Opinion on the proposal for a European Parliament and Council Decision establishing the Community action programme Socrates (1)

(94/C 217/06)

On 3 March 1994, the Council decided to consult the Committee of the Regions under Article 198C of the Treaty establishing the European Community, on the abovementioned proposal.

The Committee of the Regions adopted by a large majority with 2 abstentions, on the second day of its 3rd Plenary Session of 17-18 May 1994, the following Opinion drawn up by its Rapporteur-General, Mr David Bellotti.

1. General comments

1.1. General support

The Committee of the Regions gives its support to the principles behind the proposal to establish the Socrates Action Programme. It believes the programme will contribute to the development of quality education and training and that the action proposed will act as a catalyst. The development of partnerships and networks will promote and strengthen the regions of the European Communities.

Accordingly, the Committee of the Regions endorses the proposal and the opinion is supportive.

1.2. Subsidiarity and diversity

The Committee of the Regions would welcome decentralization of the administration and financial responsibility of the programme.

Clause 29 recognizes 'Respect for the diversity of the education systems, the voluntary cooperation of the different players and the free choice of partners...' and this can be best accommodated by ensuring the advisory committees have appropriate representation, i.e. Scotland with a distinctive education system would need separate membership.

1.3. Access to programmes

Education authorities and educational institutions should have equal and easy access to the programmes. Arrangements should be made which ensure that projects which cover more than one action or appear to be between actions are not rejected if they are valuable.

1.4. Ratio of funds

The Committee of the Regions believes there is a need to keep under review the ratio of funds available between higher education and school education (currently 3:1). As the programme develops, primary and secondary education will become vital arenas for the programme which will not grow without that essential dimension.

1.5. Monitoring and evaluation

The programme would benefit from the objective monitoring which could be provided by school teachers and lecturers and educationalists with general and local expertise who have an understanding of the opportunities and the difficulties of applying for and obtaining support from such programmes. This would also assist in ensuring that local and regional viewpoints are made on the programmes.

1.6. The Committee of the Regions welcomes the concept of mobility and interchange of researchers and provision should be made both to encourage this mobility and for the publication and dissemination of research findings cf. Eurydice.

1.7. The Committee of the Regions recognizes the need to establish a centre to disseminate good practice and to facilitate effective networks.

2. Specific comments

CHAPTER I

2.1. Student placements

The programme would benefit from an unambiguous reference to enable students undertaking placements in another country being able to do so for short periods. If minimum periods are stipulated, then this would be a hindrance to participants.

With regard to the inter-university cooperation programmes and the establishment of large networks for each discipline and faculty, the Committee of the Regions would recommend that this opportunity be seized on to use and test new pedagogical tools, especially those based on telematics and audiovisual and multimedia materials.

CHAPTER II

2.2. Cooperation between schools

The criteria proposed for disbursement of Community funds are welcomed and should be interpreted flexibly so that innovation and new thinking are encouraged. Funds should be available for the mobility of young people especially if those from a socio-economic disadvantage are to be encouraged to participate. The concept of flexibility should be applied to the availability of funding under the Socrates programme to allow for greater mobility of young people.

2.3. Multilateral partnership

The value of at least three institutions participating is recognized but in some cases, particularly in regions in which there are linguistic minorities, bilateral programmes can also be worthwhile and deserving of funding; these therefore should not be automatically excluded.

2.4. Language choice

Whilst recognizing the value of learning languages that are less widely used and taught, priority should be attached to all languages when there is still considerable need to encourage the use of the more widely used languages.

2.5. Inter-regional networks

The programme would be greatly enhanced if local and regional authorities and existing networks were enabled to support partnerships and effect introductions as at the Member State level where less knowledge exists.

2.6. Schooling for children of migrant workers and gypsies

The section needs to permit a liberal interpretation so that all travelling people are included. Fairground 'show people' often are excluded and this needs to be rectified. The Socrates programme should be correlated with the action programme to combat social exclusion and promote solidarity.

CHAPTER III

2.7. Information and communication

Electronic communications are useful particularly in more remote areas but information should be disseminated quickly: local and regional information centres should be set up to cover Community programmes for young people.

The Committee of the Regions recognizes that initial training is only the first stage for all educationalist and opportunities and funding must be made available at regular intervals to allow for the updating and uprating of knowledge and qualifications for all educationalists.

The Committee of the Regions takes the view that promotion of information and exchanges of experience on educational innovations must make it possible for the Community to check their relevance to the needs of the citizens of the European Union, particularly with a view to improving their knowledge or vocational skills, and to rationalizing Community aid. The application of the innovations then selected must be supplemented with the training of teachers or educational teams in their use.

2.8. Adult education

Adult education is an important part of a life-long education and is a missing ingredient in the programme. Socrates should make reference to Adult Education as it could make a significant contribution towards achieving a 'European dimension in education' and to developing in a practical way a 'Citizens' Europe'. The Committee of the Regions requests a specific action in the programme for adult education.

3. Conclusions

3.1. Implementation date

It is very important that the programme gets off to a good start. 1 January 1995 is ambitious and should only be maintained if it is certain that everything will be ready.

3.2. Equal opportunities and environmental awareness

These are an essential commitment which should be at the heart of the programme and a pre-requisite for participation. Education to improve environmental awareness should be included in each of the three chapters of the programme.

3.3. Budget

Article 8.3 refers to the Commission reporting to the Council, European Parliament and others by 1998 on the operation of the programme. The Committee of the Regions would expect and welcome inputs from local and regional authorities into that report.

The Committee of the Regions recognizes the importance of twinning links by educational institutions, at all levels, with similar institutions in the emerging democracies of central and eastern Europe and long distance curriculum twinning links and calls upon the Commission and Council of Ministers to recognize the importance of this vital work by its inclusion with the Socrates programme.

Done at Brussels, 18 May 1994.

The Chairman

of the Committee of the Regions

Jacques BLANC

(1) OJ No C 66, 3. 3. 1994, p. 3.