WRITTEN QUESTION E-0263/00

by Christopher Heaton-Harris (PPE-DE) to the Council

(8 February 2000)

Subject: Educational priorities of the Portuguese Presidency

Following the publication of the documented Programme of the Portuguese Presidency, could the Council clarify exactly what is meant by the stated aim to explore the idea of a European dimension in education?

Can the Council fully outline how it proposes to achieve this aim and, more specifically, the role that it intends both the European Commission and the governments of individual Member States to play?

Reply

(13 April 2000)

In its programme, the Portuguese Presidency has indicated that it will explore the idea of a European dimension in education, both by sharing good educational practices and analysing proposals to be submitted by the Commission.

The existing Community programmes in the field of education and training: (the second phases of Socrates and Leonardo) are the keystone of the promotion of the European dimension in education, and the ministerial conference in Lisbon on 17-18 March to launch the new generation of programmes will underline their importance in achieving mobility and co-operation within the framework of the European Union (and also the associated countries) in the service of a European citizenship and a joint approach to common problems. The Presidency is in fact also organising a series of conferences on a range of educational and training topics ranging from curriculum development to lifelong learning all of which have an important European dimension and in which each Member State has a vital role to play, namely the exchange of best practice.

At the special European Council on Employment (22-23 March Lisbon) the Presidency intends to call attention to the role of education and training, as is made clear in its preparatory document Employment, economic reforms and social cohesion towards a Europe based on innovation and knowledge(1) which refers not only to the contribution of education to employment policies but also to the possibility of drawing up a European Charter of Basic Skills.

Apart from the above considerations the Presidency recalls that much of the Council's and the Parliament's current agenda is very much concerned with fostering the European dimension of education, such as the proposal for the European Year of Languages 2001 and the proposed recommendations on mobility and quality evaluation in schools. The Presidency would also like to point out that its programme is very much in line with, and carries forward, the work commenced under the Finnish Presidency by giving priority to the questions of education and employment, quality in education and vocational training as well as the promotion of mobility, which were identified as priority themes in the Council Resolution of 17.12.99(2) on Into the new millennium: developing new working procedures for European cooperation in the field of education and training.

In conclusion, it should be emphasised that it is not for the Presidency to prejudge the role of the Commission, whose powers are defined in the Treaties. Any questions relating to role of the Commission in the promotion of the European dimension of Education should be addressed to that institution.

(1) Doc 5256/00.

(2) OJ C 8, 12.1.2000, p. 6.