COMMISSION OF THE EUROPEAN COMVIUNITIES 
C0M(93) 457 final 
Brussels, 29 September 1993 
GREEN PAPER 
ON THE EUROPEAN DIMENSION 
OF EDUCATION 
(prtstnttd by tb# CoMrisslorO 
1" 
Contents 
Page 
INTRODUCTION 2 
I. THE NEW LEGISLATIVE CONTEXT 4 
II. THE EUROPEAN DIMENSION AND ITS OBJECTIVES 5 
a. Contributing to European citizenship 6 
b. Offering opportunities for improving 
the quality of education 6 
c. Preparing young people for their 
integration into society and for 
a better transition to working life 7 
III. PLAYERS, STRATEGIES AND INSTRUMENTS 7 
a. Cooperation through mobility and 
exchanges 9 
b. The training of teachers and others 
involved in education 9 
c. The development: of language teaching 10 
d. Distance learning through 
multimedia systems 11 
e. The promotion of innovation in 
teaching 11 
f. The exchange of information and 
experience 12 
g. The experience of the European 
schools 12 
CONCLUSIONS 13 
ANNEX A: Some examples of cooperation projects 14 
ANNEX B: Stages in the development of the 
European dimension of education at 
Community level 17 
INTRODUCTION 
This Green Paper on "The European dimension of education" 
is intended to provide the basis for a consideration of the 
possible future directions of action at Community level in 
the field of education. Indeed, the Treaty establishing 
the European Community (referred to as "the Treaty" from 
now on) - as modified by the Treaty on European Union -
introduces, in Article 126, new competences for the 
Community in the field of education. 
For the first time, a legal framework exists which allows 
the Community to propose cooperative actions in the area of 
education, and in particular in school-level education. 
This would not rule out the use of other provisions of the 
Treaty, especially Article 127, where actions were 
appropriate to its subject of vocational training. 
However, before concrete proposals are made for action to 
implement the objectives set out in the Article referred to 
above, it is important to take time for preliminary 
consideration of the aims and the means which would enable 
the Community to contribute "to the development of quality 
education by encouraging cooperation between Member States 
and, if necessary/ by supporting and supplementing their 
action, while fully respecting the responsibility of Member 
States for the content of teaching and the organization of 
education systems and their cultural and linguistic 
diversity"1. 
Such consideration should take place within a much wider 
context featuring the completion of the Single Market and 
its impact on the area of education and training, as well 
as changers in the need for human resources in the light of 
social and technological changes. It should include the 
contributions to education of sandwich courses and company-
based training, which enable young people to have a better 
understanding of their socio-economic environment and so, 
in due course, to be better equipped to participate both as 
citizens and as workers. 
1 Treaty on European Union, Chapter 3, Article 12 6, 
Paragraph 1. 
4. As the organisation and the content of teaching are matters 
entirely for Member States, it is for them to take measures 
to promote the development of quality in education. For 
this reason this Green Paper invites all those involved in 
education to concentrate their thoughts on the appropriate 
means of accomplishing this, while also asking them to 
identify areas for complementary and subsidiary Community 
action. 
Consideration of this question will also be important in 
the context of the enlargement of the Community, especially 
for the EFTA countries. 
5. In the new context afforded by the Single Market, education 
has as one of its aims the preparation of young people to 
exercise their responsibilities in a wider social and 
economic area. It is in this perspective that the 
development of a European dimension of education must be 
seen as an important factor in the adjustment of the 
educational process to the new economic, social and 
cultural environment. 
Indeed, the improvement of linguistic competence, the 
mutual understanding of the practices and cultures of other 
Member States, and even the ability to work with those of 
other nationalities or in another setting, are among the 
most important factors which help young people to become 
integrated into society and to accept more readily their 
responsibilities as European citizens. At the same time, 
the new possibilities available in the context of building 
the European Community, in particular the greater range of 
educational opportunities, are a bonus which Member States 
should recognise. 
6. It is important here to stress the efforts and the changes 
which national education systems, in all their diversity, 
have already made to respond to the new conditions, 
particularly within the framework of bilateral cooperation. 
It has up to now been possible for the Community to support 
only pilot actions at school level; and these have a 
limited impact. Some examples of the action already 
undertaken are given in Annex A. However, the experience 
gained from these does of course provide a basis for 
further action; but the new possibilities offered by 
Article 126, quoted above, call for a comprehensive and 
coherent approach to complement action taken by Member 
States. 
7. In order to meet this objective, this Green Paper consists 
of three sections: 
the first section places Article 126 in the context of 
the cooperation actions undertaken since 1976. Annex 
B contains a short description of the main stages; 
the second section sets out the theme of the European 
dimension and its main objectives; 
the third section attempts to identify possibilities 
for complementary action, describing the instruments 
and strategies as well as the people involved. 
I. THE NEW LEGISLATIVE CONTEXT 
8. The scope for Community action in the field of education is 
set out in Article 126 of the Treaty but, as indicated 
below (paragraph 11) , other Community policies also take 
education into account. 
9. Article 126 of Chapter 3 of the Treaty is very clear. It 
says that "the Community shall contribute to the 
development of quality education by encouraging cooperation 
between Member States..." and that "Community action shall 
be aimed at : 
developing the European dimension in education, 
particularly through the teaching and dissemination of 
the languages of the Member States; 
encouraging mobility of students and teachers, inter 
alia by encouraging the academic recognition of 
diplomas and periods of study; 
promoting cooperation between educational 
establishments ; 
developing exchanges of information and experience on 
issues common to the education systems of the Member 
States ; 
encouraging the development of youth exchanges and of 
exchanges of socio-educational instructors; 
encouraging the development of distance education". 
Each of these objectives, whether they concern mobility or 
exchange.? of information and experience, or those involved 
in the educational world - pupils, teachers, - or even 
educational methods - the new technologies of information 
and communication - is reltïvant in relation to potential 
value added by Community action in thin area» 
10. It is appropriate to note that this Article is the result 
of a process which has it;.: origins in the Resolution of the 
Council and Ministers of Education meeting within the 
Council of February 1976. A summary of the various steps 
taken since then is given in Annex B. 
11. At the same time, it should be borne in mind that education 
is also taken into account at Community level in other 
areas. This applies particularly in research and 
development but also in regard to health (health education) 
and the environment (environmental education). Indeed, in 
this last-named area, the role of education is of prime 
importance for making pupils aware from a very young age of 
the widely-held concern about protecting the environment. 
It is also particularly important to stress the 
considerable contribution made by the structural policies 
of the Community to education in the most disadvantaged 
regions; the reform of these policies recently adopted by 
the Council is the most obvious illustration of this. 
II THE EUROPEAN DIMENSION OF EDUCATION AND ITS OBJECTIVES 
12. The general objectives of schools include contributing 
towards : 
equality of opportunity for everyone; 
^' - giving all young people a sense of their 
responsibilitites in an interdependent society; 
developing their pupils' ability to act autonomously, 
to make judgements, to assess matters critically and 
to make and adapt to innovations; 
enabling all young people to achieve their full 
potential in their working life and in their own 
personal development, especially by developing in them 
the taste for life-long learning; 
giving their pupils training and qualifications which 
will facilitate their transition to working life, in 
particular through being able to master technological 
change. 
13. In considering these general objectives of education, it is 
important to set out the specific objectives - and, through 
these, the "added value" - of Community action in the 
sphere of education. This "added value" would contribute 
to a European citizenship based on the shared values of 
interdependence, democracy, equality of opportunity and 
mutual respect; it would also help to extend the 
opportunities for improving the quality of education; and 
finally, it would help pupils towards social integration 
and a better transition to working life. 
a• Contributing to European citizenship 
14. Respecting different cultural and ethnic identities, and 
combating all forms of chauvinism and xenophobia are 
essential components of action in the field of education. 
15. Education systems are not limited to ensuring the 
continuation of their own cultures; they must also educate 
young people for democracy, for the fight against 
inequality, to be tolerant and to respect diversity. They 
should also educate for citizenship; and here, Europe is 
not a dimension which replaces others, but one which 
enhances them. 
Community action must therefore stress an education for 
citizenship that includes: 
experiencing the European dimension through learning 
languages, working on a joint transnational project, 
knowledge of other countries and through information 
given as the; basis and stimulus for thought; 
socialisation in a European context, through 
transnational exchanges, because this enables each 
citizen to play a part on the European stage; 
a better understanding of Europe today, and of its 
construction for tomorrow. 
h. Offering opportunities for improving the quality of 
education 
16. When schools take proper account of the European dimension, 
they may find it a stimulus to development. It may act as 
a lever to stimulate education systems and to encourage 
innovation, especially through the meeting of different 
approaches and teaching methods, and through the sharing of 
experience in developing teaching materials - all of which 
contribute to improving the quality of education. 
17. It should be stressed that, since the 1988 Resolution on 
the European dimension in education, the majority of Member 
States has progressively integrated this dimension into 
teacher training as well as into the curriculum; and they 
have encouraged the production of suitable teaching 
material. Such efforts have been complemented, at 
regional, national and Community levels, by different 
actions and initiatives led by the various non-governmental 
organisations (NGOs) active in the field of education. 
18. This sort of enrichment of the content of teaching should 
be accompanied by: 
on the one hand, the raising of awareness among, and 
the provision of appropriate information to, 
educational administrators and others involved, about 
the opportunities available; 
on the other hand, transnational cooperation between 
institutions responsible for initial and in-service 
teacher training; and, finally, 
collaboration on the development of appropriate 
teaching material. 
c. Preparing young people for their integration into 
society and for a better transition to working life 
19. In the context of the achievement of the Single Market, 
with all that that implies, as well as the gradual 
development of a European labour market, the development of 
a European dimension of education can contribute to easing 
pupils' transition to working life and to extending their 
opportunities for employment. 
Indeed, knowledge of languages and familiarity with other 
cultural and professional environments, especially that of 
business, are among the positive factors in helping young 
people to move out into the world and to be able to master 
change, and in preparing them for professional mobility and 
for better integration into society. 
20. In this area, Community action could be directed towards: 
the development of transnational partnerships 
involving a closer relationship between schools and 
the worlds not only of business, but also of local 
authorities, non-governmental organisations, etc.; 
transnational cooperation networks to promote a better 
relationship between general education and initial 
vocational training. 
III. PLAYERS, STRATEGIES AND INSTRUMENTS 
21. The school is one of the main focal points for action in 
the field of education within the Member States; and the 
same should be true for Community action. A school is an 
entity comprising a system encompassing many players 
(pupils, teachers, parents, the local community etc.). It 
is a place for organising the resources available, as well 
as one capable of offering services to its community, with 
which it develops dynamic and interdependent relationships. 
22. These interdependent relationships create their own 
dynamism and bring together: 
those at the different levels of educational 
administration; 
those directly involved in the life of the school: 
pupils, teachers and other staff; 
people involved in the educational process and 
associated with the* school: teacher-trainers and 
inspectors; universities and research teams; the staff 
of libraries and other sources of information; 
the organisations which constitute the social and 
cultural fabric of the local community and which can 
make valuable contribution to schools: professional 
associations and trade unions, parents, local 
authorities, trade associations, leisure centres, 
etc . ; 
the didactic and pedagogical resources, methods and 
the materials used by those involved. 
23. Action at Community level in the area of education could 
thus be centred naturally on schools, through transnational 
educational projects set up on the basis of partnerships. 
These could include the following: 
cooperation through mobility and exchanges; 
the training of teachers and others involved in 
education; 
the development of language teaching; 
distance learning through multimedia systems; 
the promotion of innovation in teaching; 
the exchange of information and experience; 
using the experience of the European Schools. 
a. Cooperation through mobility and exchanges 
24. One of the major elements in the construction of the new 
Europe is the free movement of people. Bringing this about 
will be considerably easier if young people are able while 
at school to have a first experience of mobility. Indeed, 
so far as cultural customs are concerned, it is necessary 
for pupils as young as possible to have opportunities for 
meeting and for encountering different surroundings. 
25. Such transnational mobility could be based on improved 
knowledge and recognition of other countries' systems. 
This is already available in a number of ways, for example 
through the wide variety of bilateral exchanges and trips. 
However, Community action might be concentrated on: 
partnerships, on the basis of cooperation between 
schools with a shared interest in specific areas 
(languages, the environment, cultural heritage, 
etc . ) ; 
networks, in the sense of structures which allow the 
partnerships action to be extended with a view to the 
wider dissemination of the results and experiences. 
26. It is indeed very clear that Community support for such 
exchanges would have little point unless the actions 
envisaged would be certain of having a multiplier effect 
leading to a dissemination of the experience to a wider 
public. In this context, the use of new information and 
communication technologies is an important element. 
b. The training of teachers and others involved in 
education 
27. Teacher training is the main tool in the development of 
teachers' pedagogical practices. It therefore should be in 
the forefront of action to promote pedagogical innovation 
as well as to develop the European dimension in teaching. 
28. Indeed, teachers and their trainers have an important role 
to play in the definition and introduction of new teaching 
areas. They are therefore the main players in integrating 
the European dimension into the content and practice of 
education. 
29. Introducing this dimension requires teachers: 
to learn about the different aspects of Europe today 
and its construction for tomorrow; 
;* 10 
to learn to share and pass on the wealth of European 
cultures; 
to develop a European perspective alongside national 
_: and regional allegiances; 
•}£ - • to . make use of the shared cultural heritage, and 
I existing partnerships and networks as anchor points 
for establishing a teaching approach with a European 
"Ç" dimension; 
to overcome cultural and linguistic obstacles so as to 
develop multilingual and multicultural practice. 
30. It is therefore crucial to strengthen initial and in-
service toacher training. Here again, the accent should be 
put on trpn&national cooperation between teacher training 
institutions, especially in the form of European networks, 
using the medium of exchanges and building on the pilot 
actions aliready started. 
31. Such transnational cooperation should not involve the 
teachers alone: experience so far shows that those 
responsible? for schools, inspectors, advisers or, for 
example, careers guidance counsellors, play an important 
part in the life of the school. It would therefore be 
logical for any Community action in the field of education 
to be open to these.1 people as well. 
c. The development of larigua^e_Jte^chj.ng 
32. The lack of linguistic proficiency and of knowledge of 
other cultures is today one of the main obstacles to 
mobility. How can one move to another country if one has 
no way of communicating? Linguistic proficiency is thus 
a pre-requisite for mobility and for exchanges, and a 
priority for the development of the European dimension in 
education and the knowledge of other cultures. 
33. Based on the experience of the.1 LINGUA Programme, and in 
particular Action II (support for the initial training of 
foreign language teachers), a more developed Community 
action, aimed at a wider public, could be envisaged. 
34. Such an action could be ciccompanied by encouragement for 
teaching and other supporting materials to be developed 
through partnerships. In fact, it would contribute to the 
improvement and enrichment of teaching methods and foreign 
language learning and, an a result, enhance the status of 
such teaching. 
11 
35. Such an appproach could be built on the experience of 
bilingual classes and on the more recent experience of 
European classes.. 
d. Distance learning through multimedia systems 
36. The school must help the pupil to adapt to the demands of 
the rapid technological and social changes which 
characterise society today. It must seek out the best way 
of enabling pupils to adapt easily to a society in which 
the free movement of people is increasingly common. 
37. Open and distance learning presents a whole range of 
possibilities for giving the younger generation the ability 
to adapt to changes in the workplace or even to retraining, 
facilitating the transfer of knowledge. Joint distance 
training projects in programmes such as COMETT, ERASMUS or 
FORCE, have already shown the advantage that this teaching 
approach can bring to the diversification of the education 
and training offered. 
38. From the point of view of ensuring the greatest 
effectiveness of Community action, distance learning -
including the use of telematics - is essential in that it 
allows for better access to education, in particular in the 
less well-off regions. In addition, it is a support for 
trcinsnational partnerships and could be a major instrument 
for disseminating innovations resulting from Community 
activity. 
39. However, it must be stressed that the use of new technology 
is not limited to open and/or distance learning. Indeed, 
multimedia systems are called to play an increasingly 
important role in the transmission of knowledge and in 
increasing the range of places where learning happens. 
Community action on the use of new technology in education 
should therefore be particularly concerned with such 
developments, especially those involving the joint 
development of teaching material. 
e. The promotion of innovation in teaching 
40. Research into education and training would also gain from 
the European dimension. The fourth Framework-Programme for 
Research and Development, already presented by the 
Commmission, opens up interesting possibilities in this 
area. 
41. Indeed, the sharing of problems and of methodologies on 
particular themes enables economies of scale. This would 
involve cooperation between research institutes and 
universities on educational issues. For example, the study 
of innovation and cooperation strategies in and between 
12 
schools in different Member States, as well as of their 
impact, could provide an area of common interest. 
42. The dissemination of innovation in and between teaching 
systems contributes to an improvement in the quality of 
education and should for that reason be encouraged. It 
would be facilitated if transnational networks of 
researchers and teachers, based on themes of common 
interest to be defined by those involved at the appropriate 
levels, were to be established. 
f. The exchange of information and experience 
43. Information on the education systems of Member States, on 
their reforms and innovations provides the essential basis 
for mutual understanding between Member States and for the 
development of the* European dimension of education. In 
this context, the ictiviti.es and the publications of the 
information network on education in the European Community 
(EURYDICE) are of great interest for all those in the world 
of education. I., would be useful to reinforce the 
comparative analyses on. educational systems and 
methodologies, as well as the dissemination of information 
produced as a result. 
44. Information on education in the Member States provides 
essential support to the exchange of experience among those 
responsible for, and involved in, education. The ARION 
Community action providing study visits for education 
specialists could be extended to offer such exchanges to 
those responsible for education at the different levels of 
administration, as appropriate. 
45. Equally, the comparison of national statistics, meetings of 
expert;3 and seminars can contribute to the formation of 
common frameworks of reference. EUROSTAT would be able to 
play an important role in securing the comparability of 
international statistics on education and training. 
g. The experience! of the European Schools 
46. The educational approach developed by the European Schools 
has already made a contribution to the development of the 
European dimension of education and is worth highlighting. 
In particular, through the multicultural mix and the 
introduction of foreign languages into the teaching of 
different subjects, the.\:e schools have a potential for 
innovation which should hi developed. 
47. Their experience could s-i-rve as a reference point in the 
development of "laboratories" of pedagogical innovation 
promoting multicultural teaching and respect for diversity. 
!3 
CONCLUSIONS 
48. As stated at the beginning of this document, this Green 
Paper is intended to stimulate discussions on the 
possibilities offered by Article 126 of the Treaty. As 
such, it does not comprise a proposal, and the possible 
future directions which it suggests are rather indicative 
of the actions which could most appropriately be encouraged 
by the Community in the spirit of Article 126 of the 
Treaty. 
49. It is clear that all the possible actions sketched out in 
this document would need to be looked at in possible 
interaction and combination. The aim is to contribute to 
the identification of those which in complementing and 
supporting the activities already underway in Member 
States, could bring an added value to the development of 
quality in education. 
50. Such a reflection is necessary for the implementation of 
Article 126. It will require the involvement and 
collaboration of those responsible for education and their 
partners at the various different levels and in their own 
area of responsibility. 
The debates and discussions which it is hoped that this 
Green Paper will stimulate will without doubt enhance 
future Community cooperation in the field of education. 
14 
ANNEX A 
SOME EXAMPLES OF COOPERATION PROJECTS 
PILOT ACTIONS SUPPORTED BY THE EUROPEAN COMMISSION 
Pilot action for the development of 40 multilateral school 
partnerships 
1. One significant example is that of a partnership known as 
"Columbus", a project coordinated by the Netherlands, the 
stimulus for which was provided by the 500th anniversary of 
the discovery of America. It brought together schools from 
five city ports to study how the development of these ports 
grew around the development of trade, particularly maritime 
trade. Pupils from Genoa, Antwerp, Lisbon, Barcelona and 
Palermo thus studied the historical, geographic and 
cultural aspects and the1 consequences of trade development 
linked to Christopher Columbus's discovery. They also 
studied the development of these ports in the 19th and 20th 
centuries, a pe^riod during which contacts intensified 
between Europe and America as a result of emigration and 
industrial and technological development. 
2. This work was backed up by visits which enabled each school 
to invite some of the pupils from the other schools 
involved. The project was staggered over three years and 
enabled every pupil from the classes involved to go at 
least once to another city, and at the same time involved 
all the classes in the study and was of interest to the 
whole of each school concerned. 
The teacher exchange scheme 
3. Since the scheme began it has expanded links between the 
pupils and the schools of the teachers involved in the 
exchanges. This can be illustrated by a common pattern. 
The starting point was an exchange between two highly 
enthusiastic teachers of classical literature, one Greek 
and the other French. This developed into a project: 
putting on a play with the children of the two schools, 
mixing ages and classes. The exchange of teachers was 
therefore extended to the pupils' comparing aspects of 
Greek and French theatre and putting on the plays in both 
countries. After two years, the teachers (aware of the 
limits of a bilateral approach) extended the scheme to a 
third school in another country, choosing the topic "Greek, 
French and Italian theatre: the master-servant 
relationship". 
4. Shared reading and theatrical work therefore then covered 
three works, depending on the group or class. The text was 
spoken in the working language (French, either learnt or 
15 
spoken by all three groups), with cross-references in Greek 
(both ancient and modern), in Italian and in Latin. Given 
that theatre is by definition an activity designed to be 
shared, whole schools could become involved in this work 
and tackle a major element of the historical and cultural 
origins of Europe. 
Network of teacher training Institutions 
5. The reinforcement of initial and in-service teacher 
training should make it possible for the European dimension 
to become an integrated part of training rather than just 
a one-off innovation. An example is provided by a network 
coordinated by an Irish institution and working on the 
drafting of a basic curriculum for primary teachers. This 
project has been called "Meithal", from the Irish word used 
in country areas to designate a mutual self help project. 
The institutions of the participating countries work in 
groups of trainers and students, progressively drawing up 
a curriculum designed to be as much a process as a product. 
The various aspects of the curriculum are tested, 
evaluated, modified and then again tested and evaluated. 
6. All the participating institutions have agreed to recognise 
the work undertaken and time spent in one of the network's 
insitutions as part of the training of their future 
teachers. They have cremated a common certificate awarded 
to each of the participating students. This is an 
interesting example of cooperation, negotiation and mutual 
confidence between teacher training institutions. 
II ROLE OF NON-GOVERNMENTAL ORGANISATIONS (NGOs) 
The activities of the NGOs make an important contribution towards 
the promotion of the European dimension in education. The 
organisations which are active at the Community level include: 
7. The European Trade Union Committee for Education (ETUCE) 
The social partners representing the world of education 
have an important role to play in the development of the 
European dimension at all levels of teaching. They are the 
key discussion partners in Community cooperation through 
the debates that they initiate and the proposals that they 
draw up on the basis of conferences and working groups on 
the themes of common interest to teachers in the European 
Community. 
16 
8. The European Secondary Heads' Association (ESHA) 
The European Secondary Heads Assocation (ESHA) has 
successfully carried out a pilot action called "European 
classes - history". The pupils and teachers involved (from 
Greece, Denmark, Belgium, Italy, Germany and the 
Netherlands) together drew up texts on the history of 
Europe since 1945. The implementation of the project 
included teacher exchanges and European meetings of the 
pupils. 
9. The European Association of Teachers (AEDE) 
The European Association of Teachers (AEDE) has contributed 
for many years to the promotion of the European dimension 
of education. In 1993, it published a manual on European 
educational exchanges for use by teachers and pupils. 
10. The Association for Teacher Education in Europe (ATEE) 
The Assocation for Teacher Education in Europe (ATEE) 
publishes a regular bulletin "ATEE News" for its members. 
This includes regular reports on the activities of ATEE's 
various working groups as well articles on relevant 
developments in European education, particularly the 
European dimension of education. 
17 
ANNEX B 
STAGES IN THE DEVELOPMENT OF THE EUROPEAN DIMENSION 
OF EDUCATION AT THE COMMUNITY LEVEL 
1. Although the Treaty of Rome of 25 March 1957 did not cover 
education questions, actions in this area have nonetheless 
developed progressively since the mid-1970s, on the basis 
of Resolutions and Conclusions which have provided the 
opportunity for Member States to embark on their first 
cooperation in this area. 
2. Against this background, the interest shown by the 
Community in education found concrete expression in the 
Resolution of the Council and Ministers of Education 
meeting within the Council of 9 February 1976 concerning a 
programme of action on education. 
3. This Resolution represents the real foundation of 
cooperation. It marked the start of Community work which 
has been progressively extended through the adoption of new 
texts, but which already called for improved information on 
education systems and their comparability, and the 
improvement of language teaching, as the foundation stone 
for better mutual understanding. 
4. The Stuttgart Declaration of 19 June 1983 recommended 
cooperation between institutions of higher education and 
the improvement of information on European history and 
culture with a view to promoting a European awareness. The 
Fontainebleau Declaration of 25-26 June 1984, for its part, 
stressed the importance of promoting the Community identity 
both for its citizens and in the wider world. With these 
two Declarations, the concept of the European citizen 
gradually emerged. 
5. The "Ad Hocw Committee for a people's Europe (March 1985) 
defined this concept and put forward some suggestions for 
involving young people in the construction of the new 
Europe, including in particular teaching languages to the 
very young, school exchanges and transnational cooperation 
initiatives. 
6. With the adoption of the Single European Act (1986), the 
inclusion of a European dimension in education became a 
necessity. 
7 . In their Resolution on the European dimension in education, 
the Council and Ministers of Education meeting within the 
Council on 24 May 1988 restated and defined its objectives, 
to: 
"strengthen in young people a sense of European 
identity and make clear to them the value of European 
18 
civilisation and of the foundations on which the 
European peoples intend to base their development 
today, that is in particular the safeguarding of the 
principles of democracy, social justice and respect 
for human rights; 
prepare young people to take part in the economic and 
social development of the Community and in making 
concrete progress towards European union, as 
stipulated in the Single European Act; 
make them aware of the advantages which the Community 
represents, but also of the challenges it involves, in 
opening up an enlarged economic and social area to 
them; 
improve their knowledge of the Community and its 
Member States in their historical, cultural, economic 
and social aspects and bring home to them the 
significance of the cooperation of the Member States 
of the European Community with other countries of 
Europe and the world.". 
This Resolution invited both the Member States and the 
Community to take action such as integrating the European 
dimension into the school curriculum, teaching material and 
teacher training, 
The European Parliament has continuously supported and 
encouraged the development of the European dimension of 
education in a number of different texts. In its 
Resolution on "The education and training policy in the 
run-up to 1993", adopted in June 1992, it stressed the need 
for integrating the European dimension into general 
training and for establishing a European citizenship. 
The opinion of the Economic and Social Committee of 23 
September 1992 shed new light on the matter by stating that 
European citizenship constituted an added value to the 
diversity and specific features of all the others, to the 
enrichment of all. It asked the Community to be more 
imaginative in promoting the European dimension at school. 
ISSN 0254-1475 
COM(93) 457 final 
DOCUMENTS 
EN 16 
Catalogue number : CB-CO-93-505-EN-C 
ISBN 92-77-59589-2 
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