ARCHIVESHISTORIQUES
DELACOMMISSION
COLLECTION RELIEEDES
DOCUMENTS "COM"
COM(78)222
Vol.1978/0075

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COMMISSION OFTHEEUROPEAN COMMUNITIES
COM(78)222final.
Brussels,14June1978.
EDUCATION ACTIONPROGRAMME ATCOMMUNITY LEVEL
THETEACHING OFLANGUAGES INTHECOMMUNITY
(Communication fromtheCommissiontotheCouncil)
COM(78)222final.

EDUCATION ACTION PROGRAMME AT COMMUNITY LEVEL
THE TEACHING OFLANGUAGES INTHE COMMUNITY
INTRODUCTION
1.Thedevelopment ofgreater understanding among thepeoples ofthe
Community andtheeffective exercise oftheir rights tofree move­
ment andfreedom ofestablishment aredependent toalarge extent
ontheir ability tocommunicate through asecond Community language
other than their mother tongue .The Commission isaware ofthe
efforts ofMember States tostrenghten language learning inthe
Community .Itcounters ,however ,that aCommunity wide effort is
needed togive afresh impetus tothese efforts toensure that all
Community citizens are able tocommunicate with each other inat
least one language other than their mother tongue .
The Council andMinisters ofEducation have already agreed (+)
ontheobjectives and first measures for theencouragement ofthe
extension oflanguage teaching forpupils inthe Community .
Moreover ,some ofthe measures within the framework ofthe social
action programme infavour ofmigrant workers and their families will
make apartial contribution inthis field ?These provide abasis for
aCommunity plan which would give continuing opportunities for lan­
guage teaching from anearly age inprimary school through thediffe­
rent stages ofeducation tohigher and adult education .Such aplan
should consist ofthe following elements ,tobeimplemented by
Member States and atCommunity level :
(a)Initial training offoreign language teachers .
(b)Continuing training offoreign language teachers .
(c)Early foreign language teaching .
(d)Mobility andexchange ofpupils .
(e)Teaching foreign languages toless able pupils .
(f)Teaching ofmodern languages forthe 16-25 agegroup infull-
time education .
Cg)Teaching oflanguages toadults forvocational purposes .-
(h)Encouragement ofsschools teaching through themedium ofmore than
one language .
(+)Resolution ofFebruary 9th,1976 CO.J.C38of19.2.1976 )
*-Decisions 74/327/CEE of27June 1974 and 77/803/CEE of20December 1977
concerning theintervention ofEFSinfavour ofmigrant workers .
-Directive 77/486/CEEof25July 1977 concerning theeducation of
migrant children 'sworkers .

(i)Information anddocumentation servicesonlanguageteaching.
Theproposalsreferredtointhefollowingparagraphsaremodest
inscopeanddesignedtocomplement andinsomecasestoextend
existingarrangements withintheCommunity.Nationalauthorities
willdeciseontheprioritiestobegiventolanguagesonoffer
inthecurricula.
INITIALTRAINING OFFOREIGNLANGUAGE TEACHERS
2.Allfutureforeignlanguageteachersshouldspendaperiodofstudy
andpreparation inthecountrythelanguageofwhichtheyintendto
teach.Oncethisisimplemented,thepracticalarrangements tomake
thiseffectivecouldbegreatlyfacilitated byacooperative planon
aCommunitybasisforthematchingandbalancingoftheplacement
needsforstudentteacherstoavailableopportunities inthenine
countries.AnnexAprovidesthedetailedbackground andproposalfor
theextensionofaschemewhichexistsinsomeMemberStatesforthe
exchangeofforeignlanguageteachingassistants,theessentialsof
whicharesetoutinparas3to6below.
ItisthereforeproposedthattheCouncilandMinistersofEducation
shouldbeinvitedtoestablishaCommunitywideschemefortheexchan­
geofforeignlanguageteachingassistants,assetoutinAnnexA.
3.Aninitialthreeyearprogrammefortheperiod1980-1983shouldbe
developpedtoachieveanannualfigureof10.000assistantsinthe
Communityasawhole.Thiswouldinvolveanoverallextensionof
3.000fromthefigureof7.000,using1976asthebaseyear.
4.ItisproposedthattheCommunityshouldprovidefinancialsupportfor
theschemeinthefollowingthreeways:
(a)Apercapitagrantforeachassistantreceived,andasmallerper
•capitagrantforeachassistantsent;
(b)Apercapitagrantforeachassistantreceivedinnetexcessofthe
numberofassistantsreceivedinthepreviousyear;
(c)A50%participation bytheCommunityinaschemeofpilotprojects
focussingon:
-extensionoftheassistants schemetovocational andtechnical
establishments , '.
-developmen.tofassistantschemetoandfromcountrieswhose
languageisnotoneofwidediffusion.
Theorganisational responsibility foradministering theexchanges
shouldresidewithMemberStates.

-3-
5.1979shouldberegardedasanintermediate yearforplanningand
preparationpriortothelaunchingoftheschemefullyatCommunity '
levelin1980.Communityfundscouldbeusedtoprovidestudygrants
forofficialstovisitothercountriesandlearnfirst-hand about
practice.
6.Anyproblemsoftaxationwhicharisewillbeexaminedinthelight,
ontheonehand,ofencouraging theschemeand,onthe'other,ofthe
problemofdiscrimination .
CONTINUING TRAINING OFFOREIGN LANGUAGE TEACHERS
7.Allpractisingteachersof*foreignlanguagesshouldhavetheoppor­
tunitytospendofficiallyrecogniEedperiodsofrefreshment and
training .inthecountrythelanguageofwhichtheyareteaching.To
complement andextendthevarioustypesofin-servicetrainingabroad
forforeignlanguageteachers,jthefollowingproposalsaremadefor
aCommunitycontribution :
(a)Establishment ofagreementinprincipleforthesettingupofa
Communityschemeforthelongterminterchange oflanguagetea-:
chers,forperiodsof3to5years,tobeimplemented in1980
andaperiodoftechnicalpreparation during1979.
(b)Promotionofmediumtermteachervisitsandexchangeslastingfor
onetermoroneyear.
"Undertheprovisions onfreemovementofpersons,therestric­
tionsonmovementandstayofnationalsofMemberStatesin
relationtotheiroccupation havebeenabolished".MemberStates
areinvitedtoremoveanyother,legaloradministrative barriers
which.preventthereleaseofnationalteachersorthereceptionof
foreignteachersforthispurpose.Communitysupportshouldbe
giventosuchmediumtermteacherinterchange,whetherreciprocal
ornot,byafinancialcontribution tothereturntravelcosts
oftheteachersconcernedandbysupplementing thesalaryofthe
visitingteacherwherethisisnecessarytohelptoensurethat
hissalaryisequivalentinrealtermstothatofacolleagueof
equalstatusinthehostcountry.TheCommunity'scontribution
willnotexceed50%ofthetotalcostofeachexpenditure through­
outtheCommunityinanygivenyear.Suchcontribution willbe
determinedafterconsultation withtheMemberStatesduringwhich
plannedexpansionoftheactivitiesforsubsequentyearswillbe
takenintoconsideration .
(c)Establishment ofaCommunityschemetopromoteandfacilitateshort
term(onetothreeweeks)studyvisitstootherCommunitycountries
foreducationalpersonnelwhoare"multipliers "andspecialists in
languageteaching,inspectors,teachereducatorsandthosewith
specialresponsibilities inthisfield.TheCommunitywouldcontri­
bute50%ofthesubsistence andtravelcostsofthevisits.

EARLYFOREIGNLANGUAGE TEACHING
8.Anappraisalshouldbemadebyth'eMemberStatesofthemosteffec­
tivemethodsofintroducing moreextensively theearlyteachingof
anotherCommunityLanguagesduringprimaryeducation.Tofacilitate
thisreviewanddevelopment,alimitednumberofpilotprojects
shouldbesetupwithCommunityfinancialsupport.Accountshouldbe
takenofthespecialsituationofcountrieswheretherearetwoor
moredomesticlanguages.
MOBILITY ANDEXCHANGE OFPUPILS
9.Itisproposedthatstepsbetakentopromotethefollowingactivi­
tiesatCommunitylevel:
(i)groupvisitsandexchangesforpupilsingeneralortechnical
educationbetweentheagesof11and16;
(ii)vacationactivities (studyconferences orfield-study programmes )
organizedcooperatively toinvolvepupilsfromseveralcountries,
engagedingeneraleducationandagedbetween16and19;
(iii)aschemeofpilotprojectsto>developactivities whichareof
specialvaluebutwhichpresentparticulardifficulties ;
thelaunchingofpilotprojectstoexploretheexchangeneeds
ofhandicappedchildren,thepossibilities forthe'exchangeof.
pupilsintechnicalandvocationaleducation,andtheproblems
ofassociatingallcountries,particularlythosewhoseLanguage
"isnot.inwideuse;
(iv)thenecessaryinformation andadvisoryservicesoneducational
exchange,andtheLinksbetweentheseservices.
Detailedproposalsoneachofthesefourcategoriesaresetoutin
AnnexB.
TEACHING FOREIGNLANGUAGES TOLESSABLEPUPILS
10.Itisproposedthataseriesofpilotprojectsshouldbeestablishedat
Communityleveltohelpinintroducingguidelinesforfutureactionsto
strengthentheexistingprovisionsinthisrespect.

-5-
TEACHING OFMODERNLANGUAGES FORTHE16-25AGEGROUPINFULL-TIME EDUCATION
11.StudiesshouldbemadeatCommunitylevelofthewaysinwhichstudents
enteringhigherandvocationaleducational couldbegivenincreased
opportunities forlanguagecoursesasanintegralpartoftheirprogramme
ofstudy.
TEACHING OFLANGUAGES TOADULTSFORVOCATIONAL PURPOSES
12.ItisproposedthataspecialstudyshouldbemadeatCommunitylevel
of.thelanguageneedsandprovisionsforthoseliberal ,professions
forwhomtherightofestablishment hasbeenachievedorisundernego-
ciation(e.g.doctors,nurses,architects).Thepossibility forcolla­
borationwiththeEuropeanFoundation maybeenvisagedinduecourse.
Theyoungworkersexchangeprogramme,providedbyArt.50oftheEEC
Treaty,shouldalsobetakenintoaccountinthisrespect.
SCHOOLSTEACHING THROUGH MORETHANONELANGUAGE
13.Inordertopromotetheteachingoflanguagestomigrantworkersand
tomembers ,oftheirfamilies,andinparticular withaviewtothe
implementation ofthedirective77/486/CEEconcerningtheeducationof
thechildrenofmigrantworkers,theCommunitycouldincreasetherele­
vantinterventions oftheSocialFundestablished bytheCouncildeci­
sion77/803/CEE,interventions towhichtheCommission hasmoreover
assignedafirstpriority.
14..ByvirtueoftheResolutionadoptedbytheCouncilandMinistersof
Educationon9February1976(paragraph6.3.),theCommission,'in
liaisonwiththeEducationCommittee,wasinvitedtostudyatCommunity
level"thesettingupofaEuropeanorinternational typeestablishments
followingspecificcurriculaandusingseverallanguages."
Toavoidundueexpenseandthedangerofisolationfromthelocalen­
vironmentitisnotporposedtosetupnewschoolsassuch.Isispro­
posedthatexistingschoolsunderpublicadministration shouldbe
adaptedsoastomeettheneedsoflocalandforeignchildren.The
principleobjectives wouldbetoencouragethedevelopment ofschools
whichemphasizethedevelopment oflanguage-learning atahighstandard
forlocalchildren,andofferappropriate educationtootherchildren
especially fromCommunitycountries.
Aproposalfortheselectionofschoolsandthemanagementofthefinan­
cialsupportofferedtothembytheCommunityshouldbeembodiedina
schemetobecalledthe"EuropeanCommunitySchoolScheme"(AnnexC).

INFORMATION /DOCUMENTATION SERVICES ONLANGUAGE TEACHING
15.FromJanuary1979onwards,,aCommunity-wide networkofinformation
services(bytheMemberStatesandCommission )oneducationisto
setupsoastoprovidespeedyaccesstothelatestinformation on
trendsanddevelopments intheMembercountries.Asapriority,th
networkwillprovidespecialized information onforeignlanguage
teaching.
IMPLEMENTATION OFMEASURES
16.Thefinancialandstaffingimplications ofthevariousmeasures
concernedaresetoutintheattachedAnnexD.

Xll/335/78
1"
AïTïlEX A
THE EXCHANGE OFFOREIGN LANGUAGE TEACHING ASSISTANTS -
WITHIN THEEUROPEAN COMMUNITY
BACKGROUND TOTHE FOREIGN LANGUAGE TEACHING ASSISTANT SCHEME
1.Theexisting scheme fortheexchange offoreign Language assistants ,
which operates onabilateral basis only between some countries ,has
itsorigin intheearly years ofthis century .SixMembers States
(Denmark ,Luxembourg andtheNetherlands being theexceptions )
cooperate onthescheme ,which offers anexisting well-tested framework
capable oftransformation into oneoftheCommunity 'sprincipal
instruments forpromoting theteaching offoreign languages ina
practical way .
2.Bythe 1970s more than 6,000 Foreign Language Assistants (FLA)wen ;
being appointed toschools and colleges inCommunity countries .In
1976 ,there were 2,600 assistants intheUK,2,200 inFrance ,900 in
the Federal Republic ,140 inItaly ,20inBelgium ,and 38inIreland .
Thetable below gives astatistical breakdown oflanguage assistants
appointed within theEuropean Community in1972 /3and1977 /8.
Echange oflanguage assistants within theEuropean Community
1972 /73 -
APPOINTED TM
iM ...Aiili T.
r'/CQTCV .* I
B •D F G%
IRL .JT L Ν \i\:. |TC77iT .
MI1-rlçjian X 0 0 0 0 0 0 0' .'19 -!M
κ 0.1 0 X 0 0 0 c 0 0 0 0
Prcnch 0 0 X 410 15 VA 0 0 1 32C .»
M n.-jn 3 0 428 . X 0 .8 0 0 7..Β 1177
«Irish 0 "0 .15 ■ 0 X 0 .0 0 0 11.
Ilvilian 5 0 80 9 0 X 0 o • ['8 122
i
e-liLi:::e:.\::>ourg !o 0 0 0 .0 0 X 0 0 0
X 0 0 0 0 .0 0 '0 X c I 0
M1-ritish 3 0 1070 393 0 33 0 0 X 1-1W
P.!ASSISTANTS
–
v
r 11
L.a:r.ôrk ........
>':;-r.:ciy (FR)...
I'cVmu (R)....Ψ
0
1593
812
15
■•■•-'y
.•vori'oourvj ......
t >o*rXtiiKIS ••••#
ii'/'dKingdomJ-
130
..01
0 •4»
1!,ovit:ass ;starts»/•
Clu?
Source :C.B.E.v.E. andO.N.U.E.F. figures .

.2.-
EchangeofLanguageassistantswithintheEuropeanCommunity
1977/78
ΝΛ
g;-'•;'Y«'T,'V IAF'PO.i:'α,Ί'.ΌIN
I
'A.lîi'ANT I
ΠυF-C1RTTLNI
UK
fJV-ir.L'
xai» X00-''4+■04+00i;>*2u+
«Τ>
Λ-I
.I0X,0o.0•00000
α:y ■.ch 00 X420+20+80+Q019i;Ci*!24>.)+
>·.·>% 4+.0.430+X0.6+02+ 1G-J2+
KTJ. 00.34» XQ00034•
oI'i.i.'in 4+0.80+6+0-X0■o,:30*1■»"5r.
I4.--Vn
a,L-t:uJ'>urg 0000 •00.X0 ■Cl!0
XI;r■i■I000:>+-:000X'■0 •.'+
w 8*1*1481*4^4*·041*00*/ISOS*
10
te
Ui
£'
K
C
O,lu.
L\:■
Nc.l
Ui.'..-.oJSVANTS
j ■•* •
;Ku:n......16+J/
'..le............
:«:ci.' 2125+
f-y(FR) 896+
Jond(R)
■»>/•i/
1•
.
20+
iy
.:.:;-,:>ourg....
ir.:i*lands...
kodKinndoni'131+Ψ
0'
2+
2532"
TCI'A;,OFECASSrSTAVlSV'
..5673+
KFY
•Decernber1977figures - ■•
+Figuresestimatedonknownannualprograrono(r,)
i-• . .
Λ
*/HUvrwtl**1*JXtu+tê S'ctlûktVt-tHem pflH'u?*<!,''f*

3.Nearlyfortyother,countrieshaveparticipated inthescheme,mainly
assendersofassistants.Spain,Austria,Switzerland andtheUSA
acceptedCommunityassistantsinsomenumbers,inadditiontosending
somehundredsoftheirownstudentsandyoungteacherstoCommunity
establishments .
THEROLEOFTHEFOREIGNLANGUAGEASSISTANT
A.Byinternational agreementtheFLAassistswiththeteachingofhis
ownlanguagefortwelvehourseachweek.Itisrecognisedthatin
almostallinstances hewillnotbeaqualified andexperiences
teacher.Theassistant'scontribution isthereforedesignedto
complement theworkdonebythepermanentstaff.
5.Theforeignlanguageassistantissupernumerary tothenationalteaching
force.Theschemeinnowayaffectsthecalculation ofpupil-teacher
ratiosinanycountry/Theassistantisusedtoconductsmall
conversation groupsandtoassisttheclassteacherwiththoseaspects
oflanguageteachinginwhichitisvaluableifnotessentialtohave
anativespeaker.Thismayincludeworkinalanguagelaboratory,
monitoring orhelpingwiththeproduction oftapes,assistance with
dictation,reading,pronunciation andoralcomposition .Onlyastrictly
limitedamountofclassinstruction isnormallyauthorised,andthisis
arrangedonlywhentheschoolissatisfiedthattheassistantiscapable
ofdischarging thisresponsibility andwhenheorsheagreestodoso.
Thismaybethecasewithstudentsintheirmid-20sandwithyoung
teacherswhoareacceptedupto30yearsofage.
6.Themajorityofassistants whocomefromCommunitycountriesare
proposedandappointed asaresultofuniversity andteachertraining
policiesintheirowncountry.Ininstitutions ofhighereducationjn
theUnitedKingdom,forinstance,studentsofforeignlanguagesare
oftenobligedtospendayearabroadasanintegralpartoftheirdegree
programme.Forthemostpart,thisoccursaftertwoyearsofstudy,
leavingoneyearafterthestudent'sreturnbeforefinalexaminations
aretaken.Amajorityofuniversities requireanintercaled yeartobe
spentasanassistant,believingthatthisistobepreferredtoayear
spentinauniversity abroad.Thismethodofintercalating ayearof
workandstudyabroadduringone'suniversity courseorbetweenthat
courseandthetakingofateachingqualification hasbeentakenupby
manystudentsandprofessorsoflanguagesinotherCommunitycountries
inrecentyears.
7.Theintroduction ofhighereducationstudycourseswhichaddaforeign
language(commonlycalledavehicularlanguage)toatechnicalor
technological orscientificsubjecthasalsobeenanimportant

development intheLastfewyears-Forexample,aFrenchstudentof
aeronautics couldfindhimselfhelpingBritishstudentsofaeronautic
withthetechnicalterminology oftheirsubject,whilstpursuinghis
ownstudiesinappropriate classesofthehostcollege.Thishasled
torequestsfromuniversities andotherhighereducationinstitutions
includingthoseconcernedwithteachereducation,forthepostingof
assistantstoequivalentinstitutions abroad.Encouragement fromthe
EuropeanCommunitytoenabletechnical andscientificinstitutions to
receiveforeignstudentsfromsimilarinstitutions asassistants,
wouldcontributegreatlytowardsincreasedmobility,exchangeand
cooperation betweendifferentkindsofworkersintheCommunityin
theyearsahead.
THEEFFECTOFTHEASSISTANTSHIPSCHEMEONLANGUAGE TEACHING
8.IntheLate1960s,itwasascertained thatabout60%ofassistants
wentontobecomecareerteachersofforeignlanguages.Itisthought
thattheproportion mayhavegonedowninrecentyears,perhapsto
about40%.Nonetheless,thismeansthatabout2,500youngpeople
startalanguage aLanguageteachingcareereachyearinCommunity
countries whohavebenefited fromafullyearofworkandstudyin
thecountrywhoselanguagetheyaretoteach.Thebeneficialeffects
onstandardsoflanguageteachingandontheattitudestowardsand
abilitytocomprehendsituations andpeopleinotherCommunity
countries cannotbequantified .Thegeneralassessment ofthescheme
todatebythosemostcloselyengagedhasbeenpositivebothasa
factorinimprovinglanguageteachingandincontributing togreater
studentmobility.Therearenowtensofthousandsofformer
assistants teachinginCommunityschools,collegesanduniversities .
Thereareinadditiontensofthousandsofformerassistants working
inindustry,commerce,politics,thecreativearts.Theabilityof
Europeanstogetonwitheachother,theirabilitytoworktogether
inallmannerofoccupations andprojects,musthavebeenenhancedby
thisschemewithitsuniquelydoubleservicetotheyoungpersonwho
isenabledtoliveabroadforayearandtotheschooland
community whereheorshespendstheyearabroad.
ADMINISTRATION ANDFINANCINGOFTHESCHEME
9.TheexistingschemeisoperatedbyMinistriesofEducationortheir
nominatedagencies.Theexistingmethodoffinancingisasfollows:
(i)thereceivingcountrypaysanallowanceorbursarytothe
incomingassistant;
(ii)thesendingcountryisresponsible foranytravelexpensesto
andfromthecountryvisited(ineffecttheassistantusually
payshisorhetownexpenses);

(iii)Ministries ofeducation providetheadministration forthe
scheme,orfinanceanexecutiveagencyforthispurpose.No
feesarechargedeithertothereceivinginstitution orto
theincomingassistant.
ι
Over6,000appointments ofassistants aremadebytheexistingnational
agencieseachyearforaoneyearperiod.Inthemid-1970sthefigure
waseverhigher,withtheUKaloneappointing 4,500assistants through
theCentralBureauforEducational VisitsandExchanges.Itis
consideredthattheadministrative machinerythatisalreadyin
positioncouldcopewiththechangesneededtoestablishthescheme
onaCommunitybasisandtoaccommodate theproposedvariationin
fundingprocedures .
ACOMMUNITY DIMENSION TOTHESCHEME
10.Theexistingschemeoffersawell-tested frameworkfordeveloping an
intensified programmeofexchangeatCommunitylevel,andthus"to
extendandcomplementexistingnationalefforts.Communitysupport
willencouragetheintroduction oftheschemeforthefirsttimein
Denmark,Luxembourq andtheNetherlands,whowillbeabletobenefit
fromtheconsiderable expertiseofotherMembercountriesinrunning
theschemetodate.Thiswillcontribute inturntotheachievement
oftheimportant Communityobjectiveofsupporting andextendingthe
oractiseofalllanguages usedintheCommunity.Itisrecognised
thatsomecountrieswillbemoreinterested insendingthanreceiving
assistants,andthisfactoristakenintoaccountinthedesignofthe
proposals setoutlater.
11.Establishing theschemeatCommunitylevelwouldalsomakepossible
severalotherdevelopments .Inparticular,itwouldprovide
encouragement forthefurthernumericalexpansionoftheschemein
allMembercountries.AnincentivewouldbegiventoBelgium,
IrelandandItalytoexpandtheverymodestnumberofassistants who
arecurrently engaged.SofarasFrance,theFederalRepublicof
GermanyandtheUnitedKingdomareconcerned,thelimitingeffects
experienced asaresultoftheeconomicrecessioncouldbeoffset.
Itwouldprovideafreshincentivetoallcountriestosaveguardthe
forwardplanningoftheschemeandfurtherexpandthenumbers
involved.
12.Inthelongterm,theaimshouldbetoenableeveryprimaryand
secondaryschooltohaveaccesstoatleastonenativespeakerof
thelanguagestudied,whoatthesametimecouldactasinterlocuter
ofthesocialandculturalsystemofhisorherowncountry.This
couldbeintheformof'language' or'cultural'assistants,
accordingtotheparticular needsinvolved.Itwouldbeimportant

tomakepossibletheavailability offoreignlanguageteaching
assistantstoallinstitutions engagedinthetrainingoffuture
foreignlanguageteachers.TheCommunity'sengagement would
strengthen thecapacitytodiversifythetypesandlevelsof
educational institutions inwhichassistantscurrentlytendtobe-
primarilylocated(e.q.inthecaseoftheFederalRepublic,
assistants havetaughtmainlyingymnasia).
13.Suchanimpetustotheexistingschemewouldmoreoverfacilitate the
useofdifferenttypesofforeignlanguageteachingassistants .
Whilsttheschemewillcontinuetobeusedasapreparatory periodfor
futureforeignlanguageteachers,itcanbeopenedupmorewidelyto
studentsfromotherdisciplines forwhomtheacquisition ofanother
Community languageandtheexperience oflivingandworkingabroad
willbeaninvaluablepreparation forawiderangeofprofessional
careers.
14.Thesuccessoftheforeignlanguageteachingassistants schemedepends
inlargepartonthequalityofthepreparation,trainingandinduction
giventotheassistantbeforeheorshetakesupthepostinquestion.
Thisinvolvesinparticular understanding thenewsocialand
educational environment andthebasicskillsinvolvedinteachingand
learning asecondorthirdlanguage.Communitysupportshouldbegiven
concentrated onextending andimprovingthecooperative training
arrangements ,andtheproduction ofappropriate trainingmaterials ona
sharedbasis.
CONCLUSIONS ANDPROPOSALS
15.ItisthereforeproposedthattheCouncilandMinistersofEducation
shouldbeinvited,atitsforthcoming meetingintheAutumn,to
establish aCommunity-wide schemefortheexchangeofforeignlanguage
teachingassistants .
16.Intheperspective ofthelongtermaimssetoutinparagraph 12above,
aninitialthreeyearprogrammefortheperiod1980-1983shouldbe
developedtoachieveanannualfigureof10,000assistants inthe
Community asawhole.Thiswouldinvolveanoverallexpansionof3,000
fromthefigureof7,000,using1976asthebaseyear.
17.Thedistribution ofnumberswithinthisfigurewouldbebasedonthe
projected needsandapplications ofeachcountry.Inevitably,there
willnotbeabalanceddistribution ofnumbers;somecountrieswillbe
greaternetimporterswhilstotherswillbeprimarilyexportersof
assistants.Theexperience gainedinthefirstthreeyearswillpermit
apractical assessment oftheflowbetweenmembercountries,andthe
preparation ofareviseds-trategyofnumericalbuildupanddistribution
couldbemadeforthesubsequent years.

7.-
18.ItisproposedthattheCommunityshouldprovidefinancialsupport
fortheschemeinthefollowingthreeways:
(a)Inordertosupportimprovements inthequalityofpreparation,
inductionduringtheperiodofserviceandevaluation,aper
capitagrantforeachassistantreceived,andasmallerper
capitagrantforeachassistantsent.
(b)Inordertoencourageextensionofthescheme,apercapita
grantforeachassistantreceivedinnetexcessofthenumberof
assistants receivedinthepreviousyear.
(c)Inordertodevelopactivities whichpresentparticular
difficulties ,theestablishment ofaschemeofpilotprojects,
onthebasisofa50%participation bytheCommunity,focussing
on:
-extensionoftheassistants schemetotechnical/technological'
establishments
-development ofassistant schemestoandfromcountries whose
languageisnotoneofwidediffusion.
19.Theorganisational responsibility foradministering theexchanges
shouldresidewithMemberStates,eitherintheMinistries of
Educationorotherdesignated agency(e.g.Padagogischer Austausch-
dienstintheFederalRepublicofGermany,CentralBureaufor
Educational VisitsandExchangesintheUnitedKingdom,theOffice
desUniversites inFrance).Meetingsbetweentheresponsible
administrators shouldbeorganisedonaregularbasistoestablishthe
necessarycooperative planningforthedevelopment ofthescheme,to,
poolinformation ontheflowsandprojectedneedsbetweencountries,
andtoarrangecooperatively inductionandtrainingprogrammeswith
supportingmaterialsfortheassistants.
20.1979shouldberegardedasanintermediate yearforplanningand
preparationpriortothelaunchingoftheschemefullyatCommunity
levelin1980.Thiswouldinparticularpermitthethreecountries
forwhomtheprogrammeisnewtostudytheexperienceoftheschemeto
dateandestablishthenecessaryinfrastructure fortheexchange
programme.Communityfundscouldbeusedtoprovidestudygrantsforofficialstovisitothercountriesandlearnfirst-handaboutpractice
andexperience ..
21.Oneofthemostimportantpracticalfactorstobeconsideredat
Communitylevelconcernstheneedforareciprocalagreementthat
allowancespaidtoassistantsaretaxfreebursaries,nottaxable
salaries.Insomecases,certainassistantsaretaxedbythehome
governmentwhentheyreturn,whilstothershavingservedabroadunder
exactlythesameconditionsarenot.Inothers,assistantsworking
alongsideeachotheraretreateddifferently,dependingonwhetheror
nottheircountryhasadoubletaxationagreementwiththehostcountry.ItisproposedthatallMemberStatesshouldrecognisethepaymentsas
bursariessoastoregularisethisposition.

AMTRT B
MOBILITY AM )EXCHANGES OFPUPILS
Incooperation with theEducation Committee ,theCommission received
reports during 1977 onexisting pupil exchange activities from the
Ministries ofEducation within theCommunity .InOctober 1977 the
Commission organized inVenice aworking conference ofnational and'
regional experts onpupil exchange .This conference was "based on
asurvey ofexisting pupil andteacher exchanges within theCommunity ,
andconfirmed theneed foraCommunity strategy along thegeneral
lines indicated below .Theworking papers and final report ofthis
conference are also presented totheEducation Committee .
Theenquiries anddiscussions undertaken "bytheCommission 'sservices
have revealed "both the great value ofwell–organized pupil visits and
exchanges and thedeficiencies intherange ofactivities which Member
States have uptill now been able toorganize .
Noeducational activity could bericher from aCommunity point of
view than theoffering tochildren andyoung people ofappropriate ,
well-planned direct experience ofanother Community country .Moreover ,
visits and exchanges ofpupils canbeorganized insuch away asto
extend thebenefits ofdirect contact and experience beyond thepupils
themselves .These activities involve whole families –indirectly in
all cases ,directly inthe case ofhome -to-home exchanges .Very
commonly ,they involve teachers ,advisers andadministrators intheir
planning and organization .They can stimulate ,orform anactive
part of,continuing links between local educational authorities and
even ,forexample inthecontext of •twinnings' ,local communities as
awhole .
Prom this standpoint itisevident that ,although many excellent
activities take place ,the total picture ofpupil visits andexchanges
intheCommunity falls farshort ofwhat should bedesired .Financial
restraints affect all countries ,andmay become more stringent inthe
years ahead .Moreover ,thebalance ofactivities asbetween Member
States isanevens in1977 oneMember State forexample had2,390
educational lioks focussed onpupil exchange with twoother countries
and atotalox13sach links with the other six .

-2-
Geographical disadvantage ,which affects certain regions aswell as
whole countries ,isonereason forthis *Linguistic disadvantage
isanother :countries whose language isnotinhigh demand inthe
schools ofother Member States have difficulty inattracting visitors
andtherefore inorganizing any sort ofreciprocal schemes with any
other country .Insane Member States toothere areeither
administrative impediments ,orprogress isprevented "bythelack of
information andadvisory services atnational level .
5.Inthis context there can "belittle doubt that supporting initiatives
atCommunity level inthis field arenecessary andwould beeffective .
Itistherefore proposed that immediate steps should betaken ,at
Community level andbyMember States individually ,topromote the
exchange ofpupils inaccordance with theResolution adopted bythe
Council andMinisters ofEducation on9February 1976 tviz :
•Inorder toenable thegreatest number ofstudents tolearn the
languages oftheCommunity ........ Member States will ....... encourage
exchanges ofpupils orgroups ofpupils *(Paragraph IV17and19)J
andtoestablish thestructures which will facilitate these activities
asspecified inthesame Resolution :
•Inorder togive aEuropean dimension totheexperience ofteachers
andpupils inprimary andsecondary schools intheCommunity ,Member
States will promote andorganize ^ thedevelopment ofthenational
information andadvisory services necessary topromote themobility and
interchange ofpupils andteachers within theCommunity
Cooperation inthese areas atCommunity level will bedeveloped in*the
light oftheactivities andexperience ofMember States' .(Paragraph
IV5).
6.YTnile itisright tobtress theimportance oflanguage -learning asan
objective cfpupil visits andexchanges ,thismustnotbeinterpreted
narrowly .Inmanyactivities which contribute togiving a'European
dimension totheexperience ofpupils' other leexnmg objectives will
alsobeimportant ,suchasstudies ofcivilization ,history ?geography
orenvironmental problems *
••/••

3-
7*Taking account of "theconclusions formulated attheVenice Colloquium ,
ι
theactivities towhich theCommunity should give priority inafirst
phase ofdevelopment are thefollowing four categories ,.each ofwhich
iselaborated ingreater detail inthelater paragraphs ofthis paper .
(i) group visits andexchanges forpupils ingeneral ortechnical
education between theages of11and 16;
Cii) vacation activities (study conferences orfield-study
programmes )organized cooperatively toinvolve pupils from
several countries ,engaged ingeneral education andaged
between 16and 19;
[iii)ascheme ofpilot projects todevelop activities which are
ofspecial value butwhich present particular difficulties ;
»
\lv) thenecessary information andadvisory services ,and the
links between these services inthe different Member States .
8.Group visits andexchanges (general andtechnical education ,ages 11–16 )
This istheright domain foramajor Community initiative ;pupils of
this ageareknown tobenefit greatly from well–planned exchanges or
visit experience ,butare still dependent onhighly organized systems .
Priority should begiven tovisits andexchanges which areorganized in
term-time ,which areclosely linked tothenormal learning programmes
ofthepupils ,which depend onthefull involvement oftheteachers in
their organization ,andfrom which nopupil isexcluded forfinancial
reasons .
Topromote these activities ,theCommission proposes that :
(a)Member States should encourage anddevelop group exchanges with
other Member States ofpupils aged 11–16 ,byremoving thefinancial ,
administrative and legal barriers tothese activities ,by*encouraging
theformation oflinks between schools and local orregional authrdties
andbyenabling inspectors orteachers tomake thenecessary planning
visits tothepartner establishment orlocality .(0
(ii)
(iii)
(iv)
/■

-4-
(b)AtCommunity level afund should "beestablished toassist Member
States indeveloping astrategy both incompensating schools or
localities which aregeographically remote ordisadvantaged andin
ensuring that the children ofpoor families are not excluded from the
activities .
9.Vacation activities (general education ,ages 16–19)
Themore concentrated experience ofstudy conferences orjoint field -
study expeditions isappropriate tothis age-group ,whohave difficulty
onthe other hand inbeing absent from school interm-tinie onaccount
ofexamination commitments .Such activities could beorganized on
thebasis ofonecommon vehicular language .Aswell asthelanguages -
learning objectives ofthevisiting pupils ,such events could focus
notonly onhistory (including study oftheEuropean Community ),
geographical andbiological orenvironmental sciences ,butondisciplines
such asmathematics ,music andthevisual arts .
""hocommission therefore proposes that :
(a)Member States should organize andactas'hosts *foraseries of
vacation activities (study conferences orfield –studies )forpupils in
general education aged 16-19 »andinvite ,through theresponsible
national agencies ,pupils from other Member States toparticipate .
The 'host' Member State would beresponsible for theorganizational
costs and the subsistence costs ofthevisitors ;the 'home' country
ofthevisitors would beresponsible for5Q$ >oftheir travel cost3 .
(b)AtCommunity level ,theCommission would offer theassistance of
itsservices incoordinating theannual programme ofsuch events .
TheCommission would beresponsible forincluding asubvention toeach
vacation activity tocover 50^ofthetravel costs ofthevisiting
pupils .
10.Pilot Projects
Itisclear that there arecertain categories ofexchange which would
beofgreat value butwhich impeded "byexceptional pedagogic or
administrative difficulties . The Commission believes that the
/

-5-
stimulus andexperience ofaseries ofpilot-pro jectjs isessential
ifheadway istobemade inovercoming these problems .
TheCommission therefore proposes that :
(a)Member States should cooperate with theCommission inthe
development ofaseries ofpilot –projects aimed toovercome the •
special difficulties presented "bycertain desirable categories of
pupil exchange ,onthebasis ofa50$financial responsibility of
theMember States concerned foreach pilot project involved inthe
scheme .
Thepilot projects will focus onthefollowing activities :
(i) exchanges involving physically –and ,perhaps ,certain
categories ofmentally -handicapped children ,especially
when incompany with other children ;
(ii) exchanges forpupil s/students engaged primarily intechnical
andvocational studies ;
(iii)exchanges foryounger (under 14years ,perhaps including
the9~H age-group );
(iv) reciprocal activities involving asonepartner (orboth )
acountry whose language isnot oneofwide diffusion whether
ornotthepupils visiting such acountry have anon-linguistic
objective (e.g. ,anenvironmental study ),orinclude a
linguistic objective which would beofspecial value inthe
light oftheneed todiversify thelearning ofCommunity
languages .
(b)AtCommunity level theCommission would beresponsible for
coordinating theselection ,forinclusion inthescheme ,ofproject
proposals ,submitted byMember States ,insuch awayastoensure
atotal programme which iswell–balanced .TheCommission would be
responsible for 50?oofthedevelopment andoperational costs ofthe
projects included inthescheme ,andforthetotal cost ofthe
evaluation andpublication atCommunity level oftheresults ofthe
projects . '
••/••

6–
11*National services ofinformation andadvice
Theexperience ofthose countries which have till now "been able
toorganize pupil visits andexchanges onasubstantial scale shows
that success depends toagreat extent ontheexistence atnational
level ofwelt-resourced andspecialized units able tooffer
information andadvice toalllevels oftheeducational system on .
theeffective planning andpreparation ofexchanges .
TheCommission therefore proposes :
(a)Member States whohave notalready established specialized
national services ofinformation andadvice inrespect ofpupil
visits and exchanges should establish such services assoon as
possible ,drawing onthe experience ofthose Member States where
such services already exist andadapting such experience tothe
administrative and legal possibilities appropriate toeach national
situation *
(b)AtCommunity level ,theCommission would assist inthebuilding
ofcontacts between these national services ,and inthecoordination
oftheprogrammes they promote ,byorganizing regular meetings of
theheads ofall thedesignated national units *

A1ÏKBX G
Schools teaching through more than onelanguage
1.Byvirtue oftheResolution adopted bytheCouncil andMinisters of
Education on9February 1976 (paragraph 6.3),theCommission in
liaison with theEducation Committee ,wasinvited tostudy at
Community level 'thesetting upofEuropean orinternational -type
establishments following specific curricula andusing several
languages' .
2.In1974 ,theCommission sponsored acomparative survey oftheeducation •
provided bytheEuropean Schools andbyanumber ofinternational
schools located inCommunity countries .Account hasbeen .taken of
this survey and ofthemost recent developments intheEuropean Schools
intheperiod following theenlargement oftheCommunity .
3.InNovember 1976 ,theCommission organized acolloquium on'Schools of
aEuropean and International Tfype' which wasattended byrepresentatives
ofanumber ofthepresent establishments aswell asbygovernmental and
independent experts .InMarch 1977 ,theCommission then organized a
further meeting ofnort-governmental experts ,from which emerged an
experts' analytical report and aguidelines paper prepared bytheservice
itself .These three papers formed thebasis ofafirst extensive
discussion ofthis topic bytheEducation Committee inMayandJune 1977 ,
together with ageneral report concerning the specific educational needs
ofthechildren ofmigrant workers .
4.One ofthemost striking results ofthese studies anddiscussions has
been todraw attention tothevaluable contribution which many ofthese
schools aremaking tolanguage learning .Although they areasarule
constituted togive aspecial service tomobile and ,insome cases ,
migrant children ,itisclear that asignificant number ofschools ofa
'European orinternational type' arealso offering exceptional opportunities
for language learning toindigenous children ,and that this ismade all the
more effective bythepresence offoreign children and foreign teachers in
the school .
5.Ingeneral ,therefore ,thepresence intheschools offoreign children
from other Community countries should beviewed notmerely asaproblem
butalso asanopportunity andpotential enrichment .Thepresence of
such foreign children should enrich theculture oftheschools andhelp
break down national barriers which stand intheway ofgreater mutual
■understanding intheCommunity .Inparticular ,thechallange ofmeeting
the linguistic needs ofsuch children could beastimulus both tothe
diversification oflanguage-learning intheschools and tothepromotion
ofbilingualism onawider scale .Bilingual education isbynomeans
abnormal seen inaEuropean context ,and canbeenriching ,notmerely
compensatory ;ifavailable onawide scale itcould promote agreater
sense ofEuropean identity® Theprovision ofsuch education formigrant

«2^
and .mobile children (aswell ar>forresident ethnic minorities andfor
frontier-dwelling children ;could !>ethestarting-point forawider
dissemination ,ofpositive attitudes towards Wlingua lisra ingeneral
among main resident populations whoonly speal :onelanguage .
6.Sofarasthechildren ofmigrant workers areconcerned ,provisions for
their basic educational needs aremade intheDirective adopted "bythe
Council inJuly 1977 (0.J.Ko.L199/32/33of6August 1911 )andthe
associated declaration regarding children from third countries .The
right toequality oftreatment formobile andmigrant children living
abroad has increasingly become aquestion ofcommon concern . Itisa
legal right forthechildren ofCommunity migrant workers ,'insofar as
thechildren ofanational ofaMember State who isorhasbeen -employed
intheterritory ofanother Member State shall beadmitted tothat
State 'sgeneral educational ,apprenticeship andvocational training courses
under thesame conditions asthenationals ofthat State ,ifsuch children
areresiding initsterritory .Member States shall encourage all efforts
toenable such children toattend these courses under thebest possible
conditions 1.
7«Toavoid undue expense and thedanger 'ofisolation from the local
environment ,itisnotproposed tosetupnew schools assuch .The
Commission proposes that themost effective and equitable long-term
strategy would betheadaptation ofexisting schools under public
administration ,sodesigned astomeet theneeds ofindigenous and
forei /^nchildren bymethods appropriate tothelocal reality and
conditions .Inthese conditions ,indigenous children will beplaced
inanatural bilingual environment inwhich they learn through themedium
ofmore than one language .Theprincipal objectives would therefore be
toencourage thedevelopment ofschools which emphasize thedevelopment
oflanguage-learning atahigh standard forindigenous children ,and to
offer appropriate andadapted education tomobile children especially
from Community countries .Inevitably ,this experience will also beof
value indeveloping effective systems forbilingual teaching tomigrant
children generally .
8.Itwould beofconsiderable value both tothepromotion ofacloser
relation between theeducational systems oftheMember States tothe
encouragement oftheeffective learning ofCommunity languages ,and to
theimprovement ofeducation forchildren living abroad ifalimited
number ofsuch schools were developed ,consciously andwith theactive
(including financial )support oftheCommunity ,asschools with aspecial
purpose andsymbolic significance .Theselection ofsuch schools ,and
themanagement ofthefinancial support offered tothem bytheCommunity ,
could beembodied inascheme tobecalled theEuropean Community Schools
Scheme .This proposal ispresented inthefollowing paragraphs .
9«Eligible forinclusion intheScheme as'European Community Schools' will
besecondary schools which areunder public administration (whether
official schools atnational ,regional orlocal level ,orfree schools
subsidised bytheState ),which areaiming toprovide exceptional facilities
forlanguage learning toindigenous children ,tooffer anappropriate
education tomobile children ,andalso ,ona>aeiK ofequality ,toextend the
opportunities forlearning inamulti –cultural context .Priority -,/ould
begiven within this schema tochildren from othsr Community countries ,
but theneeds ofchildren ^rora other count rieswould also beconsidered .
./.

Already existing schools which satisfy theterms setoutabove may "be
included intheScheme ,aswell asschools newly-adapted orestablished
with these ends inview .Schools to "beconsidered forinclusion in
theScheme will benominated bytheMember States ,andaccepted bythe
Commission onthe advice ofthe Education Committee .The tern
'European Community School 1will refer only toaschool 'sparticipation
intheScheme ,andwould not beintended asasubstitute forthe school 's
name ortitle .
10.Theprincipal objectives oftheScheme ,andoftheschools intheir
participation inthe Scheme ,should be:
(a)Toexperiment with andachieve high quality intheteaching and
learning ofCommunity languages ,both fortheindigenous and
theforeign children ;andinso'doing todevelop experience
ofvalue totheeducational systems atlarge ,particularly in
regard todiversification ofthelearning ofCommunity languages
and tothespread ofbilingualism .
(b)Toachieve high standards inmeeting thelinguistic ,pedagogic ,
cultural ,andsocial needs ofchildren from abroad studying with
indigenous children .
(c)Toenrich thecultural ,linguistic ,social andEuropean education
oftheindigenous children intheschool through theopportunity
tomingle with ,learn with ,and learn from theforeign children
originating from Community countries .
(d)Toincorporate intheteaching force asignificant number of
foreign teachers (from Community countries ). Aswell asgiving
valuable service totheschools concerned ,these teachers ,who
vrould beonsecondment from their countries oforigin ,would
bring back totheir own countries thebenefit oftheir experience
inamulticultural establishment .
Relationships with schools ofaEuropean orinternational type
11.The Commission recognizes theimportant contribution which ismade by
schools which have been specially constituted tooffer education to
mobile children ,and thevalue oftheir experience toallorganizations
orindividuals working inthis field .Itappreciates therefore the
need foracontinuing exchange ofexperience between all schools engaged
inthis work ,andproposes tofacilitate such anexchange once the
European Community Schools Scheme isunder way .Itwill beespecially
important toprovide opportunities for exchange ofideas and experience
with the existing European schools .
Scale and growth ofthe Scheme
12.Itwould beadvisable todefine afirst phase offive years from the
time when theScheme becomes operational ;before the endofthat phase ,
theobjectives and scale ofany second phase would bereviewed and
determined .TheCommunity should plan forabuild-up toatotal ofnot
less than twenty European Community Schools bytheendofthefirst phase .
Asubstantial extent ionofthese numbers could beconsidered asalong --
term objective .Theextension oftheScheme inasecond phase to
include primary schools should beenvisaged .

Community contribution totheScheme
13.TheCommunity 'sfinancial contribution totheadaptation andcontinuing
developnent oftheschools participating inthescheme should bemade
under thefollowing heads :
(a)Support tothedevelopment costs ofschools newly adapted or
established for inclusion inthe scheme .
(b)Grants toparticipating schools forteaching materials .
(c)Continuing support tothecost ofteachers seconded from
Community countries .
(d)Animation of,andsupport for ,exchange ofexperience between
the schools inthe scheme .
(e)Evaluation ofthescheme ™
Informat ion/dooumentation services onlanguage teaching
14.During 1977 ,theCommission sponsored afeasability study into the' .•
establishment ofaCommunity-wide setofinformation services onlanguage
teaching .Soastoprovide speedy access tothelatest information on
trends anddevelopments inthemember countries .This study was
entrusted ,jointly totheCentre d*Information etdeRecherche pour
1'Enseigneraent etl'Bnploi desLangues Vivantes (CIREEL ,Paris )andthe
Centre forInformation onLanguage Teaching andResearch (CILT ,London ).
15.Atitsmeeting 011November 21-23 ,1.977 ?theEducation Committee considered
this report inthewider context oftheproposed arrangements to
establish thenetwork ofinformation services oneducation inthe
Community agreed bytheCouncil aridMinisters ofEducation on9February ,
1976 .This network istocommence operation from January 1979 •
16.Theunderpinning bysuch aservice ofthevarious measures toimprove
and'extend foreign language teaching isessential within theCommunity .
TheEducation Committee hasagreed inprinciple tothese proposals
subject tofurther technical elaboration during 1978 .
Imnlementation ofmeasures
17.Thefinancial andstaffing implications ofthevarious measures
concerned are setoutintheattached Annex D»

ANEEXD
FINANCIAL ANDSTAFFINGIMPLICATIONS
1.Budgetline
392.Expenditurerelatingtoactionsinthefieldofeducation.
2.Headingwithin "budgetline
3924«ExpenditurerelatingtotheteachingofCommunitylanguages.
3.Légalbase
–ResolutionoftheCouncil,andMinistersofEducationmeetinginthe
frameworkoftheCouncil,comprisingaprogr-araraeofactioninthefield
ofeducation(OJC38of19*2.1976)5inparticularparagraphsIV17to
IV19ofthatResolution,whichread:
*17.Inordertoenablethegreatestpossiblenumberofstudentstolearn
thelanguagesoftheCommunity,theattainmentofthefollowingobjectives
shallbeencouraged ?
–offeringallpupilsthe"opportunityoflearningatleastone
otherCommunitylanguage,
«theprinciplethatbeforequalifyingasaforeign™language
teacherastudentshouldhavespentaperiodinacountry
orrsgionwherethelanguageheistoteachisspoken,
•*thepromotion(®„*g.fonradioandtelevision)oflanguage
teachingoutsidethstraditional schoolsystem,inparticular
•tomeetthevocationaltrainingrequirements ofadults.
18.Asinitialmeasures,t.hafollowingactionshallbeundertaken ,at
Communitylevels
–organisation ofconsultation betweenthoseresponsiblefor
organizinglanguageteachingandspecializedresearchersin
thatfield,
–examinationatCommunityleveloftheresultsofresearch
intothemethodologyoflanguageteaching,particularly
thatundertaken ,intheCCCoftheCouncilofEurope.
/

-2-
19.Atthe same time ,Member States will :
-organize regular extended periods abroad forteachers
andencourage theexchange system forforeign languageassistants ,
-encourage exchanges ofpupils orgroups ofpupils .1
-Paragraph IV5ofthesame Resolution ,which reads :
•5.Inorder togive aEuropean dimension totheexperience ofteachers
andpupils inprimary andsecondary schools -intheCommunity ,Member
States will promote and organize :
-short study visits andexchanges forteachers ,with
special emphasis onstudent language teachers ,
-development ofthenational information andadvisory
services necessary topromote themobility andinter­
change ofpupils andteachers within theCommunity ,
-contacts between ^fcheauthorities ofestablishments
concerned with teacher training ,
Cooperation inthese areas atCommunity level will bedeveloped inthe
light ofactivities and experience ofMember States .1
–Resolution oftheCouncil ,andoftheMinisters ofEducation meeting
within theframework oftheCouncil ,adopted on9February 1976 ,
comprising aprogramme ofaction inthefield ofeducation (OJC38of
19.2.1976 )}inparticular –
Paragraph IV6oftheResolution ,which reads :
*6.Thefollowing will bestudied atCommunity level ....... thesetting
upofEuropean orinternational -type establishments following specific
curricula andusing several teaching languages .'
–Resolution tobeadopted bytheCouncil ,and theMinisters of
Education meeting within theframework ofthe Council ,intheautumn of
1978 establishing aEuropean Community Schools Scheme .
4.Objectives oftheaction
4*1.0 .General objectives
–Topromote theeffective learning offoreign languages ,and especially
ofCommunity languages ,inaridbeyond theschool systems oftheMember States ;
–Tooffer toallchildren andyoung people theopportunity tolearn at
least one,andwherever possible two,Community languages other than hisown ;
–Toencourage thelearning ofthose Community languages which arenotat
present languages ofwide diffusion .

4*1*1 *Spécifie objectives
–Todevelop ,anddisseminate throughout theCommunity ,effective methods
for :
(i)introducing language learning atanearly age ;
(ii)teaching languages toless able children ;
(iii)teaching languages topupil andstudents intechnical
orvocational education .
–Toencourage ,"bymeans ofCommunity Schemes thedevelopment and scope
ofthefollowing activities ,and topromote awell-balanced distribution
ofthem among theMember States :
(i)theexchange oflanguage assistants ;
(ii)one-term andone-year exchanges ofserving teachers ;
(iii)study visits forthose with special responsibilities
forlanguage -teaching ;
(iv)visits andexchanges forpupils atsecondary level .
–Toestablish ascheme ofEuropean Community Schools ,consisting of
pilot schools which will bemodels ofgood practice in:
(i)promoting ,forthebenefit oftheeducational systems
asawhole ,thelearning ofCommunity languages ,and
(wherever appropriate )bilingualism ;
(ii)offering anappropriate education tochildren who
originate from Community countries other than those in
which thegiven school issituated .
5.0 .Implications for expenditure
5»0.0 .Total cost oftheaction j
Themeans forfinancing some oftheactivities concerned differ widely j
among andwithin theMember States .Pupil visits ,forexample ,which |
would beeligible forCommunity support under theproposed Community jScheme ,maybeatpresent funded fromanyorallofanumber ofsources j
(local ,regional prnational education authorities ;subventions from {
theprivate sector ;contributions from thefamilies themselves ). 1
Nocomprehensive detailed forecast ofthecostoftheaction tonational j
authorities cantherefore begiven .Details ofthecost totheCommunity 1
aretherefore given under 5«0.0.0 below ,andindications ofthecost to jtheMember States under 5»0.0.1/5*0.0.2. I

-4 -
Implications onexpenditure from Community budget
(estimates ine.u.a .)
ACTION 1980 1981
î1982 1983
A. Pilot Projects
Al..First batch of10
projects 750 ,000 750 ,000 750,000
A2»Second batch of10
projects 750 .000 750 ,000 750 ,000
B. "Ebcchange ofassistants
Bl.Grants toimprove pre­
paration ,induction ,
evaluation 1,400,00 (1,500,000 1,600,000 1,700 ,000
>
B2.Grants tosupport
growth ofthe system 500,000 500,000i
500 ,000 500 ,000
B3.Scherae ofpilot
projects :
B3.1 .First batch offive
projects 250 .000 250.000 250,000«
B3.2 .Second batch offive
projects!
i
ÎI
250,000
i250,000250,0005#0*0«Oi

5.0.0.0.continued .
i
! *
ACTION 1980 1981 1982 1983
C.Exchange ofservmg
teachers
Cl.Contribution totravel
costs 150,000 150,000 150.000 150 ,000
C2.Support ofbasic costs l.OOQOOO 1,000,000 1,000,000 1,000,000
D. Pro,?rairime ofstudy
visits 100,000 100,000 100 ,000 100 ,000
|E.Visits andexchanges of
pupils
El.Support tpovercome
geographical dia-
advantage 1,250,OOC 1,250,000. ' I
i
1,250,000 1,250,000
E2.Support toovercome
socio-economie die-
advantage 600,0001
i
600,000 J600 ,000 600 ,000
E3.Vacation courses
IE3.1.Travel costs 100,000 100,000 100 ,000 100,000
E3.2 .Grant for subsistence
during vacation
courses 150,000 150,000 150,000 150,000
E4.Pilot projects J
E4.1 .First batch offive
projects 1250,000 250,000 250,000 250,000
E4»2 .Second batch offive
projects
I I250,000250,000 250,000

5.0.0.0.continued
Action FTheEuropean Community Schools Scheme
Explanatory note :Theplan isforanew introduction offive schools toth<-
Scheme foreach ofthefour years 1980-1983 (giving atotal of20schools by
1983 ). The5schools toparticipate forthefirst time in1980 ,.are
designated Group I:in1981 ,Group II;in1982 ,Group III ;in1983 ,
Group IV.
ACTION 1980 1981 1982 1983
Pl.Participation of -
Group ISchools in -.the
I Scheme
Pl.l Initial development
costs 50,000
PI.2.Grants forteaching
materials 50,000 50,000
F1.3 Cost offoreign
.teachers 80.000 160,000 240,000
P2.Participation ofGroup
IISchools inthe
Scheme
F2.1 Initial development
costs 50,000
P2.2 Grants forteaching
materials '50,000
P2.3 Cost offoreign
teachers 80,000 160 ,000
F2..4 Study visits 5,000 5,000
4

5.0 «0.0.continued :
ACTION 1980 1981 1982 *
F3.Participation of
uroup III Schools in
the Schema
5*3.1 Initial ûevelopment
costs
i50,ooo
Fj.2 Grants forteaching
materialsI
i 50.000 ■
F3.3 Cost offoreign
teachers
i80.000
P3.4 Study visits 5,000 .
Participation of
Group IVSchools in
the Scheme -r
P4«l Initial development
costs 50.000
F4.2 Grants forteaching
materials
F4#3 Cost offoreign
teachersI .
F4.4 Study visitsI

5.0-0.0 .continued
ACTION 1980 1981 1982 1983
F5.CoRt ofunit adim.ni s-
tering exchanges lor
the SchemeII
JP5.1Administrative costsI
12,000 !15,000 20,000
F5-2 Newsletter 4,000 !5,000 5,000
F6.Cost ofEvaluatio n
'Unit for the Scheme
I
P6.1 Organisation of
induction courses
for teachersI
I
i
15,000 25,000 40.000 '
P5.2 Organization of
annual seminar 40.000 40.000
P6.3 Evaluation –visits
and -reports 20,000 40,000
TOTALS ,ACTION P !
Il
50,000I
I
211,000 450 ,000 785,000

5.0.0.0.continued
SUMMARY (estimates)
ACTIONl
19801981 !1982
61983
A.Mainpilotprojects 75QOOO1,500,000
(1,500,000 750,000
B.ExchangecfAssistants 2,150,00C2,500,0002,600,000 ■
I2,450,000
C.Exchangeofteachers 1,150,0001,150,0001,150,000 1,150,000
D.Studyvisits 100,000100,000100,000 !
j
i100,000
E.Exchangeofpupils 2,225,00C2,475,000I
2,475,000
i
i2,225,000
P.EuropeanCommunity
SchoolsScheme • 50,0001
i
!
211,0001
450,000785,00a
TOTALS|
^425,000 !I
i
7,936,000J8,275,000
I7.460,000

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5.0.0.l./5'O.o.2.Expenditure bynational administrators ./ether sectors
Owing tothedifferent financial structures oftheeducational systems of
thekenter States ,itisnotpossible todistinguish indetail what
proportion oftheKenber State expenditures onthis action will fall to
national administrations ,tolocal orregional authorities ortoother
sectors .
Asageneral indication oxthe extent ofXember State contribution tothe
expenditure ,theprinciple isthat ,asfarasactions A–Sareconcerned ,
theCommunity will notnormally contribute more than 505bofthe cost of
each exchange orproject carried out .Asfarasconcerns Action P,the
following details canbegiven :
Actions P.1.–F.d .
–Initial developaent costs .The Member State contributions will on
average beatleast asgreat asthose oftheCommission ,butwill vary
according tothedifferent needs ofschools .
–Grants forteaching materials .The same applies .
–Cost offoreign teachers .Teachers will remain onthepay-role oftheir
home country .Asfaraspossible ,teachers will beexchanged reciprocally
between countries ;inall such cases ,the CoEmission will ,asfar as
salaries are concerned ,contribute only spppiensentary costs where these
occur owing todifferent salary structures orunfavourable exchange rates –-
Where reciprocity isnotpossible ,theCommission will make acontribution
also tothe basic cost . Under neither ofthese heads will the Commission *s
contribution norsally exceed 50J&ofthetotal actual cost involved .
–Study visits .The Commission will bear the full cost ofthese ,upto
the limit fixed .
Actions P.5»and.F.6 .
Itisproposed that the Commission should bear thewhole cost ofthese
coordinating and evaluating activities *
5*0.1 .Separate credits
Notapplicable .
5.0.2 .Method ofcalculation
estuaate3 xne.u.a .
Action A -
Eain pilot projects
20three-year projects ,intwobatches
of10each , 750,000 1980 and 19Ô3
onecatch starting 1980 ,one1981 ; 1,500,000 1981 and1962
Cocaaunity contribution 75*000 peryear per
project ,being c.50^oftotal project costs

Action Bestimate !In«.u-a »
Exohange oflanguage assistante
As^jnp_ti_onj __^ovih^f_500_eDcch.ari^s ^_ :_ao_
Bl.Grant toimprove preparation etc .
50e.u.a .for each assistant sent
150 e.u.a .for each assistant received
7,000 exchanges in1980 ,rising to
8,500 exchanges in1983 .1,400,000 in1980 •
rising toi
1,700,000 in1983
B2.Grant tostimulate growth
1,000 e.u.a .foreach new exchange 500,000 p.a.1980 -1983
B3.Special scheme ofpilot projects
10three-year projects ,intwo "batches of
5each ,one "batch starting 1980 ,one1981 ;
Community contribution 50,000 peryear per
project ,being c.50$oftotal project costs250,000 1980 and 1983
500,000 1981 and 1982
Action C
Exchanges ofteachers
CI.Grants towards travel costs
500journeys at300e.u.a .
C2.Grants towards "basic costs
average of1,000 e.u.a .for250reciprocal visits
average of3,000 e.u.a *for250non-reciprocal
visits
Action D
Study visits
Approx .400visits p.a.at250 e.u.a .per
visit ,constituting 50^oftotal cost150,000 p.a.1980 -83
1,000,000 p*a .1980 -83
100,000 p.a.1980 -83
Action E •
Pupil visits and exchanges
El.Geographical disadvantage grants
150group visits ,long distance at5»000e.u.a *pergroup
=750,000 e.u.a * 1,250,000 p*a .1980-83
150group visita ,middle distance ,at2,500 e.u*a *per
group =375 »000e.u.a *

-12-
32.Socio-economicdisadvantage grants
averageof100e.u.a.foreachof10childrenin
eachof600groups(alldistances)
E3.Vacationcourses
E3.1.Travelcosts
)
1,000pupiljourneysat100e.u.a.,constituting 50J&oftotalcost
E3.2.Subsistence costs
10,000pupil-daysat15e.u.a.,constituting 50%oftotalcost
E4.Specialpilotprojects
10three-yearprojects,intwobatchesof
5each,onestarting1980,theother1981.
Communitycontribution 50,000peryearper
project,beingc.50oftotalprojectcosts
ActionsFl.l,F2.1,F3.1,F4.1
(initialdevelopmentcoststoschools)
10,000e.u.a.perschool,firstyearonly
(visitsbyexperts;visitsofdevelopment
group;teachertrainingcourses)
ActionsF1.2,F2.2,F3.2,F4.2
(Grantsforteachingmaterials)
10,000e.u.aperschool,secondand
fourthyearsofparticipation
(equipmentandconsumables )
ActionsF1.3,F2.3,F3.3,F4.3
(Costsofforeignteachers)
2,000e.u.a.p.a.foreachreciprocalteacher
5,000e.u.a.£.a.foreachnon-reciprocal teacher
assumptions :3outofevery5foreignteacher
willbereciprocal.
Numberofforeignteachersineach
schoolwillbuildup(after2ndyear
ofparticipation )from5"to15in
threeyears.estimatesine.u.a.
600,000p.a..1980-83
100,000p.a.1980-83
150,000p.a.1980-83
250,0001980and1983
500,0001981,and1982
50,0001980r83
50,000.1981,1982
100,0001983,1984
80,0001981
240,0001982
480,000 ■1983
720,0001984

-13-
Actions P2.4 »F3.4 ,F4.4
(Study visits "toalready experienced schools )
Second and third year ofparticipation forall
but Group I
2visits per school at500 e.u.a .estimâtes ine.u .a.
5,000 1982
10,000 1983 ,1984
Action P5»l
(Administration ofexchanges )
Notional administrative cost ,allowing for
increase innumber ofteachers engaged .from 12,000
to 25,000 1981-4
Action F5.2
(Production anddistribution ofnewsletter )
3issues peryear .
Action F6.1
Organization ofonecourse peryear ;
allowing for increase innumbers ofnew
teachers ,levelling outin1984 *4,000
5,000
15,000
25,000
40,0001981
1982 ,1983 ,
1984
1981
1982
1983 ,1984
Action F5.2
Organization ofannual seminar
(approx .60people for3-4days ) 40,000 p.a.from
1982
Action F6.3
Evaluation –visits and reports
(2visits toeach school between 1982
and 1984 ;administrative andreport
costs )20,000 1982
40,000 1983 ,1984
5.1 .Implications forresources
*
Hot applicable .
6.Financing
6.0 .Financing possible bymeans ofcredits inscribed intherelevant
chapter ofthe budget .
None .Credits allocated tothis action forthe 1979 budget cancover
only essential preparatory studies onamodest scale .

14 -
5.1 .Financing possible byvirement between chapters ofthe current budget *
None .There arenoother chapters from which virement canbemade .
J
6.2 .Need for supplementary -budget .
I Nil .
6.3 .Credits tobeinscribed infuture budgets .
Theestimates given above cover theyears 1980 -1983 .Anyfuture
financial implications oftheproject will bedetermined in1982 .
Supplementary information foranew action
Aprovision must bemade foradministration staff .For theimplementation
ofthis programme thefollowing additional staff resources will beneeded
intheCommission 'sservices :l-j^A +•-^B+l-i<J .