continuing 
education and training In firms (1989);* 
Report on Open and Distance Learning Universities In Europe (1990).* 
ERASMUS AND UNIVERSITY DEVELOPMENT IN THE COMMUNITY 
10. To date ERASMUS(31) has been the centrepiece of Community action to foster 
Inter-unlverslty cooperation and to multiply substantially the number of 
students benefitting from organised exchanges within the Community. The 
objective Is to prepare students-by-means of this European dimension to 
their Initial training to work within the single market. 
ERASMUS has undoubted lyJbeeo a_ grsa t_success ; In at Imulat Ingthe widespread 
interest of students and academic staff In developing partnership projects 
with Institutions of higher education abroad. However, taking Into 
account the total of about 6 million students within the Community and the 
existence of around 3.500 Institutions of higher education, the Community 
Is still a long way from achieving the target objective of around 10% of 
the student population enjoying such periods of training abroad by the 
year 1992. 
The Commission has.Issued Its 1988 report on the-ERASMUS-programme(32)-and 
will shortly Issue Its proposals for a second phase of 5 years (1990-
1994), to be decided by the Council In December 1989. The results to date 
of the Commission's different measures of monitoring and evaluation of the 
programme will also be presented during 1989, along with the opinion of 
the ERASMUS Advisory Committee. 
The ERASMUS and SCIENCE(33) programme have been at the forefront of the 
Community effort to promote the mobility and exchange of teachers and 
researchers within the Community. Along with the range of other Community 
Initiatives (e.g. ESPRIT(34), BRITEOS)) which offer considerable 
opportunities for universities to participate in European cooperative 
projects, these new large European programmes are stimulating the 
leadership of higher education Institutions to think through the 
Implications of 1992 for the future planning of their teaching, research 
- 12 -
and public service functions. The Commission Intends to Issue a Green 
Paper In 1990 to assist higher education policymakers In the wider 
discussion of the new European challenges In the perspective of planning 
for the year 2000. 
The ERASMUS programme Is open to all disciplines and areas of study, and 
the Intensive collaboration already Initiated Is leading to the 
development of more European content In many fields e.g. business studies, 
law, medicine, engineering. These collaborative ventures are all 
voluntary and derive exclusively from the Initiative of the grass-root 
Institutions themselves. With the expansion of the ERASMUS scheme, It 
should therefore be possible to give a strong boost to Interdisciplinary 
teaching and cooperation about Europe In a wide range of disciplines. 
11. As Indicated In Its earlier communication In May 1988, however, the 
Commission considers that a complementary Initiative Is required by the 
establishment of a European pool of professorships which could be 
allocated to stimulate Interdisciplinary—teaching and research on EC 
related themes, thus complementing the measures which Member States 
themselves must take. Proposals to this end will be developed by the 
Commission. 
12. Moreover, In planning the expansion of the higher education systems for 
the 1990s with a stronger European dimension, the Commission considers 
that It would be valuable to exchange experience on the key Issues of 
common concern. Cooperation with Institutions of higher education In other 
parts of the world" (eg-.-Lomé," Latin America) will also be reviewed and 
extended In the coming period.- - -
13. The expansion of student numbers In higher education In the current 
demographic situation, the financing of their studies, the diversification 
of higher education provision and the need to take Into account changing 
curricula and skill needs are all questions of paramount Importance for 
future planning. During the period 1989-91 It Is- planned to pool 
experience about thé planningof Hi fgh~eT~educat Ton "Tor" the 1990s especial ly 
In view of assessing In the broadest sense, the Impact and repercussions 
of 1992 and the completion of the Internal market. As a complement to Its 
Student Handbook the Commission Intends to prepare a manual of advice to 
graduates about the future- European -labour market and the new 
opportunities which will be opened up as of 1992 for them. In 
collaboration with national authorities and representatives of higher 
education Institutions, the Commission Intends to sponsor a major European 
conference to address these Issues In 1990 and subsequently (1991) to 
prepaVe a special report on Higher Education In the Community. During 1990 
the Commission will In particular present an up to date comparative review 
of access policies to higher education (numerus clausus, fees etc). 
7" Presentation of 1988 Annual Report on ERASMUS (1989) ~ 
Proposals for ERASMUS Phase II (1989); 
Proposals for the establishment of a European Pool of Professorships 
(1990);* 
Presentation of Green Paper on Higher Education Challenges for 1992 
(1990);* 
European Conference on Higher Education Planning for the year 2000 
(1990);* 
Special Report on Higher Education In the Community (1991);* 
- 13 -
EDUCATION AND TRAINING FOR TECHNOLOGICAL CHANCE 
14. Over the next 4-year period, the Commission considers that to make 
progress In mastering technological change. It will be essential to 
develop a coherent view of the Introduction of the new technologies at all 
stages of the education and training process. To this end. a 3-pronged 
approach has already been established by the Community Institutions: 
(I) the need to Improve university-Industry collaboration so as to 
ensure that advanced training programmes are designed to take 
account of new skills needs and the Interdisciplinary challenges 
of technological change. 
(II) the need to provide both the ex.LstLng_WQrkfor.ee and-new- worker s 
with opportunities for training and retraining and to acquire 
new types of qualifications as the boundaries between Jobs 
become more and more blurred under the pressures of 
technological change. 
(III) the need to exploit the new technologies during the period of 
full-time compulsory education and Initial training both In 
terms of curriculum content and new approaches and methodologies 
for learning, particularly within the framework of Improved 
school-Industry relations. 
The C0METT(36) and EUROTECNET programmes have already made their mark In 
addressing the first 2 strands, and the Commission has recently presented 
Its report on the actions taken at school level (1984 - 1988)(37). These 
Initiatives have been widely welcomed, especially by the social partners 
(In the framework of the social dialogue) and by the European Parliament 
which has repeatedly called on the Commission to Issue Its proposals for 
the third strand In the near future(38). 
It Is Increasingly Important to make a more organized link between this 
action and the .Community's efforts In relation to _research._and 
technological development. The DELTA(39) programme, which Is part of the 
RTD framework programme. Is of special significance In this respect In so 
far as It will help educational users to have access to equipment at a low 
unit cost, which they can afford, and to ensure the easy transferability 
of materials between Member States. As such It Is particularly 
complementary to these guidelines In the field of education and training. 
A final report on the first phase of the DELTA programme will be Issued 
before the 9nd of 1990. 
COMETT I and II (1990 - 1994) 
IS. During 1989, the Commission will Implement the final year of the first 
phase of the COMETT programme, and also prepare the ground for .the .launch 
of COMETT II (1990-1994), with effect from 1 January 1990(40). The 
enlarged scope of COMETT II will permit a much greater effort to be made 
to engage SUE s actively In the programme, as well to link the different 
Initiatives with other regional development schemes, and with Initiatives 
aimed at the transfer of technology and the protection of the environment. 
Special attention will be focussed on the key Industrial sectors affected 
by technological change, both new and traditional, and on the Interplay 
with the Community RTD programme. A special report entitled 'Development 
of the COMETT programme" will be Issued by the Commission later this year, 
complementing the annual report on 1988, which will be widely distributed 
to promote reactions from all Interested parties. 
- 14 -
Later In 1989, moreover, the external evaluation report on the COMETT 
programme will be published, and It Is hoped that It will provide the 
basis for the continuing evaluation and monitoring arrangement to be 
Introduced In respect of COMETT II. The creation of a special Working 
Party by Industry, Research and Development Advisory Committee (IRDAC), 
with a wide-ranging mandate In the field of education and training from an 
Industrial viewpoint has been welcomed, and will serve to complement the 
advice of the COMETT Committee. 
During 1990, the Commission Intends to Issue a first discussion paper on 
the most effective ways of building university-Industry partnerships so as 
to stimulate further action In Member States. An Interim report on COMETT 
II will be presented In 1992 and every effort will be made to trace the 
links between Community action and other Initiât I ver within Member States. 
The final report on COMETT II will be published In 1994. 
EUROTECNET II 
16. The Commission will shortly present Its report on the first phase of the 
EUROTECNET programme (1985 - 1988) set up by the Council on June 2, 
1983(41). At the same time, In accordance with the Commission's work 
programme for 1989, the proposals for EUROTECNET M (1990-94) will be 
presented, together with the supportive opinion of the Advisory Committee 
for Vocational Training held In December 1988, for adoption by the Council 
by the end of 1989. 
This experimental European-programme which provides opportunities for 
exchanges of experience between trainers, researchers and practitioners Is 
Intended to be exploited progressively to Identify new approaches within 
Member States and also by the Community's main financial Instrument In 
this field, the European Social Fund. An evaluation of the training of 
workers for technological change, especially In SMEs, will be made during 
1991. 
As such, EUROTECNET also provides a direct follow-up at Community level to 
the Joint opinion established In March 1987 through the social dialogue on 
the training and motivation of the workforce to new technological change. 
The Commission Intends to review the follow-up to this Joint opinion In 
close col labor at Ion- with- the— social— partners*__and _wIth the technical 
assistance of CEDEFOP; a report on this subject will be Issued In 1990. 
New Technologies In the school systems 
17. The results of the Community action programme (1984-1988)(42) In this 
field Indicate quite clearly that In order to develop a balanced approach 
It Is essential to Introduce the new technologies across the school 
curriculum as a whole, and not exclusively linked with science and 
mathematics. This aim Is Important If the greatest number possible are to 
master technological change for the future, rather than simply a limited 
elite. It Is vital too to ensure that girls as well as boys acquire the 
necessary ski I Is. 
Education and Science/Technology 
18. The Commission considers that over the next 4 years greater efforts should 
be made to Introduce bridges between the Initiatives In the field of 
education and training and those In the fields of science and 
technological development. This will be reflected In particular In the 
proposal concerning the revision of the framework programme for RTO 
- 15 -
actions, to be Issued later this year. The Commission will also Issue Its 
report on the State of Science and Technology In Europe this year. A 
European conference will be held during the second half of 1990 to 
stimulate discussion of the implications of these European-wide 
Initiatives for the future planning of the education and training systems. 
Completion of the Implementation of COMETT i (1989) and Issue of final 
report, Including evaluation, on COMETT I (1990); 
Implementation of COMETT II (1990 - 94); 
Interim report (1992) and final report on COMETT II (1994); 
Final report on DELTA I (1990); 
Report on EUROTECNET I (1989); 
Evaluation of training operations for SMEs (1990 - 91); 
Proposal for EUROTECNET II for the period 1990 - 94 (1989);* 
European Conference on Education links with Science, Research and 
Technological Development (1990).* 
IMPROVING THÉ QUALITY OF EDUCATION SYSTEMS THROUGH COOPERATION 
19. Despite the many efforta over recent years to build better mutual 
understanding between policymakers and practitioners In the education 
field, much still remains to be done to secure the basis of a more 
concerted approach to the design of the different systems. The EURYDICE 
network has played a useful role In building a basis of mutual 
understanding and cooperation. 
However, major national educational reforms still tend to be Introduced 
within Member States without any systematic examination of or comparison 
with European experience and without adequate consideration of the 
Implications for the different systems. It Is necessary to establish 
progressively. In full collaboration between Member States and the 
Commission, a system whereby exchange of experience on a European-wide 
basis is established as a regular arrangement. 
The Commission proposes the establishment of a forum for the coordinated 
examination of policy Issues of common concern, to be reviewed each year 
with the Council. The Joint examination of these Issues will be organised 
with the senior education policymakers of Member States In a series of 
Round Table conferences. In formulating proposals to this end, a report 
will be presented summarising the results of relevant work aready 
accomplished In the framework of existing educational cooperation at 
Community level.-The—comparative Information for this purpose will be 
secured with the technical assistance of EURYDICE. 
In this context, the EURYDICE network needs to be consolidated and 
extended, as the common privileged Instrument for educational policymakers 
In the Community. Member States will be Invited In the meantime to review 
the functioning of the existing national units and means of linking them 
more effectively with national policymaking. Moreover, the scheme of study 
visits for educational specialists (known as ARI0N) (43) has benefitted 
already more than 3,000 since Its inception In 1977. The Commission 
considers that the scheme should In future be more Integrally linked to 
underpin projected reforms by Member States by making It possible for 
teams of specialists to advise on European-wide experience on the Issues 
Identified In the Round Table conferences to be of common concern. 
With a view to ensuring the cross-fert 11 Isat Ion of Ideas with other 
Interest groups on the future directions of education policy, the 
- 16 -
Commission will also continue to arrange Joint conferences Involving 
employers, trade unions, parents and teacher representatives operating at 
European level. 
The Commission wl 11 Identify with Member States a number of longer term 
Issues and perspectives for the 1990s on which to concert research on a 
cooperative basis, drawing together a European Directory of the main 
policy research enquiries launched each year by the education authorities 
of each Member State. A continuing comparative enquiry will be established 
to analyse the changing systems of centralised and decentralised provision 
of education. This report will complement the periodic production of 
monographs describing the national education systems accompanied by a 
European glossary to clarify terminological usages. 
Proposal on arrangements for educational policy cooperation *, Including 
review of role of EURYDICE and scheme of study visits for educational 
specialists (1990).* 
FOREIGN LANGUAGE TEACHING AND TRAINING 
20. Since 1976, attention has been focussed on three separate strands of 
activity: promotion of the European dimension In school curricula, the 
teaching of foreign languages, and the linguistic and cultural education 
of migrant workers' children. 
There Is need to adapt the action to take account of the completely new 
context created by completion of the Internal market, and to avoid 
fragementatlon of Initiatives In this field. 
Foreign language teaching and learning 
21. 1992 has helped to put the spotlight on the learning of foreign languages 
as the essential part of European education and training. Indeed the lack 
of people capable of working through the medium of Community languages 
other than their own Is a crucial constraint to the completion of the 
Internal Market. Lack of capacity to communicate Is not only a barrier to 
freedom of movement. It Is also a handicap to the Increasing business and 
trading connections within the Community. 
The LINGUA programme was proposed by the Commission on 21 December 
1988(44) and has been warmly welcomed by the- Economic and Social 
Committee(45) and by the European Par I lament (46). The Council Is expected 
to adopt the programme during 1989 so as to permit Its effective launching 
with effect from 1 January 1990 for a five year period, thus giving a 
boost to the policies of Member States to improve the quality and range of 
foreign language teaching throughout the Community. 
In parallel with LINGUA, the Commission will continue to support the 
programme of cooperation In support of the less widely used languages and 
cultures within Member States In line with the Resolution of the European 
Parliament. Priority will be given to education exchanges, cooperation In 
research, Joint seminars and pilot projects. An evaluation report will be 
drawn up for publication In 1990. 
22. Language learning Is but one component of - and frequently the carrier for 
- the much broader set of skills and experiences which are required for 
Intercultural living and communication. Other components include school 
- 17 -
exchanges for pupils and teachers, allowing direct experience of other 
European cultures and traditions. Joint projects and special educational 
materials designed to heighten awareness and interest In other regional 
and national realities, new curricula elements for subjects such as 
history, social studies, religion or ethics, which can highlight the 
common democratic values of European civilisation. 
The future Initiatives foreseen should converge also with the priorities 
emerging from the current review of Community activities on the education 
of migrant workers' children based not only on the Implementation of the 
Council Directive 486/77/CEE(47) but also on the experience of pilot 
projects conducted by the Commission, an evaluation of which will be 
Issued later this year. Changes In migration and Immigration patterns In 
the Community together with the progressive enlargement of the Community 
have also contributed to changing the Issues Involved, and to broadening 
the educational responses required (at the same time the significance of 
school failure amongst a high proportion of "migrant" school-leavers 
should be highlighted). The vocational training needs of migrants within 
the Community will be further reviewed, In the light of the Impact of 
1992. 
European Schools 
The experience of the European schools, so long Isolated, should also be 
brought to bear In this area of concern, for example through Interchange 
and experimentation In collaboration with other schools which have a 
strong IntercutturaI Identity and purpose. The Commission Intends to 
promote such collaboration on a continuing basis with effect from 1990. In 
1989, the Commission intends to Issue a communication on the European 
Schools. 
Implementation of.. programme- on- less widely-used-languages (publication of 
evaluation report (1990); 
Publication of evaluation report on Community action concerning the 
education of the children of migrant workers (1989) 
Adoption and launching of LINGUA programme (1989) (1990-1994); 
Communication on European Schools (1989);* 
PROMOTION OF YOUTH EXCHANGES 
23. The first programme for the Exchange of Young Workers dates from 1964 and 
represents one of the Community's earliest exchange programmes, as 
provided under the terms of the Treaty (Article SO). Now In Its third 
phase (known as the Third Joint programme)(48), the Commission published 
In July 1988 an Interim report on the progress of the exchanges, giving an 
analysis for the period 1985 to 1987(49). 
The results achieved so far have proved this programme to be an effective 
response to the needs and aspirations of young Europeans, even though the 
numbers Involved are still relatively modest. Nearly 8.000 young people 
participated over the last three years, of whom over 50% were young 
women. An effective exchange network has been established throughout the 
Member States, permitting the development of a more broadly-based system 
of exchanges, and allowing measures to redress sectoral and geographical 
- 18 -
Imbalances. The opening of the programme to young Job-seekers has however 
greatly Increased demand to participate (currently 4 times greater than 
can be supported under the funding available). 
24. In March 1986. as a follow up to the Adonnlno Report and building on 
experience with these young worker exchanges, the Commission proposed to 
the Council a generalized programme to support youth exchanges In the 
Community, (originally known as "Yes for Europe")(50). 
The Council adopted the programme now called "Youth for Europe" In June 
1988(51). This new programme Is designed to Increase the number and the 
quality of youth exchanges between the Member States and give special 
support to exchanges Involving young people from countries at present 
under represented, or whose language Is less widely spoken. It also gives 
priority to exchanges organized by young people or Including young people 
whose personal circumstances make participation In youth exchanges 
particularly costly or difficult. 
Operational as from 1st July 1988. the programme will run Initially for a 
three year period and will Involve the setting up of Information and 
advisory services In all Member States as well as support for some 80.000 
youth exchanges during this period. The national services will all be set 
up during 1989 and are expected to provide a shared platform for the 
launching of practical Initiatives In the years ahead. The Commission 
Intends to exploit Its catalytic role to multiply substantially the 
numbers of wel I -organised youth exchanges, and will produce a comparative 
analysis of the opportunities In the Community (1990). 
In 1990, the Commission Is due to present reports on the first year of 
operation of Youth for Europe and Its final report on the third phase of 
the Young Worker Exchange Programme. A further report on the 
Implementation of the Youth for Europe programme has to be provided after 
the end of the second year (1990). 
The Commission Intends to examine the scope for simplifying the 
presentation of the opportunities available to the youth public by these 
two programmes and also to streamline their administration. For this 
reason, the phasing of the 2 schemes will be synchronised to permit a more 
coordinated approach In future by the Commission to youth exchanges of all 
kinds. For any new arrangements to be Introduced In good time for an 
Integrated scheme, the Council will have to decide on the Commission's 
proposals not later than June 1991. In this context, consideration will be 
given to the feasibility of Introducing a European Youth Card at Community 
Level. 
In the run-up to 1992, efforts will also be made to develop a much greater 
momentum In providing opportunities for Initiatives by young people, 
building on the basis of the two existing Community youth exchange 
programmes and on the experience of the youth Initiative and youth 
Information projects supported by the Commission In the framework of the 
PETRA programme. 
25. During 1989, however, the Commission Intends to produce a first set of 
proposals, complementary to LINGUA, In the area of school exchanges 
("Classes 1992"). By the medium term the aim would be to enable all 
secondary school pupils to spend a period at a partner establishment In 
another Member State. 
- 19 -
This initiative will seek to mobilise other sources of support for such 
exchanges, developing if possible a broad commitment to European education 
at the level of local communities. In this respect the Commission will 
seek to build on town and city twInnings and to encourage Inter-school 
agreements which can provide a lasting framework for the exchange of 
pupils focussed on well-planned educational projects e.g. on environmental 
topics or Industrial experience forming part of the pupil's project work. 
Support Is also foreseen for teacher exchanges as the necessary pre­
condition to we 11-organised exchanges for their schools and pupils. The 
different teacher organisations operating on a European level (e.g. the 
European Secondary Heads Association) will be Invited to participate In 
the development of this initiatives. 
Proposals for extension of the Young Worker Exchange Programme until 1991 
(1990); 
Proposal (early 1991) for new Integrated Community framework of Youth 
Exchanges to start lnT992;* — 
Proposals for the first stage of a new project "Exchange of Classes of 
1992" (1990);* 
PROGRAMS 
ERAA1J5 
OCMBTT 
Youth for 
Europe 
Exchange• 
of Young 
Wbrkers TIKE-TABLE 
lit phase on-going 
1988-1990 
2nd phase planned for 
1991-1993 
i 
! ' 
lit phase on-going 
1987-1989 
(estimated budget 
65 M BOU) 
2nd phase planned for 
1990-1994 
(eitime ted budget 
200 M BOU) 
1st phase on-going 
1989-1991 > 
2nd phase planned for 
1992 
(budget proposal for 
1990: 6,5 M DOU) 
3rd phase on-going 
1985-1990 
4th phaae planned for 
1991 
(budget proposal for 
1990: 5.5MBCU) PBOPLE INVOLVED 
Students in higher 
education 
Participation of 
43000 students and 
1500 higher educa­
tion institutions 
in the first phase 
Students in higher 
education and staff 
from enterprises 
participating in 
1987/1988 
1320 projecti and 
2400 students 
Young people from 15 
to 25 years old 
Participation in 
the firat phase: 
80000 young people 
1 • 
' i 
Young wrlteri or Job 
seekers of 18 to 28 
years old 
Participation in 
1987/1988 i 
7000 young people OBJBCITVE 
Increase the mobility of 
students in higher educa­
tion in the Community and 
add a European dimension 
to their initial training 
Stimulate university-
induatry cooperation in 
order to improve high 
level training linked to 
new technologiea 
Improve, develop and 
diversify young peoples 
eichangea in the Conmi-
nity 
i 
i 
i 
Offer training or work '•. 
experience for young 
people in another Member 
State ACTIVITIES 
-European network of inter-
university cooperation 
-grants for students to apend a 
period of training in another 
Member State 
•measures to develop the acade­
mic recognition of diplomas 
-University-industry partnerships 
-Tramnational placements for 
students in enterprises 
-joint continuing training 
projects 
i 
-Support for young people's 
exchanges of at lean 1 week 
-national agencies for informa­
tion and coordination of the 
progranme 
-•tudy vlalto and aoaliitance for 
training couraea for the 
organiaers of youth exchangee 
-Support for short (up to 3 
months) or long (up to 16months) 
periods of work or training for 
young people in another Member 
State 
-Exchange network z m x 
PHIRA 
IRIS 
CHXKaV 
BUOHCNET 1st phase on-going 
1989-1992 
(budget proposal for 
1990: 9MBCU) 
1st phase on-going 
1988-1992 
(budget propoaal for 
1990: 0,5 M BOU) 
Created by Council 
Regulation in 1975 
(budget propoaal for 
1990: 8,6 M BOU) 
let phaie on-going 
1985-1989 
2nd phaie planned for 
1990-1994 
(budget proposal for 
1990: 2 M BCU) Young people in 
vocational training 
following full-time 
compulaory education 
154 training initia­
tives in 1989 
200 youth projects 
Wxnen in vocational 
training 
71 projects in 1989 
Decision makers, 
practicians, social 
partners involved in 
initial and continu­
ing vocational 
training 
Young people and 
ataff of enterprises 
in initial or conti­
nuing training 
135 demonatration 
projects in 1989 Support» with i Comrunity 
added-value, the imple­
mentation of the Council 
Decision of the vocatio­
nal training of young 
people 
Develop the acceaa of 
women to vocational 
training 
To aaaiat the Conmlaaion 
in encouraging the promo­
tion and development of 
vocational training and 
of in-aervice training 
Dieaemination throughout 
the Comxunity of innova­
tion! in the area of 
vocational training 
linked to new technolo­
gic! -European network of vocational 
training initiatives in the 
form of transnational partner­
ships 
-initiatives and information 
projects managed by young people 
themselvea 
-cooperation in the reaearch 
field 
Network of inovative projects 
in vocational training for 
women : 
-study visits for vocational 
training specialists 
•data bank and documentation 
-comparative studies and 
support of research 
i 
-European network of demonstra­
tion projects in initial and 
continuing training 
-cooperation In the research 
field I 
IS» 
I 
V3 
BUKYDICE 
ARION 
LINOX 
Education of 
Migrant 
Wbrkere 
Children Network created in 
1980 
(budget propoial for 
1990: 1,8 M BOU) 
Activitiea began in 
1978 
(budget propoaal for 
1990: 0,7 M BOU) 
1st phase planned for 
1990-1994 ! 
(estimated budget 
250 M BOU) 
(budget propoaal for 
1990: 6MB0U) 
Activitiea began in 
1977 
(budget proposal for 
1990: 1,2 M BCU) Education officlala 
• 
Education policy­
maker a and eiperta 
3200 atudy visits 
since 1978 
Pupils and teachera 
from secondary and 
higher education 
whole of the current 
workforce 
Primary and secon­
dary school a with 
migrant children 
15 pilot projecta 
In J988 develop information on 
the education syaterns 
and on Conminlty aoitvi-
tiea in the education 
field 
improve mutual understan­
ding of the education 
systerns 
Improve the quantity and 
quality of language 
training for the 
citizens of the Coomunity 
improve the integration 
of migrant children at 
all levels of the 
education ayatarns -data bank on education in the 
Cormnunlty 
-questIon/answer system between 
national unita 
-publication of information 
brochurea and comparatives 
analyses 
Study visits of one week's 
duration 
-support for intial and continu­
ing training of teachers (linked 
with ERA2MJS) 
-drawing up of teaching 
materials 
-pupils exchanges 
-diagnosing the language needs 
of the business world 
-pilot projects relating to the 
teaching of the mother 
tongue 
-teacher training 
•education for returning migrants I 
I 
*6 
ANNEXE B 
REFERENCES IN THE COMMUNICATION 
(1) C0M(88) 280 final 
(2) Resolution 17/2/89 
(3) SOC/163 -Education" 27/10/88 
(4) O.J. L 19 Of 24.1.1989, p. 16 
(5) SEC(89) 103 
(6) COM(85) 310 final 
(7) O.J. L 19 Of 24.1.1989, p. 16 
(8) O.J. L 199 Of 31.7.1985 
(9) Bulletin of the European Communities, supplement 2/89; 
SECC89) 1 
(10) Case 293/83 
(11) Case 24/86 
(12) O.J. C 72 of 18.3.1988, p. 2 
(13) O.J. Of 20.4.1963, p. 1338 
(14) C0M(82) 637 final 
(15) O.J. C 193 Of 20.7.1983, p. 2 
(16) C0M(88) 501-final 
(17) COM(87) 705 final 
(18) O.J. L 374 of 31.12.1988, p. 1 
(19) SI (85) 500 - Conclusions of the Milan Summit 
(20) O.J. L 346 Of 10.12.1987. p. 31 
(21) Ooc. 9646 Presse 187) 
(22) not yet published 
(23) CEOEFOP - European Centre for Development 
of Vocational Training 
(24) EURYDICE - European Information Network In 
the Field of Education 
(25) ELISE - European Local Initiatives System of Exchange 
(26) MISEP - Mutual Information System on Employment Policies 
(27) IRIS - European Network of Training Schemes for Women 
(28) HELIOS - European Action Programme In favour of Disabled 
Persons 
(29) EUROTECNET - Action Programme In the field 
of New Technologies and Vocational Training 
(30) SME - Small and Medium size Enterprises 
(31) ERASMUS - European Action Scheme for the Mobility of 
University Students 
(32) C0M(89) 119 final 
(33) SCIENCE - Plan to Stimulate the International Cooperation 
and Interchange needed by European Research Scientists 
(34) ESPRIT - European Strategic Programme for Research and 
Development In Information Technology 
(35) BR ITE - Basic Research In Industrial Technologies 
for Europe 
*3 
- 2 -
(36) COMETT - Community Action Programme for Education and 
Training for Technology 
(37) SEC(89) 19 
(38) Resolution of 11.11.1988; O.J. C 322 of 15.12.1986, p. 55 
(39) DELTA - Development of European Learning through 
Technological Advance 
(40) O.J. L 13 Of 17.1.1989, p. 28 
(41) O.J. C 166 Of 25.6.1983, p. 1 
(42) SEC(89) 19 
(43) ARI ON-Programme of Study Visits for Education 
Specialists - Doc V/2/89 
(44) C0M(88) 841 final 
(45) Opinion CES 155/89 (SOC 177) 
(46) Minutes of 11.4.1989 
(47) O.J. L 199 Of 6.8.1977. p. 32 
(48) O.J. L 331 of 19.12.1984, p. 36 
(49) C0M(88) 382 final 
(50) C0M(86) 52 final 
(51) O.J. L 158 of 25.6.1988, p. 42 
4/ 

Commission of the European Communities 
COM(89) 236 final 
Communication from the 
COMMISSION TO THE COUNCIL 
Education and training in the European Community 
Guidelines for the medium term: 1989-92 
2.6.1989 
Office for Official Publications of the European Communities 
L - 2985 Luxembourg 
Series: DOCUMENTS 
1989 — 26 pp. — Format: 21.0 * 29.7 cm 
EN 
ISSN 0254-1475 
ISBN 92-77-50847-7 
Catalogue number: C8-C0-89-236-EN-C 
ISSN 0254-1475 
COM(89) 236 final 
DOCUMENTS 
Communication from the 
COMMISSION TO THE COUNCIL 
Education and training in the European 
Community 
Guidelines for the medium term: 1989-92 
17 
Catalogue number: CB-CO-89-236-EN-C 
ISBN 92-77-50847-7 2.6.1989 
€ 
COMMISSION OF THE EUROPEAN COMMUNITIES