Opinion of the committee of the Regions on the proposal for a European Parliament and Council Decision establishing the Community action programme Socrates
Date: 1994-05-18
Institutions: European Committee of the Regions
Subjects: European Movement, European cooperation, action programme, education policy, educational institution, university













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51994AR0043

Opinion of the committee of the Regions on the proposal for a European Parliament and Council Decision establishing the Community action programme Socrates  CdR 43/94  


Official Journal C 217 , 06/08/1994 P. 0018 





Opinion on the proposal  for a European Parliament and Council Decision establishing the Community action programme Socrates   (1)(94/C 217/06)On 3 March 1994, the Council decided to consult the Committee of the  Regions under Article 198C of the Treaty establishing the European Community, on the abovementioned  proposal. The Committee of the Regions adopted by a large majority with 2 abstentions, on the second day of  its 3rd Plenary Session of 17-18 May 1994, the following Opinion drawn up by its  Rapporteur-General, Mr David Bellotti. 1.     General comments1.1.     General supportThe Committee of the Regions gives its support  to the principles behind the proposal to establish the Socrates Action Programme. It believes the  programme will contribute to the development of quality education and training and that the action  proposed will act as a catalyst. The development of partnerships and networks will promote and  strengthen the regions of the European Communities. Accordingly, the Committee of the Regions endorses the proposal and the opinion is supportive. 1.2.     Subsidiarity and diversityThe Committee of the Regions would welcome decentralization of  the administration and financial responsibility of the programme. Clause 29 recognizes 'Respect for the diversity of the education systems, the voluntary cooperation  of the different players and the free choice of partners...' and this can be best accommodated by  ensuring the advisory committees have appropriate representation, i.e. Scotland with a distinctive  education system would need separate membership. 1.3.     Access to programmesEducation authorities and educational institutions should have equal  and easy access to the programmes. Arrangements should be made which ensure that projects which  cover more than one action or appear to be between actions are not rejected if they are valuable. 1.4.     Ratio of fundsThe Committee of the Regions believes there is a need to keep under review  the ratio of funds available between higher education and school education (currently 3:1). As the  programme develops, primary and secondary education will become vital arenas for the programme  which will not grow without that essential dimension. 1.5.     Monitoring and evaluationThe programme would benefit from the objective monitoring which  could be provided by school teachers and lecturers and educationalists with general and local  expertise who have an understanding of the opportunities and the difficulties of applying for and  obtaining support from such programmes. This would also assist in ensuring that local and regional  viewpoints are made on the programmes. 1.6.  The Committee of the Regions welcomes the concept of mobility and interchange of researchers  and provision should be made both to encourage this mobility and for the publication and  dissemination of research findings cf. Eurydice. 1.7.  The Committee of the Regions recognizes the need to establish a centre to disseminate good  practice and to facilitate effective networks. 2.     Specific commentsCHAPTER I2.1.     Student placementsThe programme would benefit from an  unambiguous reference to enable students undertaking placements in another country being able to do  so for short periods. If minimum periods are stipulated, then this would be a hindrance to  participants. With regard to the inter-university cooperation programmes and the establishment of large networks  for each discipline and faculty, the Committee of the Regions would recommend that this opportunity  be seized on to use and test new pedagogical tools, especially those based on telematics and  audiovisual and multimedia materials. CHAPTER II2.2.     Cooperation between schoolsThe criteria proposed for disbursement of Community  funds are welcomed and should be interpreted flexibly so that innovation and new thinking are  encouraged. Funds should be available for the mobility of young people especially if those from a  socio-economic disadvantage are to be encouraged to participate. The concept of flexibility should  be applied to the availability of funding under the Socrates programme to allow for greater  mobility of young people. 2.3.     Multilateral partnershipThe value of at least three institutions participating is  recognized but in some cases, particularly in regions in which there are linguistic minorities,  bilateral programmes can also be worthwhile and deserving of funding; these therefore should not be  automatically excluded. 2.4.     Language choiceWhilst recognizing the value of learning languages that are less widely  used and taught, priority should be attached to all languages when there is still considerable need  to encourage the use of the more widely used languages. 2.5.     Inter-regional networksThe programme would be greatly enhanced if local and regional  authorities and existing networks were enabled to support partnerships and effect introductions as  at the Member State level where less knowledge exists. 2.6.     Schooling for children of migrant workers and gypsiesThe section needs to permit a  liberal interpretation so that all travelling people are included. Fairground 'show people' often  are excluded and this needs to be rectified. The Socrates programme should be correlated with the  action programme to combat social exclusion and promote solidarity. CHAPTER III2.7.     Information and communicationElectronic communications are useful  particularly in more remote areas but information should be disseminated quickly: local and  regional information centres should be set up to cover Community programmes for young people. The Committee of the Regions recognizes that initial training is only the first stage for all  educationalist and opportunities and funding must be made available at regular intervals to allow  for the updating and uprating of knowledge and qualifications for all educationalists. The Committee of the Regions takes the view that promotion of information and exchanges of  experience on educational innovations must make it possible for the Community to check their  relevance to the needs of the citizens of the European Union, particularly with a view to improving  their knowledge or vocational skills, and to rationalizing Community aid. The application of the  innovations then selected must be supplemented with the training of teachers or educational teams  in their use. 2.8.     Adult educationAdult education is an important part of a life-long education and is a  missing ingredient in the programme. Socrates should make reference to Adult Education as it could  make a significant contribution towards achieving a 'European dimension in education' and to  developing in a practical way a 'Citizens' Europe'. The Committee of the Regions requests a  specific action in the programme for adult education. 3.     Conclusions3.1.     Implementation dateIt is very important that the programme gets off to  a good start. 1 January 1995 is ambitious and should only be maintained if it is certain that  everything will be ready. 3.2.     Equal opportunities and environmental awarenessThese are an essential commitment which  should be at the heart of the programme and a pre-requisite for participation. Education to improve  environmental awareness should be included in each of the three chapters of the programme. 3.3.     BudgetArticle 8.3 refers to the Commission reporting to the Council, European Parliament  and others by 1998 on the operation of the programme. The Committee of the Regions would expect and  welcome inputs from local and regional authorities into that report. The Committee of the Regions recognizes the importance of twinning links by educational  institutions, at all levels, with similar institutions in the emerging democracies of central and  eastern Europe and long distance curriculum twinning links and calls upon the Commission and  Council of Ministers to recognize the importance of this vital work by its inclusion with the  Socrates programme. Done at Brussels, 18 May 1994. The Chairmanof the Committee of the RegionsJacques BLANC(1) OJ No C 66,  3. 3. 1994, p. 3.