7.11.  75 Official  Journal  of the  European  Communities No C 255/9 
Opinion  on education  in the European  Community 
The document  which  served  as a basis  for the Opinion  was  published  in the Official 
Journal  of the European  Communities  No  C 58 of 18 May  1974,  page  20. 
A. LEGAL  BASIS  FOR  THE  OPINION 
At its 121st  plenary  session  held  on 26 and  27 June  1974  the Committee,  acting  on a 
proposal  from  its Bureau,  decided  to deliver  an Opinion  on the abovementioned  subject 
on its own  initiative. 
B. OPINION  OF THE  ECONOMIC  AND  SOCIAL  COMMITTEE 
The Economic  and  Social  Committee  drew  up its Opinion  at its 129th  plenary  session, 
held in Brussels  on 23 and  24 April  1975. 
The Opinion  is published  below: 
THE  ECONOMIC  AND  SOCIAL  COMMITTEE, 
Having  regard  to Article  20 (4)  of its rules  of 
procedure; 
Having  regard  to the  decision  of the  plenary 
assembly  on 26 June  1974,  following  a proposal  from 
the Bureau,  to deliver  on  its own  initiative  an 
Opinion  on Education  in the European  Community; Whereas  all interested  parties  —- the teachers,  the 
taught  and  representatives  of society  at large  — must 
be involved  in the  formulation  of educational 
policies; 
Whereas  the future  well-being  of the Community  — 
its standard  of living  and  its quality  of life  — is 
dependent  upon  a proper  concept  of education  and 
upon  imaginative  and  effective  educational  policies; 
Having  regard  to  the  decision  taken  by  the 
Committee  Bureau  on 28 May  1974,  instructing  the 
Section  for Social  Questions  to draw  up an Opinion 
and a report  on the matter; 
Having  regard  to the  Opinion  delivered  by the 
Section  for  Social  Questions  at its meeting  on 10 
April  1975,  and  the  oral  report  by the Rapporteur, 
Mr Sloman; ; Whereas  the future  well-being  of the Community  — 
its standard  of living  and  its quality  of life  — is 
dependent  upon  a proper  concept  of education  and 
upon  imaginative  and  effective  educational  policies; 
Whereas  in view  of the  need  for urgent  action  the 
Community  should  concentrate  on proposals  in the 
educational  field  which  are specific  and practical, 
Having  regard  to the discussions  at its 129th  plenary 
session  on 23 and  24 April  1975,  sitting  of 24 April; 
Whereas  education  is essential  for  the  full  and 
healthy  development  of the  human  personality  and 
for the improvement  of society; 
Whereas  Article  26 of the  universal  declaration  of 
human  rights  begins  'everyone  has  the  right  to 
education'; 
Whereas  educational  methods  and  attitudes  towards 
education  must  change  to keep  pace  with  the rapidly 
changing  needs  of modern  society; HAS  ADOPTED  THE  FOLLOWING  OPINION 
with  unanimity  and  3 abstentions: 
1. Introduction 
1.1. In  March  1974,  the Commission  submitted  to 
the Council  a draft  Council  resolution  (*) on 
guidelines  for  the  mutual  recognition  of diplomas, 
H OJ  No C 58, 18. 5. 1974. 
No C 255/10 Official  Journal  of the European  Communities 7.11.75 
certificates  and  other  evidence  of  formal 
qualifications.  The  Council  agreed  to consult  the 
Economic  and  Social  Committee  on  the  draft 
resolution  and,  in inviting  the Committee's  Opinion, 
it made  available  the  Commission  document 
'Education  in the European  Community'.  Exercising 
its right  of initiative,  the  Economic  and  Social 
Committee  decided  that,  in addition  to issuing  an 
Opinion  on the  draft  Council  resolution,  it would 
prepare  also  an  Opinion  on  education  in the 
European  Community,  with  particular  reference  to 
the proposals  in the Commission  document. 
1.2. Education  is central  to the  full  and  healthy 
development  of the Community.  Some  of the Articles 
of the  Treaty  of Rome  have  explicit  educational 
implications:  Article  57, for example,  by which,  to 
enable  professional  people  to practise  throughout  the 
Community,  the  Council  is required  to  issue 
directives  for  the  mutual  recognition  of 
qualifications;  and  Article  118  which  requires 
provision  for basic  and  advanced  vocational  training. 
But, more  important,  it is increasingly  recognized  that 
the economic  and  social  objectives  of the Community 
can be attained  only  if economic  and  social  policies 
are accompanied  by appropriate  educational  policies, 
policies  which  will  help  assure  not only  the economic 
strength  of the Member  States  but also  a richer  and 
fuller  life for every  one  of their  citizens.  The  future 
well-being  of the Community  — its standard  of living 
and its quality  of life  — is dependent  upon  an 
imaginative  and  effective  educational  policy.  For this 
reason  consideration  has  been  given  over  the  past 
three  or four  years  to the possibilities  for Community 
action  in the field  of education. 
1.3. On  26  July  1971,  in  adopting  general 
guidelines  for  the  Community  programme  of 
vocational  training,  the  Council  stated  that  'the 
objective  should  be to provide  the  population  as a 
whole  with  the  opportunities  for  general  and 
vocational  education,  further  education  and  life-long 
education  which  would  adequately  allow  individuals 
to develop  their  personality  and  follow  a skilled 
occupation  in an economy  of which  the  needs  are 
constantly  changing'.  On  16 November  1971,  the 
Ministers  of Education  of the Member  States  of the 
Community,  meeting  for the very  first  time,  agreed 
on the need  for cooperation  in the field  of education 
and set up a working  party  of senior  officials  to 
examine  ways  in which  this  cooperation  might  be 
achieved.  The  working  party  completed  its report  in 
November  1972.  In July  1972  the  Commission 
invited  Professor  Henri  Janne  to make  suggestions  on 
a policy  for  education  in the  Community  after consulting  widely  with  educational  authorities  in the 
Member  States.  Professor  Janne  presented  his report 
in February  1973. 
1.4. In  January  1973,  the Commission  established 
a new  Directorate  XII  with  responsibility  for 
researchj  science  and  education.  On 11 March  1974, 
the Commission  presented  to  the  Council  its 
proposals  for action  in the field  of education  in its 
communication  'Education  in  the  European 
Community'.  In this  communication  the Commission 
outlined  the  programme  of educational  cooperation 
in three  broad  areas:  (i) mobility,  in particular  for 
students,  for  teaching  and  research  staff  and  for 
education  and  youth  administrators;  (ii)  the 
education  of children  of migrant  workers;  (iii)  a 
European  dimension  in education,  in particular  the 
learning  of foreign  languages,  the study  of Europe, 
collaboration  between  institutions  of  higher 
education  and  European  schools.  The  Com-
mission  proposed  the  establishment  of a European 
Committee  for  Educational  Cooperation  which 
would  advise  the  Commission  on the  elaboration 
and development  of  a programme  of  action 
in the  field  of  education.  The  Committee 
would  be composed  of three  members  from  each 
Member  State  and  three  alternates,  and  appointed  by 
the Council  on the nomination  of the Member  States. 
1.5. On  6 June  1974,  the Ministers  of Education, 
meeting  within  the  Council,  resolved  to initiate  a 
programme  of cooperation  in the field  of education 
and identified  seven  areas  of 'interest':  (1)  better 
facilities  for the education  and  training  of nationals 
and the children  of nationals  of other  Member  States 
of the Community  and  of non-member  countries;  (2) 
promotion  of closer  relations  between  educational 
systems  in Europe;  (3)  compilation  of up-to-date 
information  and  statistics  on education;  (4) increased 
cooperation  between  institutions  of higher  education; 
(5) improved  possibilities  for academic  recognition  of 
diplomas  and  periods  of study;  (6) encouragement  of 
the freedom  of movement  and  mobility  of teachers, 
students  and  research  workers,  in particular  by the 
removal  of administrative  and  social  obstacles  to the 
free movement  of such  persons  by the  improved 
teaching  of foreign  languages;  (7)  achievement  of 
equal  opportunity  for  free  access  to all forms  of 
education.  In order  to foster  action  in these  areas,  the 
Ministers  agreed  that  an education  committee  should 
be set up,  but,  in contrast  to the  proposals  of the 
Commission,  it was  agreed  that  the  Committee 
should  be  composed  of representatives  of the 
Member  States  and  of the  Commission  and  that  it 
should  report  to the  Education  Ministers  before  30 
June  1975. 
7.11.  75 Official  Journal  of the European  Communities No C 255/11 
1.6. The  Economic  and  Social  Committee  was 
consulted  by the  Council  in 1973  on the  European 
Centre  for Vocational  Training,,  and  in 1974  on the 
guidelines  for  the  mutual  recognition  of 
qualifications.  In 1973,  it submitted  to the Council  a 
study  prepared  by Mrs  Weber  on vocational  training 
in the Member  States.  The  present  Opinion  is limited 
to those  areas  referred  to by the Commission  in its 
communication  to the Council  of 11 March  1974  and 
to the  so-called  priority  spheres  of action  identified 
by the Ministers  of Education  on 6 June  1974.  But 
the Committee  attaches  paramount  importance  to the 
subject  of education  and  intends,  through  its Section 
for Social  Questions  to maintain  a close  and 
continuing  interest  in the subject. 
2. The  education  of migrants  and  their  families 
2.1. Article  48 of the  Treaty  provides  for  the 
freedom  of movement  of workers,  in particular  the 
abolition  of discrimination  based  on  nationality 
between  workers  of the  Member  States  as regards 
employment  remuneration  and  other  conditions  of 
work  and  employment.  Regulation  (EEC)  No 
1613/68  lays  down  the  terms  of this  freedom  of 
movement.  A worker,  for  example,  'shall,  by 
virtue  of the  same  right,  and  under  the  same 
conditions  as national  workers,  have  access  to 
training  and  vocational  schools  and  retraining 
centres',  and  'children  of a national  of a Member 
State  who  is, or has  been,  employed  in the territory 
of another  Member  State,  shall  be admitted  to that 
State's  general  educational,  apprenticeship  and 
vocational  training  courses  under  the same  conditions 
as the  national  of that  State  if such  children  are 
residing  in its territory'.  The  Economic  and  Social 
Committee  notes  that,  although  Regulation  (EEC) 
No 1613/68  is by right  applicable  only  to nationals 
of Member  States,  the Social  Action  Programme  is 
intended  for  all migrant  workers.  The  Committee 
acknowledges  the special  responsibility  of the  Com-
munity  to provide  for the needs  of migrants  and  their 
families  from  other  Member  States,  but it particularly 
welcomes  the concern  of the Commission  and  of the 
Council  of Ministers  for all migrant  workers  whether 
nationals  of Member  States  or not. 
2.2. The  Economic  and  Social  Committee  will 
shortly  be delivering  an Opinion  on  the  action 
programme  in respect  of migrant  workers  and  their 
families  and  its present  comments  are  limited  to 
educational  matters.  There  is first  the problem  of the migrant  workers  themselves,  women  as well  as men, 
the great  majority  of whom  are  unskilled.  They 
therefore  need  not only  instruction  in the language  of 
the host  country  but  also  vocational  training. 
Provision  should  be made  for  migrants  to follow 
special  introductory  courses  before  they  leave  their 
own country,  with  a view  to  assisting  their 
integration  into  their  new  linguistic  and  working 
environment.  In  the  host  country,  day-release 
schemes  are  necessary  to enable  them  to combine 
with  their  work  language  instruction  as well  as 
vocational  training.  There  is the  problem  of the 
children  of migrants  whose  educational  programme 
should  enable  them  to adapt  to the  language  and 
culture  of their  host  country,  and,  at the same  time, 
to maintain  their  native  culture  and  language.  They 
should  be so educated,  that  is that  they  have  the 
option  either  to settle  into  the  new  environment  of v 
their  parents  or to return  to their  own  country  with 
appropriate  recognition  of the  education  they  have 
received.  There  is the problem  finally  of educating,  in 
the broadest  sense,  the  families  of migrants  and 
fitting  them  into  a new  social  environment.  The 
Committee  draws  attention,  in particular,  to the 
wives  of migrant  workers.  They  face  not  only 
problems  of language  but  the  serious  psychological 
problems  which  are  likely  to arise  because  their 
family  life  and  their  social  life  have  inevitably  been 
disrupted,  and  very  special  problems  if they  come 
from  countries  where  women  have  not  enjoyed  full 
and equal  rights  with  men.  The  difficulties  of settling 
into a new  country  are,  perhaps,  most  acute  for 
wives,  yet little  or no educational  provision  is made 
for them.  It is essential  that  adequate  finance  is 
available  to cover  the cost  of the special  educational 
provision  necessary  for migrants  and  their  families. 
As a result  of the  Decision  of the  Council  of 
Ministers  of June  1974  the  European  Social  Fund 
will be used  and  the  Committee  is concerned  that 
the existence  of this  Fund  should  be given  adequate 
publicity. 
2.3. The  Committee  recognizes  the  size  of this 
problem.  It has  been  estimated,  for example,  that  in 
1973  there  were  in the  Community  more  than  six 
million  migrant  workers  and  a total  migrant 
population  exceeding  10 million,  and  nearly  two 
million  children  of migrants  between  the ages  of 4 and 
18. It also  recognizes  the complexity  of the problem. 
There  is the  problem,  for  example,  of finding  the 
teachers  for migrant  children,  recruiting  them  from 
the migrant's  country  of origin  or from  amongst  the 
migrants  themselves,  the  problem  also  of ensuring 
that the special  provision  for migrant  children  does 
not adversely  affect  the  progress  of indigenous 
children.  The  Committee  therefore  proposes  an 
urgent  and  practical  programme  of research  and  of 
pilot  schemes  to include  such  matters  as the practical 
No C 255/12 Official  Journal  of the European  Communities 7.11.  75 
difficulties  of a bilingual  and  bicultural  curriculum, 
the recruitment  and  training  of specialist  teachers  and 
the availability  of grants  and  other  forms  of help. 
3. Mobility  in education 
3.1. The  movement  of teachers  and  students 
between  countries  is customarily  encouraged  on two 
grounds.  First,  it is an effective  way  of enlarging  the 
vision  and  broadening  the experience  of those  who 
move.  Second,  personal  experience  abroad  allows  the 
acquisition  of particular  skills,  both  by teachers  and 
students  notably  in foreign  languages.  But  greater 
and freer  movement  of teachers  and  students  between 
the Member  States  of the  Community  is not  just 
desirable.  It is essential.  It is central  to the whole  idea 
of the  Community  that  its people  should  more  and 
more  come  to see  themselves  as Europeans,  less  as 
nationals  of the Member  States  than  as citizens  of the 
Community.  National  preferences  and  prejudices  will 
be eradicated  only  if there  is far greater  movement 
between  the  Member  States,  far  greater 
understanding  of each  other's  customs  and  cultures. 
Hence  the provisions  of Article  48 of the  Treaty  of 
Rome  relating  to the  freedom  of movement  and  to 
the abolition  of any  discrimination  on the  basis  of 
nationality.  And,  although  the  Article  specifically 
excludes  those  employed  in the public  services,  and 
therefore  the teachers  of many  Member  States,  other 
Articles  refer  in general  terms  to the  removal  of 
obstacles  to freedom  of movement  for all persons. 
3.2. For  both  staff  and  students  the opportunities 
for movement  are  greatest  in higher  education, 
particularly  in  universities.  For  teaching  and 
research  staff  this  is because  of greater  availability  of 
funds  and  the  arrangements  which  institutions  of 
higher  education  make  for  study-leave,  leave  of 
absence  and  secondment.  For  students  it is at this 
level  that  movement  is  easiest  between  the 
educational  systems  of member  countries.  There  is in 
particular  the  provision  for  students  of modern 
languages  to spend  a year  abroad  as assistants  in 
schools  or institutions  of higher  education.  The 
Committee  would  wish  to encourage  far  greater 
movement  in education  and  not  just  for  foreign 
language  students.  But  a very  special  effort  is needed 
to encourage  mobility  at the secondary  level  provided 
always  that  the  teaching  programmes  have  been 
carefully  prepared,  for  it is at this  stage  in their 
education  that  the  impact  of experience  abroad  on 
students  is greatest.  The  Committee  calls  attention  to the value  of mobility  of students  following  courses  in 
vocational  training  in countries  other  than  their  own, 
with  the  insight  such  courses  can  provide  into  the 
different  practices  of Member  States  and  their 
different  methods  of training,  and  it particularly 
stresses  the  value  of exchanges  of young  workers. 
The joint  programmes  for  such  exchanges  as 
envisaged  under  Article  50  should  be  greatly 
extended  with  provision  for accommodation  for the 
families  of workers  and  for  youth  organizations, 
making  the  maximum  use  of existing  educational 
facilities  which  for  long  periods  in the  year  are 
under-utilized. 
3.3. Two  of the barriers  to mobility  — the absence 
of academic  recognition  of qualifications  and the lack 
of competence  in foreign  languages  —  are  so 
formidable  that  they  are  treated  under  separate 
headings.  But  they  are not  the  only  barriers.  There 
are still  legal  barriers,  particularly  for the long-term 
appointment  of foreign  staff,  as well  as for the award 
of grants  for  students.  There  are  administrative 
barriers,  particularly  where  universities  and  other 
institutions  of  higher  education  with  selective 
admission  stipulate  additionally  a quota  for  foreign 
students.  And,  inevitably  there  are financial  barriers, 
the additional  cost  not  only  of travel  to and  from 
another  country  but  of housing  and  maintenance. 
Unless  public  funds  are available  to meet  these  costs, 
movement  will  clearly  be impossible  for all but a tiny 
minority  with  private  means.  The  Committee 
recognizes  also  that  at least  in some  Member  States 
there  is on all levels  of education  a general  reluctance 
to move  abroad,  even  for short  periods.  It will  not be 
enough  in these  States  simply  to remove  barriers. 
Positive  incentives  will  b<" needed  to stimulate  and 
encourage  movement,  even  to reward  it. 
3.4. Recent  studies  on mobility  in education  are 
legion.  There  can  be no major  international  body 
which  is not engaged  on the study  of some  aspect  of 
mobility  or arranging  conferences  about  it, but  the 
practical  results  so far are  singularly  disappointing. 
The most  recent  UNESCO  figures  would  seem  to 
indicate,  for  example,  that  of all the  Community 
students  in higher  education  only  one  student  in 200 
is following  a degree  course  in another  Member 
State.  It is the  Committee's  view  that  the  lack  of 
mobility  in education  between  the Member  States  is a 
serious  matter  which  calls  for  urgent  action.  The 
7.11.  75 Official  Journal  of the European  Communities No C 255/13 
barriers  to mobility  within  the Community  should  be 
identified  and  specific  proposals  for  their  removal 
made  to the Council  of Ministers. 
4. The  learning  of foreign  languages existing  in-service  courses  should  be  given  the 
maximum  publicity,  that  Member  States  should  be 
required  to make  provision  for teachers  to be relieved 
temporarily  of their  duties  in schools  to follow  such 
courses,  and  that  the  Community  itself  should 
encourage,  by  means  of  initial  grants,  the 
establishment  of new  courses  for teachers  from  other 
Member  States. 
4.1. The  diversity  of language  and  of cultural 
traditions  of the Member  States  must  be recognized 
and maintained.  Greater  communication  between  the 
Member  States,  both  by the written  and  the spoken 
word  — which  is fundamental  to the building  of the 
Community  —  must  therefore  depend  in large 
measure  upon  the  acquisition  by their  citizens  of at 
least  one  foreign  language.  The  Committee  endorses 
the objective  of the Commission  that  as many  people 
as possible  should  be able  to communicate  in a 
language  of a Member  State  other  than  their  own, 
and to comprehend  a second  language,  although 
great  care  must  be taken  not  to jeopardize  the 
survival  of officially  recognized  languages  within  a 
Member  State.  If this  objective  is to be attained, 
opportunities  need  to be provided  in every  Member 
State  for every  person  to learn  one  or more  foreign 
languages  either  as part  of a formal  educational 
programme  or by other  means.  The  Committee  calls 
attention  to the  importance  of providing  in all the 
major  centres  of the Community  short  and  intensive 
courses  for adults  as well  as collections  of the latest 
learning  materials,  the importance  also  of broadcast 
instruction  with  access  to such  large  numbers  of 
people. 
4.2. The  Committee  recognizes,  on the one  hand, 
the important  changes  which  have  taken  place  in 
recent  years  in the methods  of language  teaching  and, 
on the  other,  the  appallingly  antiquated  methods 
which  are  still  employed  in a large  number  of 
schools.  It notes  the valuable  work  which  has  been 
done  by  the  Council  of Europe  to review  and 
document  changes  in language  learning,  and  its 
designation  of CILT  (Centre  for  Information  on 
Language  Teaching)  in London  as a centre  for the 
coordination  of information.  It believes  that  a 
comprehensive  survey  should  be made  of the  new 
methods  of language  teaching  at all levels  and  in all 
their  forms,  and of the effectiveness  of these  methods, 
and that  the results  of this  survey  should  be brought 
to the  urgent  attention  of  all  educational 
establishments  in the Member  States.  The  Committee 
also draws  attention  to the  importance  of the 
retraining  of language  teachers.  It believes  that  all 4.3. The  Committee  proposes  that  a small  group 
of language  experts  from  the Member  States  should 
be invited  to make  a survey  of recent  advances  in 
language  teaching,  to identify  gaps  in the  present 
language  provision,  with  special  reference  to the need 
to retrain  teachers  in new  methods,  and  to look  into 
the implications  of  a  compulsory  language 
requirement  for access  at every  level  of education. 
5. Mutual  recognition  of qualifications  and  periods 
of study 
5.1. Article  57 of the Treaty  of Rome  requires  the 
Council  to issue  directives  for the mutual  recognition 
of qualifications  in order  to make  it easier  for 
persons  to  take  up  and  pursue  activities  as 
self-employed  persons.  But  this  'professional' 
recognition  of qualifications,  concerned  with  the 
conditions  and  standards  of training  to allow  the 
exercise  of a profession,  must  be distinguished  from 
the 'academic'  recognition  of  qualifications, 
concerned  with  the  equivalence  of certificates  and 
diplomas  and  degrees  to allow  the  continuation  of 
studies.  There  is also  the  problem  of recognizing 
periods  of study  abroad  which  have  led  to no 
qualification.  The  lack  of mutual  recognition  for 
academic  purposes  is a major  obstacle  to the mobility 
of students  at every  stage  of the educational  process. 
It is also  a serious  matter  for  those  students  who, 
moving  with  their  families  away  from  or back  to 
their  own  countries,  find  that  their  qualifications  and 
periods  of study  are not recognized. 
5.2. The  question  is not  an easy  one,  in part 
because  of the  different  educational  systems  and 
practices  of Member  States.  The  governments  of 
some  States,  for example,  have  drawn  up a number 
of bilateral  agreements  on  equivalence.  In other 
Member  States  individual  institutions  are themselves 
solely  responsible  for the admission  of students  and 
No C 255/14 Official  Journal  of the  European  Communities 7.11.  75 
their  governments  have  no  power  to  make 
agreements  on mutual  recognition.  Both  students 
who are seeking  admission  to the institutions  of other 
Member  States  and  those  persons  within  these 
institutions  responsible  for  admissions  clearly  need 
far more  information.  The  Committee  welcomes  the 
undertaking  of the  Commission  to update  existing 
bilateral  and  multilateral  agreements  and 
conventions.  It also  recognizes  the  important  work 
done  in this  area  by other  international  organizations, 
in particular  the  Council  of  Europe  aiid  its 
Committee  for Higher  Education  and  Research.  The 
Committee  should  encourage  its work  and  ensure 
that its own  work  does  not duplicate  it. 
5.3. There  is also  the problem  of the criteria  which 
should  be  used  to establish  the  equivalence  of 
qualifications.  There  should  certainly  be no attempt 
to impose  on the  institutions  of Member  States  a 
common  curriculum.  With  the  increasing  pace  of 
change  in society,  curricula  themselves  must  also  be 
changing.  The  need  is for  greater  diversity  in the 
length  of courses,  in the  content  of courses,  in the 
blend  of practical  and  theoretical  work,  in teaching 
methods  — and  for  greater  flexibility.  There  is no 
single  curriculum  which  can  meet  the needs  of every 
student.  Equivalence  will  have  to be based,  not  on 
common  curricula,  but on common  standards  within 
broad  areas  of study.  But  equivalence  of standard 
will not  be  achieved  .until  there  is far  greater 
interchange  between  the Member  States  both  of ideas 
and of people.  Progress  can be made  in two directions, 
i First,  there  can  be  encouragement  of bilateral 
agreements  of the kind  made  in certain  fields  by, for 
example,  Germany  and  France  and  by Germany  and 
Italy,  where  courses  are individually  evaluated  taking 
account  not only  of the content  of the courses  but of 
entry  standards,  staff/student  ratios,  technical  and 
secretarial  assistance,  availability  of  equipment. 
Second,  far  more  information  should  be  made 
available  about  courses  in Member  States,  infor-
mation  which  is indispensable  for  institutions  like 
those  of the  United  Kingdom,  which  are themselves 
solely  responsible  for  admissions  and  which  judge 
individual  applicants  on the merits  of their  case. secondary  and  tertiary  education  and  of departments 
of education  to look  into  particular  problems  of 
academic  recognition  within  the Community  and  to 
discuss  specific  solutions  to these  problems. 
6. Cooperation  between  educational  systems  and 
between  institutions 
6.1. Cooperation  between  the educational  systems 
of Member  States  must  take  account  of the diversity 
of these  systems.  It should  be directed,  in the  first 
instance,  to the adequacy  of the different  systems  to 
cope  with  some  of the central  educational  problems 
common  to all Member  States. 
6.2. There  is first  the  capacity  of  existing 
educational  systems  to provide  the skilled  manpower 
necessary  for  the  economic  prosperity  of  the 
Community  and  its Member  States.  These  systems 
will have  constantly  to change  their  educational 
programmes  to keep  pace  with  the changing  needs  of 
modern  society.  There  is a need  not  just  for  the 
further  extension  of full-time  initial  education,  but 
also for more  part-time  education  and  for continuing 
education,  with  increasing  emphasis  on  special 
courses  for particular  groups,  on remedial  work  for 
those  who  received  inadequate  education  when  they 
were  young,  and  on  vocational  training  and 
retraining  relevant  to employment  needs,  increasing 
emphasis  also  on new  methods  of learning,  such  as 
those  of the so-called  open  universities  with  far more 
imaginative  use  of correspondence  courses  and  of 
radio  and  TV.  There  is a need  also  for  adequate 
provision  in all Member  States  for secondment  and 
day-release  so that  people  at work  can  take  time  off 
to follow  part-time  or  full-time  professional, 
vocational  and  general  courses.  The  Committee 
recognizes  the  important  developments  that  are 
taking  place  in many  Member  States  through  the law 
and through  collective  agreements  in the whole  field 
of continuing  or life-long  education  and  the  special 
need  for  a greater  exchange  of information  and 
experience. 
5.4. The  Committee  recognizes  the  very  special 
difficulties  that  arise  because  of  the  different 
educational  systems.  But  it also  stresses  the 
importance  of removing  what  is, in many  Member 
States,  a formidable  barrier  to mobility.  It therefore 
supports  the  proposal  of the  Commission  that  a 
conference  should  be held  for  representatives  of 6.3. But  better  educational  provision  is not  only 
necessary  to ensure  the  scientific  and  technological 
basis  for economic  progress;  it is even  more  necessary 
to improve  the quality  of life by means  of trained  and 
critical  minds  which  are concerned  with  the nature  of 
society  and  the  values  on which  it is based,  and  to 
7.11.  75 Official  Journal  of the European  Communities No C 255/15 
advance  social  justice  by meeting  the very  special 
needs  of those  who  are  disadvantaged  and 
discriminated  against.  There  is, for example,  the 
striking  and continuing  discrimination  in many  fields 
of education  against  women,  and priorities  will need 
to be quite  radically  revised  if they  are to receive  fair 
and equal  treatment  with  men.  If there  is to be 
progress  towards  genuine  equality  of educational 
opportunity,  it will  not  be enough  to remove 
financial  obstacles.  Major  and sustained  efforts  will 
be necessary  in the form  of positive  discrimination 
towards  particular  groups  — lower-income  groups, 
minority  racial  groups,  the handicapped,  women  — 
and towards  particular  areas:  remote  rural  and 
mountain  areas,  for example  — and  educational 
policies  will  need  to be coordinated  with  other 
governmental  policies.  These  are problems  which  are 
common  to all the Member  States,  problems  also  of 
direct  and  deep  concern  to the man  in the street. 
And,  because  to solve  them,  new  ground  will  have  to 
be broken  in all the  Member  States  they  are 
particularly  appropriate  for Community  action.  It 
will be a test of the political  will  of the Community 
that it does  something  effective  about  these  problems. Research,  which  brings  together  more  than  60 
European  institutes  or departments  of political 
science.  The  Community  can give  a boost  to such 
cooperation  by providing  funds  to allow  cooperative 
projects  to be planned  and  launched.  Thereafter,  if 
such projects  prove  themselves,  if they  are of value  to 
those  involved,  the institutions  will  themselves  give 
them  support.  The  Community  can  also  help  by 
providing  information  about  cooperative  projects 
which  may  in turn  stimulate  other  institutions  to 
follow  them.  But the Committee  wishes  to emphasize 
that cooperation  should  not  be limited  to higher 
education.  It should  extend  to other  levels  of general 
and professional  education,  and  is the more  urgent 
and important  because  so little  has  hitherto  been 
done  at these  levels. 
7. Documentation  and statistics  of education 
6,4. Educational  standards  in each  of the States 
can be improved  through  a more  systematic  exchange 
of ideas  and through  the greater  mobility  of students 
and teachers  and administrators.  More  can be learnt 
about  each  other's  educational  systems,  in particular 
about  experimentation  and  innovation  within  these 
systems.  There  should  be  regular  consultation 
between  the  Member  States  on all aspects  of 
educational  planning  and  method,  so as to ensure 
that they  take  into  account  the policies  of other 
Member  States  in the  formulation  of their  own 
policies.  Future  changes  in national  educational 
systems  should  make  cooperation  between  the 
systems  easier,  not more  difficult. 
6.5. Insitutional  cooperation  is most  effective  when 
it takes  place  between  individual  institutes  or 
departments,  when  it has  the support  of not  just 
rectors  but of everyone  involved,  teachers  and taught, 
and when  it is based  on common  interests  and 
particular  needs.  There  has been  far too little  contact 
between  European  institutions  of higher  education. 
All too  often  in the  past,  the  leading  European 
scholars  in a particular  field  of study  have  come  to 
know  each  other,  not in their  own  countries  but in 
the universities  of the  United  States.  Particular 
attention  should  therefore  be paid  to such  pioneering 
projects  as the European  Consortium  for Political 7.1. The  Committee  believes  that  educational 
development  and  reform  in the Member  States  will 
gain immeasurably  by a wider  and  more  systematic 
exchange  of information.  It notes  that  within  the 
Community's  Statistical  Office  in Luxembourg  there 
is a division  for research,  science  and  education 
statistics  and  that  a working  group  has  been 
established  of education  statistics  experts  from 
Member  States.  The  Community  should,  in its view, 
develop  an overall  strategy  of documentation  and 
statistics.  This  should  include  the standardization  of 
statistics  in Member  States  so that  they  are more 
readily  comparable,  the regular  up-dating  of material 
and the deployment  of documentation  so that  it is 
used to the best  advantage.  Particular  effort  should 
be made  to document  pilot  proposals  and innovation 
of all kinds.  The Committee  suggests  that a survey  be 
made  of all existing  sources  of documentation 
statistics  and  an assessment  of the most  urgent  and 
most  important  needs  for further  documentation  and 
statistics.  It is important  also  to recognize  the 
different  categories  of users  of educational  material 
— the policy-maker,  the researcher,  the teacher,  the 
student  — and to identify  the special  needs  pf these 
users. 
7.2. The  Committee  is concerned  about  three 
additional  points.  First,  advantage  should  be taken  of 
the expertise  and experience  that  has been  acquired 
in both  computerized  and non-computerized  systems 
No C 255/16 Official  Journal  of the European  Communities 7.11.75 
of documentation  to ensure  that  material  is not 
simply  collected  but stored  in a form  in which  it can 
easily  be retrieved.  Far too often  material  is collected 
and subsequently  hardly,  or never,  used.  Second, 
maximum  effort  should  be given  to publicizing  the 
existence  of documentation  and  statistics  to ensure 
both  that  the  work  of documentation  is not  done 
again  by other  bodies  and  that  it is widely  used. 
Third,  the Committee's  own  work  on documentation 
and statistics  should  take  account  of the  work  of 
other  bodies,  national  bodies  of the  Member  States 
and international  bodies  like  the Council  of Europe, 
UNESCO  and  OECD,  so that  gaps  that  exist  at 
present  are  filled  and  that,  as far  ^s possible, 
duplication  is avoided. 
8. European  institutions 
8.1. The  Committee  hopes  that,  over  the years,  all 
the educational  institutions  of the  Community  will 
become  progressively  more  European:  more 
European  in their  curricula,  with  increasing  emphasis 
on the  study  of the  history  and  culture  of Member 
States  and  of Europe  generally,  more  European  also 
in the composition  of their  staff  and  students.  It also 
hopes  that  these  institutions  will  accept  their 
responsibility  to instruct  their  students  in all matters 
concerning  the  Community.  But  the  Committee 
recognizes  the very  special  contribution  which  can  be 
made  to education  within  the  Community  by 
colleges,  institutes,  centres  and  schools  which  are 
European  or international  by foundation. 
8.2. The  Committee  welcomes  the signing  in April 
1972  of the Convention  for the European  University 
Institute  in Florence,  the  coming  into  force  of the 
Convention  on 1 February  and  the  accession  of the 
three  new  Member  States  on 20 March.  It also 
welcomes  the establishment  recently  in Berlin  of the 
European  Centre  for the Development  of Vocational 
Training  which  will,  it is hoped,  be an effective 
instrument  for  stimulating  discussion  and  action  in 
the field  of vocational  training.  It welcomes  too,  the 
work  done  by the College  of Europe  at Bruges  and 
the European  Community  Institute  for  University 
Studies  in Brussels. 
8.3. In  secondary  education,  the Committee  wishes 
to drawn  attention  to the six European  schools  and  to 
other  international  schools  in Europe,  notably  the Atlantic  College  and  the proposed  Trieste  College  of 
United  World  Colleges.  The  Committee  endorses  the 
Commission's  view  that  the  European  schools  have 
served  as  interesting  centres  of  educational 
experimentation  for  children  of mixed  nationalities, 
more  particularly  in respect  of language  learning  and 
the development  of a European  consciousness.  It 
therefore  proposes  that  the work  of these  European 
schools  and  other  international  schools  in Europe 
should  be supported  and  access  to them  broadened 
by means  of fellowships  for teachers  and  scholarships 
for students.  Such  schools  should  be integrated  into 
the local  environment,  and  the  local  educational 
system  in so far as this  is consistent  with  maintaining 
their  distinctive  character,  as quickly  as possible  so as 
to avoid  their  being  regarded  as separate  or distinct 
from  the  local  educational  system.  The  Committee 
strongly  endorses  the objective  of the European  and 
international  schools  and  believes  that  the 
Community  should  do everything  possible  to extend 
the system.  For this  purpose,  account  should  be taken 
of the  experience  of  existing  European  and 
international  schools,  in  particular  in  the 
recruitment  of appropriate  staff  and  in the drawing 
up of curricula.  It therefore  supports  the proposal  of 
the Commission  that  a special  Study  Group  should 
be established  to look  into  this  possibility.  The  Study 
Group  should  consider  the extent  to which  European 
schools,  established  primarily  to  cater  for  the 
children  of employees  of the  Community  can  be 
extended  to all children,  including  the  children  of 
migrants. 
9. Conclusions 
9.1. The  Committee  believes  that  a Community 
programme  in  education  is indispensable.  The 
economic  and  social  policies  of the Community  will 
be effective  only  if they  are  accompanied  by 
appropriate  educational  policies.  The  Committee 
interprets  the word  'education'  in the widest  sense.  It 
is concerned,  that  is, about  all forms  of educational 
courses,  whether  general  or vocational,  whether 
part-time  or full-time,  irrespective  of the  content  or 
length  of these  courses  or of the stage  of life  at which 
they are followed. 
9.2. Some  educational  problems  — the  mutual 
recognition  of qualifications,  for  example,  or of 
comparable  periods  of study  — are  by their  very 
nature  problems  which  call  for common  policies  or at 
the very  least  for the coordination  of national  policies 
7.11.  75 Official  Journal  of the European  Communities No C 255/17 
which  would  help  avoid  solutions  which  aggravate 
the problems  or which  even  conflict  with  each  other. 
9.3. Other  educational  problems  — for  example, 
institutions  adapting  themselves  to  changed 
circumstances  and  to  changing  needs  —  are 
essentially  problems  for action  by individual  Member 
States.  But  many  of them,  and  they  include  the most 
intractable,  are  common  to all Member  States.  A 
Community  programme  of  investigation  and 
discussion  can  provide  a clearer  understanding  of 
such  problems,  and  a Community  programme  of 
action  — on vocational  training,  for example,  and  on 
refresher  courses  — can  lead  to speedier  and  more 
effective  solutions  for  such  problems.  Educational 
institutions  in all the  Member  States,  including  the 
most  illustrious,  have  been  notoriously  unresponsive 
to change. increasingly  include  in  their  teaching  a large 
European  and  international  component  to allow  a 
more  intimate  knowledge  of the  history  of other 
Member  States  and  a better  appreciation  of that 
history  within  the  broader  European  and 
international  context.  In the Committee's  view  it is a 
precondition  of a sense  of solidarity  amongst  the 
Member  States,  and amongst  the peoples  of Europe. 
9.7. The  educational  systems  of Member  States  are 
so diverse  that  it would  be impractical  to attempt  to 
impose  a single  system.  This  would  also  be highly 
undesirable.  The  very  diversity  is a source  of richness 
and vitality.  Yet  precisely  because  of this  diversity  it 
is imperative  that  there  is cooperation  and  in some 
areas  coordinated  policies,  so as to allow  greater 
educational  mobility  between  the Member  States  and 
a better  linkage  of the diverse  educational  systems. 
9.4. The  Committee  attaches  particular  importance 
to three  such  problems.  First,  education  at every  level 
must  be open  to all  social  groups.  It must  be 
society-wide.  Means  must  be found  by which  those 
who are discriminated  against  and  disadvantaged  — 
women,  for example,  and  the  lower  income  groups 
— can  enjoy  the  same  educational  facilities  as 
everyone  else.  The  Committee  is deeply  concerned 
that educational  opportunity  continues  to be so 
blatantly  and  persistently  unequal. 
9.5. Second,  education  can  no longer  be seen  as a 
once-and-for-all  affair  during  adolescence.  It must  be 
life-long.  A person  should  be able,  at any  stage  in his / 
life, to gain  a training  or re-training  appropriate  to 
his ability  and  experience  to improve  himself  and  his 
family.  The  Committee  recognizes  that  this  will 
require  new  attitudes  not  only  about  methods  of 
education  — following,  for example,  the lead  of the 
Open  University  — but  new  attitudes  also  about 
secondment  to enable  people  to take  time  off in order 
to follow  vocational  and  general  courses,  and  about 
the special  provision  necessary  for  those  who, 
because  of the  conditions  under  which  they  work, 
cannot  follow  such  courses. 9.8. Community  programmes  in education  for 
cooperation  and  for  coordinating  policies  in 
education  must  take  account  of the activity  of other 
international  organizations  so that  work  is not 
duplicated.  The  Committee  welcomes  in particular 
the educational  programmes  of the  Council  of 
Europe,  of OECD,  of UNESCO,  and  of ILO.  But  the 
activities  of these  organizations  cannot  absolve  the 
Community  from  taking  all such  action  which  is 
necessary  over  the whole  field  of education  to achieve 
its own  objectives.  For  many  educational  problems 
there  will  need  to be  a distinctive  Community 
approach.  For  all of them,  one  hopes,  there  will  be a 
distinctive  Community  effort. 
9.9. The  subject  of cooperation  in education, 
whether  European  or international,  is one  on which 
pronouncements  of principle  are easily  made.  There 
have  been  endless  meetings  on cooperation  in recent 
years  and  a plethora  of reports.  The  practical  results 
have  been  almost  nil. The  enumeration  of principles, 
however  well-meaning,  has  little  or no effect.  The 
Community  should  concern  itself  with  action  and 
concentrate  on those  proposals  for  action  by the 
Commission,  the  Education  Committee  and  the 
Economic  and  Social  Committee  which  are  specific 
and practical. 
9.6. Third,  the  very  concept  of the  Community 
implies  a common  concern  for the history  and  culture 
and traditions  of all the  Member  States.  Historical 
research  on  these  cultures  and  traditions  should 
increasingly  be done  on a Community  basis,  and 
educational  institutions  at  every  level  should 9.10.  The  Committee  welcomes  the fact  that,  for 
the very  first  time,  the  Ministers  of Education  of 
Member  States  met  in November  1971,  and  again  in 
June  1974,  when  it set up an Education  Committee  to 
No C 255/18 Official  Journal  of the  European  Communities 7. 11.75 
report  before  30 June  1975.  But it notes  with  concern 
that the  Council  did  not  adopt  the  proposal  of the 
Commission  for  a Committee  for  educational 
cooperation  responsible  to the  Commission.  The 
Committee  is strongly  of the view  that  there  must  be 
a permanent  Education  Committee  on whose  advice 
Community  policy  in the  field  of education  can  be 
formulated  and,  more  important,  action  taken  and  it would  wish  to be consulted  on the  membership  of 
this committee  and  on its terms  of reference  including 
its relationship  with  the  consultative  committee  on 
vocational  training.  It intends  in any  case  to maintain 
a close  and  continuing  interest  in the whole  subject 
of education  .which  is, in its view,  so central  and  so 
vital  to the well-being  of the Community. 
Done  at Brussels,  24 April  1975. 
The Chairman 
of the Economic  and  Social  Committee 
Henri  CANONGE 
Opinion  on the programme  of Pilot  Schemes  and  Studies  to combat  poverty  drawn  up 
in accordance  with  the  Council  resolution  of 21 January  1974  concerning  a Social 
Action  Programme 
The text  referred  to the Committee  has not been  published  in the Official  Journal  of the 
European  Communities. 
A. LEGAL  BASIS  FOR  THE  OPINION 
On 23 January  1975,  the  Council  referred  the  abovementioned  programme  to the 
Economic  and  Social  Committee  under  Article  198  of the  Treaty  establishing  the 
European  Economic  Community. 
B. OPINION  OF THE  ECONOMIC  AND  SOCIAL  COMMITTEE 
The Economic  and  Social  Committee  drew  up its Opinion  at its 129th  plenary  session, 
held in Brussels  on 23 and  24 April  1975. 
The Opinion  is published  below: 
THE  ECONOMIC  AND  SOCIAL  COMMITTEE, 
Having  regard  to the referral  of 23 January  1975  by 
the Council  of the  European  Communities  of the 
Programme  of pilot  schemes  and  studies  to combat 
poverty,  drawn  up in accordance  with  the  Council 
resolution  of 21 January  1974,  concerning  a Social 
Action  Programme; Having  regard  to  the  Treaty  establishing  the 
European  Economic  Community  and  in particular 
Article  198  thereof; 
Having  regard  to the decision  taken  by the Bureau  of 
the Committee  on 28 January  1975  instructing  the 
Section  for Social  Questions  to draw  up an Opinion 
on the matter;