Communication from the Commission - Review of reactions to the White Paper - 'Teaching and learning: towards the learning society'
Date: 1997-05-29
Institutions: European Commission
Subjects: continuing education, education, information technology, professional qualifications, vocational training

COMMISSION  OF THE EUROPEAN  COMMUNITIES 

Brussels,  29.05.1997 
COM(97)  256  final 

COMMUNICATION FROM THE COMMISSION 

REVIEW  OF REACTIONS TO THE WHITE  PAPER 

TEACHING  AND LEARNING:  TOWARDS THE LEARNING  SOCIETY" 

COMMISSION  C  OMMUNICATION 

R E V I EW  OF  REACTIONS TO  THE  W H I TE  PAPER 

" T E A C H I NG  AND  LEARNING:  TOWARDS  THE  LEARNING  SOCIETY" 

The  European  Commission  launched  a  fundamental  public  debate  when  it  asked  the 
Community  institutions, the Member  States, the social  partners, employers'  federations, 
universities and research institutes and NGOs to examine the White Paper "Teaching and 
learning: towards the learning society". 

The reactions,  opinions  and  comments  the Commission  thus gathered  dovetail  with  one 
of the central conclusions  drawn  from  the European Year of Lifelong  Learning, viz. that 
people in Europe are increasingly aware of the need to build on their knowledge and their 
occupational  skills  throughout  life.  They  are  conscious  of  how  crucial  this  is  both  as 
regards  getting  into  employment  and  as  regards  integrating  into  social  life  and  being 
active citizens. 

The political contribution of the White Paper, in which education and training provide the 
key  to  a  blueprint  for  society,  deserves  to  be  stressed.  The  Commission  has  sought  to 
give  this  prospect  substance  and  convince  as  wide  a public  as  possible  of  the  need  to 
bring  about  a knowledge-based  society  in  the  interests  of  a Europe which  is thus  more 
competitive, and more fully  aware of itself and its values. 

The  purpose  of  this  communication  is  to  distil  the  main  policy  signals  from  the 
discussions  of the  past  18 months. The  Commission  takes  this  opportunity  to  stress  the 
quality  and  depth  of  the  reactions  which  have  already  contributed  to  informing  and 
adjusting  its  present  action  and  to  preparing  the  future.  There  have  been  significant 
contributions  from  the  Community  institutions,  particularly  the  Council  with  its 
conclusions of 6 May  1996, and the European Parliament. The reactions have, moreover, 
made it possible to  launch experiments which  are reported  on in this communication.  In 
parallel  with  this, the  ideas  set out  in the White  Paper have been  examined  in depth by 
the Study Group on Education and Training. 

I. 

THE FOUNDATIONS OF A EUROPEAN UNION OF KNOWLEDGE 

The discussion of the White Paper and the reactions it generated  have helped  to lay 
the foundations  of a European Union of knowledge and have largely confirmed  the 
main themes which appear in this text. 

• 

Economic basis 

In an economic  context  of globalisation  and  new  forms  of competition,  improving 
education  and  training  can  help  to  strengthen  growth  and  competitiveness  in 
Europe. This bears  out  the analysis derived  from  the thinking  set out  in the  White 
Paper  "Growth,  competitiveness,  employment".  The  links  between  education, 
training  and  employment  are  recognised  by  everyone,  particularly  by  the 
employers'  representatives,  while  the reactions  of the representatives  of  the world 
of  education  warn  against  excessive  gearing  of  education  and  training  systems  to 
the current structure of employment. 

Human values 

As stated in the White Paper, the need not to think purely in terms of the economic 
aspects of development, but to consider  the personal  fulfilment  and  forming  of the 
individual  as part  of the  essential  objectives  of education  and  training,  is  stressed 
time  and  again.  The  Council  feels  that  the  cultural  and  formative  aspects  of 
education  and  training  should  be highlighted,  while the European  Parliament  asks 
that  the  social,  affective,  moral  and  spiritual  aspects  be  taken  into  account.  The 
expression  'learning society'  is sometimes not clearly understood;  it is important to 
avoid an excessively narrow interpretation  of it. On the contrary, the idea is to open 
up access to knowledge for everyone. 

Social basis 

The White Paper's  analysis is grounded  in a social model which rejects  the idea of 
a  society  which  leaves  some  of  its  members  out  in  the  cold  and  creates  a  rift 
between  the  'knowledge  haves'  and  the  'knowledge  have-nots'.  The  Council,  the 
European  Parliament,  the  ETLIC  and  the  NGOs,  fearing  further  social  exclusion, 
advocate  stepping  up  the  fight  for  equal  opportunities.  Although  the  plight  of 
young  people  should  not  be  underestimated,  the  European  Parliament  and  the 
Economic  and  Social  Committee,  along with  other  institutions, would  also  like to 
see  emphasis  placed  specifically  on  the  problems  encountered  by  women,  young 
children,  adult  workers  and  all  the  disadvantaged  categories  of  people  -  the 
disabled,  the  elderly,  the  long  term  unemployed,  ethnic  minorities  - who,  for  one 
reason or another,  face the risk of social exclusion. There are many calls  for  a new 
dialogue  bringing  together  all the players, particularly  the  social  partners,  and  for 
local partnerships established between the local and regional authorities, NGOs and 
the community at large. 

Lifelong  learning 

The idea of lifelong  learning is now very widely supported. It is part  and parcel  of 
the  concept  of  a  knowledge-based  society.  It  is  an  objective  which  will  tap  the 
potential offered  by the tools of the information  society and shows the relevance of 
action dovetailing the two areas of education and training. Everyone  acknowledges 
the need to improve convergence between general and vocational education, and to 
give  vocational  training  in  general  a  higher  standing.  The  importance  of  this 
objective  is brought home to us in no uncertain terms by the prospect  of having to 
face  up  to  the  challenge  of  an  ageing  European  population,  as  the  European 
Parliament reminds us. 

New technologies 

Putting the concept  of lifelong  learning  into practice entails the use of  information 
techniques  which  everyone  will  have  to  come  to  terms  with  as  instruments  of 
communication  and  work.  The  emergence  of  the  information  society  is  widely 
accepted  as being  conducive  to  the  development  of  a dynamic  exchange  process, 
particularly through the use of interactive networks via dedicated Internet sites. The 
assessment  and  accreditation  of  skills  therefore  seems  set  to  make  considerable 
headway through the promotion of new IT-based tools. 

The political  mobilisation of the Member States of the European  Union 

The knowledge-based  society is not going to come about as a matter of course, and 
the  type  of  policies  and  action  needed  to  make  it happen  have  to be  thought  out. 
There is virtual unanimity on the primary role of the Member States and the need to 
abide by the principle of subsidiarity when it comes to the content and organisation 
of  education  and  vocational  training  systems.  Yet  at  the  same  time  regrets  are 
expressed  that  these  systems  have  not  been  analysed  in  sufficient  detail,  for  they 
display  certain  rigidities  which  hamper  the  modernisation  they  so  badly  need, 
although there are instances of innovation which can serve as a basis  for  instituting 
the  necessary  changes.  In  its  conclusions,  the  Council  states  that  the  analysis 
needed  could  well  open  up  new  areas  of  co-operation  at  Community  level.  This 
opens  up  new  prospects  for  co-operation  on  education  and  training  and  confirms 
the importance of the Commission's role in analysis. 

Adjusting to developments 

The  advent  of the knowledge-based  society raises questions  as to how  the  various 
players  will  react.  It  is  generally  agreed  that  the  emergence  of  the  information 
society  will  give  everyone  ever-wider  access  to  a range  of  educational  resources 
and  that  this  will  call  for  a  change  in  attitudes.  There  remains,  however,  the 
sensitive  issue  of how  to  reconcile  the responsibilities  which  fall  to  the  education 
systems  and  institutions  on  the  one  hand  and,  on  the  other,  the  development  of 
modes  of  learning  and  the  role  to  be  played  by  individuals  themselves.  The 
European  Parliament  considers  that  it  is  up  to  the  public  sector  rather  than  to 
individuals  to secure universal  access to education. The importance of  information 
(data  bases,  indicators,  etc.)  and  guidance  arrangements  has  been  emphasised  in 
order not  to  leave the  individual  alone and at a loss. The vital role of the teaching 
approach  which  forges  the  link  between  the  individual  and  knowledge  has  been 
repeatedly stressed. Many reactions have also stressed the role of the family  and the 
immediate  environment,  and  there  is unanimous  acknowledgement  the  primordial 
importance of the training of teachers and trainers. 

Finding the necessary  resources 

The  European  Parliament  is  worried  by  the  fall  -  in  relative  terms  -  in  public 
expenditure  on  education  and  training.  If  action  to  make  Europe  an  open  area  of 
education  for  all  its citizens were to be a political priority, the potential  budgetary 
impact  would  be  discussed  in  the context  of the  future  financial  perspectives.  The 
European  Parliament  urges  the  budgetary  authority  to  increase  funding  for  the 
Leonardo da  Vinci and Socrates programmes in order to finance  the new objectives 
arising from  the establishment  of the knowledge-based  society. 

II. 

EXPERIMENTS  IN PROGRESS 

The White Paper proposed experiments as part of the action programmes and using 
the  financial  resources  allocated  to  them.  The  Commission  has  launched  this 
experimental  phase,  taking  into  account  the  comments,  reactions  and  opinions 
received  from  the discussions. These have prompted  the Commission  to refine  and 

adjust  the  guidelines  initially  established  for  the  implementation  of  the  objectives 
of the White Paper. 

Objective I: 

Accreditation of skills and the principle of the "personal skills 
card" 

a)  Preliminary conclusions 

The  aim  is to  conduct  experiments  in  areas  and with  methods  which  are  radically 
new.  While  the  need  to  take  better  account  of  workers'  informal  experiential 
learning, as suggested by the ETUC, is understood and accepted, the principle itself 
elicits questions which the discussions have helped to answer. 

The accreditation of skills is not intended to take the place of the traditional  formal 
qualifications  nor to devalue the recognition  of qualifications  issued by the  school 
system, and certainly not to install a new tier of European bureaucracy. The ETUC 
expresses  doubts  as  to  the  exact  notion  of  skill, but  is  interested  by  the  idea  of a 
"personal  skills  card".  The  vast  majority  of  employers'  organisations,  however, 
wonder just how feasible such approaches are. 

In  this  connection,  the  thematic  conference  provided  an  opportunity  for  a 
demonstration  of  the  prototype  of  a  skills  evaluation  software  programme  for 
mathematics which could be put out over the Internet. 

b) 

Implementation 

Information  to the public on the option of automated validation using computerised 
multimedia  techniques  have cleared  up misunderstandings  and  made  it possible  to 
identify  certain transnational  teams eager to try out this approach.  34 projects  have 
been selected,  covering  a wide range of subjects  and occupational  areas. There are 
pilot  projects  on:  i)  basic  knowledge  (maths,  physics,  chemistry,  drafting  skills, 
languages,  geography,  environment/water); 
technical  and  occupational 
knowledge  (banking-related  professions,  marketing,  assembly,  informatics,  office 
technology,  industrial  processes,  customer  service,  law,  chemistry,  biology, 
statistics;  iii)  key  skills  (also  called  horizontal  skills). An example  is the  Dialang 
project,  the  purpose  of  which  is  to  design  a  system  to  enable  every  citizen  to 
evaluate  his/her  level  of  proficiency  in  any  of  15  European  languages.  Further 
experimental  projects  in occupational  fields  not yet covered are envisaged in 1997. 
The  Commission  is  also  conducting  a  study  on  the  situation  in  the  USA  and  in 
Europe with regard to automated evaluation and personal skills cards. 

ii) 

The  projects  are  designed  to  compile  a reference  compendium  of knowledge  and 
skills  arranged  into  elementary  units  which  will  provide  a  basis  for  developing 
interactive evaluation software  which can be put out over the Internet  and  whereby 
the level achieved by the candidate can be validated. 

Despite  the  controversial  nature  of  the  automated  option,  the  response  is  positive 
and shows that a genuine demand  exists among individuals, the business sector and 
trade  organisations.  The  objective  of  opening  up  access  to  recognition  of 
knowledge  and  individual  skills,  and  giving  everyone  the  opportunity  to  update 
their skills, is welcomed. 

Many  argue  that  a  less  systematically  automatic  approach  to  the  process  would 
consolidate  the  impact  of  the  experimental  project  for  accreditation  of  skills. The 
5 

success of the accreditation project  can be guaranteed only if it is part of a genuine 
economic  process  and  caters  for  a  real  need  which  the  professional  circles 
concerned have identified  and are committed to tackling. 

In this connection,  it would be a good  idea to reposition  the project  in the context 
of the transparency of skills and qualifications  at national and European levels. This 
would  enable the project  to benefit  from  the existing momentum  generated  by the 
Green  Paper  "The  obstacles  to  transnational  mobility"  and  by  the  action  plan, 
"Learning  in  the  information  society".  A  start  is  being  made  on  this  with  the 
various sectors concerned. 

The implementation of this objective has also led to the launching of a joint call for 
proposals1  by the  Education  Multimedia  Task  Force  aimed  at the development  of 
new pedagogic  tools which  will  enable people  in Europe to train more  effectively 
and  help  their  teaching  establishments  to rise to  the challenge  of  the  information 
society. 

Objective II: 

Bringing  schools  and  the  business  sector  closer  together  and 
developing  apprenticeships 

a) 

Preliminary conclusions 

Against  a backcloth  of  alarmingly  high  unemployment  there  is broad  support  for 
the principle of bringing the school and the business sector closer together. But, as 
the  Council  and  the  EP  stress,  this  does  not  mean  gearing  education  to  the  sole 
requirements  of the business  sector  as a matter of course. The idea  of  a European 
framework for  apprentices  is also warmly received as a reference  instrument  at the 
European level in order to smooth the way for mobility and emphasise the need  for 
high-quality  apprenticeships. 

Comments  made during  the discussions  have prompted  the Commission  to  clarify 
its view that there is no single model of apprenticeship which should be considered 
as  the  only  channel  leading  to  vocational  training  -  which  is  what  the  ETUCE 
(European  Trade Union  Committee  for  Education) was  afraid  of - but  that, on  the 
contrary,  there  is  a  need  to  open  up  and  diversify  apprenticeship  and  sandwich 
training,  smoothing  the  way  for  travelling  apprenticeships  in the  European  Union 
by making it easier for skills acquired to be mutually recognised. 

The  UEAPME  (European  Union  of  SMEs)  considers  the  introduction  of  a 
European  apprenticeship  scheme to be desirable provided  it removes  the obstacles 
relating  to  social  protection  and  administrative  obstacles,  while  the  UNICE  fully 
subscribes  to  the  aim  of  expanding  apprenticeship  while  taking  full  account  of 
specific national  features. 

The discussions have allowed considerable progress to be made in the definition  of 
the conditions  for the success of the education partnership based on  apprenticeship 
arrangements. 

This  joint  call  for  proposals  by  the  Education  Multimedia  Task  Force  concerns  the  Telematics 
Applications,  Esprit,  TSER,  Socrates, Leonardo and  Ten-telecom  programmes. The  projects  selected 
(end  June  1997)  will  relate  to  the  innovatory  tools,  services  and  contents  for  schools,  universities, 
vocational training centres and companies, including SMEs. 

b) 

Implementation 

With  the  definition  of  the  annual  priorities  for  the Leonardo  programme,  special 
emphasis  was  laid  on  the  development  of  co-operation  between  education 
establishments  and  the  business  sector.  The  Commission  has  thus  supported  the 
development of transnational initial training placement and exchange programmes -
particularly  targeting  young  workers  and  those  young  persons  undertaking 
apprenticeship-based  training  or  sandwich  training.  It  has  also  consolidated  the 
transnational  in-company  placement  programmes  for  young  university  students, 
taking  care  to  ensure  that  this  training  is  taken  into  due  account  by  their  home 
university. The number of young people benefiting from a European mobility grant 
for vocational training will reach  100 000 in 1998 (compared with 20 000 in 1995). 

Both these channels of training,  i.e. initial training  as part of school  education  and 
the more traditional model of apprenticeship, are the expression of different  cultural 
traditions,  so they  can  develop  and  flourish  only  if they  are implemented  with  the 
proper  accent  on  quality  and  do  not  lock  the  recipients  into  jobs  considered  as 
lower-skilled.  This  is  why  the  Commission  has  also  provided  support  for  the 
development of apprenticeship and sandwich training in higher education. 

Two ambitious  ventures  are currently  in progress. They presuppose  the removal  of 
certain  legal  and  administrative  obstacles  to  transnational  mobility  for  people 
undergoing  training. The first  is the development  of an "Erasmus  for  apprentices", 
as proposed  in  the  White  Paper,  and  the  second  is the  preparation  of  a  European 
apprentices'  charter  which  fully  complies with the principle  of subsidiarity  set out 
in the Treaty and paves the way for the expansion cf Europe-wide training  schemes 
based on apprenticeship  and sandwich training. It is important to stress the political 
value  of  the  step  taken,  which  is  intended  to  help  to  strengthen  these  training 
channels  in  the  Member  States  while  taking  due  account  of  the  European 
dimension. 

The  Commission  has  also  supported  a venture  which  has  enabled  500  teachers  to 
undertake  an  in-company  placement  in  order  to  strengthen  links  between  general 
education  and  the  business  world.  Several  partnerships  set  up  under  Community 
programmes have made co-operation between school and industry the focus of their 
education  project.  This  venture  also  led  to  projects  bringing  together  training 
establishments and companies in order to introduce teachers to enterprise culture. 

Objective III:  Combating exclusion through education and training 

a) 

Preliminary conclusions 

Everything must be done to fight  against exclusion. The problem has taken  on new 
proportions  and could get even worse. This is why the White Paper proposes, as an 
experimental project, the concept of the second-chance school. 

The  misgivings  expressed  during  the  discussions  on  this  concept  have  helped  to 
clarify  this  approach.  There  is  no  question  of  tiying  to  make  out  that  ordinary 
school  is no  longer  capable  of catering  for  all children,  nor of  forming  ghettos, as 
the  IRDAC  and  the  ETUC  put  it.  As  the  Council  writes,  there  is  first  a  need  to 
improve  the  quality  of  initial  education  and  training  systems  in  order  to  forestall 
failure. However, the Member States, the ESC and some NGOs consider it essential 
to  give  a  second  chance  to  those  young  people  who  did  not  complete  their 

schooling,  left  with  no  qualifications  and  consequently  find  themselves  in  a 
situation of exclusion. 

There  is  support  in  many  of  the  reactions,  particularly  those  of  the  EP,  the 
Committee  of  the  Regions  and  several  associations,  for  the  idea  of  giving  every 
person the opportunity of education and training throughout life. 

b) 

Implementation 

In  conjunction  with  the  governments  concerned,  the  Commission  is  supporting 
pilot  projects  for  the  social  and  economic  reintegration  of  young  people  past 
school-leaving  age  who  are  facing  the  greatest  difficulties.  The  concept  of  the 
'second-chance schools' is based on: 

-  a  solid  and  durable  partnership  between  local  authorities,  the  social  services, 
voluntary bodies  and the public and private sectors, the latter being involved  in 
defining  the  training  route  and  offering  young  people  mentoring  and  real  job 
prospects; 

-  a teaching approach tailored to the needs and aspirations of young people, which 
will make the best of a young person's natural talents by helping him to rebuild 
self-esteem,  a factor which is so essential to (re)integration in society; 

-  a central role for the use of new technologies which will place the young person 

in a new, stimulating learning environment. 

The concept  must be left  open to cater  for  the great diversity  of  social,  economic, 
cultural  and  institutional  structures  of the Member  States,  for these will  to  a large 
extent  determine  the  features  of  each  project.  There  is  absolutely  no  question  of 
imposing  institutionalisation  of  a specific  arrangement  and  the point  is to  take  an 
experimental  approach. 

Following  the  very  successful  conference  for  the  launching  of  the  second-chance 
school  held  in  Marseilles  on  9-10  December  1996,  other  pilot  projects  will  be 
launched  in  Bilbao  (Spain),  Catania  (Italy),  Hâmeenlinna  (Finland),  Setûbal 
(Portugal)  and  Attiki  (Greece). Additional  pilot  projects  will  be  confirmed  by  the 
national authorities by the end of  1997. It is encouraging to note that the concept of 
the  second-chance  school  has  found  its  way  into  some  national  programmes  to 
tackle exclusion. 

In  addition,  in  order  to  build  on  the  outstanding  endeavours  and  achievements  in 
the  various  Member  States,  an  extensive  exchange  network  will  be  set  up  to 
develop  synergy  and  make  the  best  use of  existing  schemes  to  achieve  the  social 
and  economic  reintegration  of  excluded  young  people.  This  network  will  help  to 
illustrate the relevance of this approach. 

Objective IV:  Proficiency  in  three  Community  languages  and  awarding  a 

European quality label 

a) 

Preliminary conclusions 

While  the  Commission's  objective  of  enabling  everyone  to  communicate  in  two 
European  languages  in addition to his or her mother tongue is considered  essential 
for  the  promotion  of  European  citizenship  and  access  to  employment,  the 

discussions  have  stressed  the  special  place to be  given  to  mastering  one's  mother 
tongue  and  the  advantages  of  a  working  understanding  of  one  or  more  foreign 
languages, as stated by the European Parliament. 

Many  misgivings  have  been  expressed  that  the  proposed  European  label  might 
highlight  the  differences  which  exist  between  the  education  policies  of  different 
countries and that by seeking to point to the best - or the worst  - from any point  of 
view involves the risk of perpetuating disparities rather than attenuating them. This 
is why the Commission has proposed  awarding a label  for  innovatory  initiatives in 
language learning. This proposal has been taken on board by the Council. 

In  addition  to  this  encouragement  for  innovation,  the  reactions  and  comments 
stressed the need to: 

-  give greater thought  to the role of the language teacher  and the specific  context 

of adult language learning; 

-  place the  learner  at the heart of a teaching process  designed  to  seek  continuous 

improvement and make use of the new information  technologies; 

-  encourage mobility among teachers and learners, young and adult alike. 

b) 

Implementation 

The  European  quality  label  will  be  awarded  to  innovatory  language  learning 
initiatives.  The  Commission  has  set  up  an  ad  hoc  working  party,  comprising 
representatives  of the Member  States themselves, in order to define  how this  label 
is to be awarded. 

Early language teaching, the advantages of which are widely  recognised,  is being 
analysed and discussed in order to work out the right approach. 

Bilingual  or  multi-lingual  teaching.  There  is  a  wide  variety  of  experience  in 
Europe when it comes to using a foreign  language as the medium of teaching. This 
type of teaching will be encouraged  by providing  specific  training  for  the  teachers 
concerned and assistance in the preparation of curricula and teaching material. 

initiation 

The  cross-comprehension  of 
into  multilingual 
languages  or 
comprehension  (i.e.  understanding  other  languages,  but  not  necessarily  speaking 
them)  is  considered  to  be  a  promising  approach  on  account  of  its  potential  for 
improving  communication  between  the  citizens  of  Europe.  It  involves  taking 
advantage  of  points  of  similarity  between  the  languages  of  a  given  family. 
Meetings  and  discussions  on  this  theme  will  help  to  decide  on  the  best  way  of 
promoting this approach. 

It  is  important  to  be  able  to  evaluate  the  quality  of  materials  and  methods.  A 
guide will  be prepared  to help teachers, teacher trainers, authors  and publishers  so 
that  this  can  be  pursued  more  easily  at  the  European  level.  An  international 
network  of  existing  servers  is  also  envisaged  so  that  information  and  material 
can be exchanged. 

In  view  of  the  fact  that  he  is  called  upon  to  work  in  a  constantly  changing 
environment,  and of the need to raise standards for teaching adult learners, the role 
of the language teacher will be the subject of an in-depth analysis. 

Objective V: 

Putting  tangible  investment  and  training  investment  on  an 
equal footing 

a) 

Preliminary conclusions 

The objective has been approved insofar  as there is general recognition of  the need 
to  increase  training  investment  and  to  develop  new  policies  for  investment  in 
knowledge and skills. 

The  Commission  concludes  from  the  discussions  that  there  is  a  need  to  readjust 
expenditure  among  the  different  players  involved  and  for  a  new  relationship 
between  tangible  investment  and training  investment.  It notes that  there  is  a need 
for  major  changes  in  approach,  behaviour  and  even  mentality,  particularly  for 
companies  and  those  who  determine  public  and  private  investment,  in  order  to 
redress  the  balance  towards  intangible  investment,  a  factor  which  plays  an 
increasingly  central  role  in  modern  economies.  The  EP's  view  is  that  the  public 
authorities' mission is to prepare the most appropriate (fiscal, legislative and social) 
environment. 

b) 

Implementation 

The implementation of this objective involves three main aspects. 

-  First  and  foremost,  the question of  funding  of education  at the European  level: 
an important  step  forward  has been accomplished  with the agreement  of all  the 
Member States to take part in a first publication offering  a comparative approach 
to  funding  the  different  levels  of  education.  A policy  debate  on  this  issue  will 
then be launched at the highest level. 

-  Secondly, the identification  and analysis of the rationale of fiscal and accounting 
practices  and  arrangements  used by Member  States to encourage  investment  in 
training.  This  "Study  on  the  accounting  and  fiscal  arrangements  capable  of 
putting  investment in  capital and  investment in training on  an  equal  footing" 
will have two major  objectives: 

•  first,  to  make  an  inventory  of  the main  accounting  and  fiscal  approaches  in 
the Member States to investment in training for individuals and companies; 
•  secondly,  a preliminary  cost-effectiveness  assessment  of  incentives  designed 
to promote  investment  in  training,  based  on  an  examination  of  the  different 
types of arrangements. 

An inventory of this kind, which should be available for the end of  1997, will 
provide  the starting point  for  an experts'  meeting  to circumscribe  the  issues 
involved  and, in particular, to identify  "good practices" capable of supporting 
the development of initiatives in this area. 

-  Lastly,  to  speak  of  investment  in  training  presupposes  better  knowledge  of  the 
relation  between  costs  and benefits  inherent  in this training.  The results  of this 
study  are  expected  by  the  end  of  March  1998  and  should  make  it  possible  to 
identify  a  reliable  indicator  to  measure  in  comparable  terms  over  time,  by 
country  and  by  sector, the skills  shortages which  may  reflect  a lack  of  training 
and  generate  a higher level  of unemployment  - and to study  the  feasibility  of a 

10 

research  programme  to  examine  the  relationship  between  skills  shortages  and 
employment and unemployment in Europe. 

III. 

CONCLUSIONS AND FOLLOW-UP 

This  stocktaking  of  the  discussions  generated  by  the  White  Paper  and  the 
presentation of the first results of the experiments in progress will be  supplemented 
by  a  working  document  setting  out  the  positions  expressed  during  the  thematic 
conferences. 

The  Commission's  intention  is  to  conduct  this  current  experimental  phase  the 
greatest  care  and  carry  out  a  painstaking  evaluation  which  will  be  produced  in 
1998. The first results of this work will be widely  disseminated  among  the public 
and private parties concerned. 

Preparatory work will be carried out in order to identify  the legal instruments which 
would give a greater political weight to the objectives of the White Paper and to the 
results  of  this  experimental  phase.  This  process  is  already  under  way  for  the 
European apprentices' charter. 

The  process  of  reforming  the  Structural  Funds  for  the  next  programming  period 
beginning in 2000 will be informed by the White Paper debate, which confirms  that 
investment  in human resources  is vital to a competitive  European  economy  and  to 
the level and quality of employment in Europe. The Commission will do its utmost 
to ensure that intangible investment fulfils  its essential role. 

In the  second  half  of  1997 the  Commission  will present  broad  guidelines  to  open 
the  discussions  on  the  future  of  the  action  programmes  in  the  areas  of  education, 
training  and  youth.  This  guideline  document  will  seek  to  specify  how  the  new 
generation  of  Community  action  programmes  could  contribute  to  the  general 
objective of lifelong  learning. 

A major  drive  is needed  in  education  and  training  if the  knowledge-based  Union, 
seen as a European area of access to knowledge and skills, is to become a reality. It 
is ultimately  for this edifice  that the White Paper  'Teaching and learning: towards 
the  learning  society'  sought  to  provide  the  cornerstone.  The  depth  of  the 
discussions  and  debates  it  has  generated  confirms  that  it  is  responding  to  the 
concerns and aspirations of individuals across Europe. 

11 

Annex  : Debates  on the White  Paper  and the learning  society 

Statement  from  the Advisory  Committee  on Vocational  Training made before  the adoption  of the 
White Paper  on  16 and  17 October  1995 and 9 November  1995. 

Following  the adoption  of the White Paper,  list of the main  contributions: 

1. 

The  Community  institutions  and  authorities  have  provided  the  following  discussions, 
conclusions  and  opinions: 

- 

last  paragraph:  "Lastly, 

the  text  adopted  by  the  Council  at  the  Education  Council  meeting  of  6 May  1996. 
should  again  be 
Selected:  point  2, 
emphasised  of  holding  a  Community-level  discussion  which  is  consistent  with  the 
debate  going  on  in  individual  countries  and  in  line  with  innovation  and  reform  in 
national  policies  and  which,  at the same  time, focuses  on certain  problematic  aspects 
which  those  policies  take  into  account.  In  this  connection,  it is necessary  to  highlight 
the  central  role  of  teachers  in the process  of  innovation  and  of  enhancing  the  quality 
of  education  and  training  systems  ". 

the  advantages 

Information  from  the  Commission  on the  five  thematic  conferences  and  Commission 
report  on  the  four  thematic  conferences  during  the  Education  Council  meeting  of 
21 November  1996; 

- 

Opinion  adopted  in  the  plenary  session  by  the  European  Parliament  on  12 March 
1997.  Selected: paragraphs 40, 41  and 42: "The  European  Union: 

•  expects 

the  Council  and 

take  greater  account,  when 
to 

the  Commission 
the  annual  budgets,  of  the  fact 

to 
that  the  EU  accords  priority 
establishing 
general  vocational  training  as a means  of improving  the  employment  situation; 
•  points  out  that  the  EU's  education  and  cultural  programmes  are  funded  under 
heading  3  of  the  budget  ("internal  policies  "),  80%  of  which  is  earmarked 
for 
research  and  networks  and  all  other  expenditure  is subject  to  severe  constraints; 
that  programmes  such  as  Socrates  and  Leonardo, 
draws  attention 
frequently 
the 
measures  proposed,  are  already  underfunded; 

to  in  the  White  Paper  as  the  financial  framework 

to  the  fact 

referred 

for 

®  calls  therefore  on  the  budgetary  authority  to  increase  funding 

for  the  Leonardo 
in order  to  be  able  to  finance  the  new  policy  objectives 

and  Socrates  programmes 
identified  in relation  to the establishment  of the  learning  society; 

- 

the  report  adopted  by  the  Committee  of  the  Piégions  on  2Ï  March  1996.  Selected: 
paragraph  2.5: "The  Committee  of  the  Regions  also  welcomes  the  emphasis  given  to 
the  development  of  local  and  regional  networks  which  the  Commission 
in  the  White 
Paper  recognises  as  one  of  the  main  ways  of generalising  training  and  strengthening 
cohesion  in  the  EU.  However,  it  calls for  the  important  role  of  local  and  regional 
authorities  in setting  up  and  co-ordinating  partnerships  at  local  and  regional  level  to 
approach 
be  acknowledged.  Local  and  regional  authorities  multidimensional 
educational 
involving 
establishments, 
teachers, 
researchers,  students,  etc.  —  can  help  tackle  the  new  challenges  of  unemployment 
local  innovation  and  creativity  as  well  as 
and  social  exclusion  by  stimulating 
involving  and  mobilising  communities; 

social  actors  at 
business, 

local 
SMEs,  workers, 

all  economic 
schools, 

and 
universities, 

level  — 

the  report  adopted  by  the  ESC  on  10 July  1996.  Selected:  paragraph  2.3:  "The 
Economic  and  Social  Committee  believes  that  the  aim  of modernising  and  upgrading 

12 

educational  and  training  systems  and,  most  of  all,  the  aim  of  achieving  a  learning 
society,  cannot  be  reached  by  the  Member  States  pursuing 
separate  paths  of 
strategies,  or  by summit-level  discussions,  investigations  or  choices.  The  only  way  to 
bring  this  about  is  a  comprehensive  and  consciously  systematic  social  effort.  This 
social  effort  must  possess  a  common  and  acceptable  vehicle  for 
co-ordination, 
common  and  acceptable  procedures  for  reconciling  opposing  views  and  common, 
clear  and  acceptable  subordinate  objectives.  Only  the  EU  and  its  bodies,  particularly 
the  Commission,  can  co-ordinate  this social  effort  to  bring  about  a learning  society.  " 

2. 

3. 

4. 

5. 

6. 

7. 

Debates  and  positions  by  the  Member  States:  Germany  (minutes  presented 
to  the 
Secretariat  of  the  Kultusministerkonferenz  and  minutes  of  the  Committee  for  European 
Affairs  of  the  Bundesrat  of  February  1996),  Austria  (Ministry  of  Labour  and  Social 
Affairs),  Denmark  (Director-General  for  vocational  teaching  of  the  Ministry  for  Education 
and  Research  and  the  Director  for  international  relations),  France  (Minister  of  Labour  and 
Social  Affairs),  Italy  (Minister  for  the  Universities  and  Scientific  and  Technological 
Research),  the  Netherlands  (Minister  of  Education,  Culture  and  Science  and  the  Director 
for  research  and  scientific  policy)  and  Sweden  (the  Minister  responsible  for  schools  and 
adult  training). 

Experts'  debates  conducted  in  the  thematic  conferences  organised  by  the  Commission  in 
conjunction  with  the  Member  States:  five  thematic  conferences  based  on  each  of  the 
objectives  of the  White  Paper  have  been  organised  by  the  Commission  in  accordance  with 
the  process  announced  in  Venice  at  the  joint  meeting  of  the  Ministers  of  Education  and 
Labour  held  on  2  and  3 February  1996  to  launch  the  European  Year  of  Lifelong  Learning. 
Depending  on  the  precise  theme,  these  conferences  brought  together  60-80  experts 
recognised  at  the  European  level  for  their  competence.  They  were  invited  on  the  basis  of 
proposals  made  by  the  Member  States  or  the  social  partners,  or  on  the  basis  of  their 
previous work.  They acted  in their capacity  as independent  experts. 

Debates  and  lessons  drawn  from  the European  Year  of Lifelong  Learning  (1996). 

Debates  and  reactions  of  the  social  partners  and  the  employers'  organisations:  the 
resolution  by  the  ETUC  of  6-7  June  1996, the  stand  taken  by  the  UNICE  on  7 April  1997, 
the  opinion  of  the  CEEP  of  July  1996,  the  ETUCE's  position  expressed  on  20  September 
1996,  the  comments  from  the  Danish  Teachers'  Union  (DLF  International)  of  27  June 
1996,  the  recommendation  of  the  European  Independent  Trade  Union  Confederation  in 
February  1996,  the  stand  of  the  UEAPME  of  12 March  1996  and  the  opinion  of  the 
IRDACof20  January  1997. 

Debates  and  reflections  within  the  university  and  research  institutions:  the  position  of 
the  German  Confederation  of  Adult  Education  Establishments  of  11 June  1996,  the  reply 
from  the  Universities  Association  for  Continuing  Education  of  16 September,  the  National 
Science  Centre  Brochure  for  the  UK,  and  the  contribution  from  the  National  Teaching 
Research  Institute of 3 April  1996. 

Reactions  from  civil  society  (debates  and  reactions  of  the  NGOs):  the  reply  from  the 
European  Parents'  Association  of  20 December  1996,  the  comments  of  the  European 
Association  for  International  Education  of  21 May  1996,  the  reactions  of  the  organisation 
ATD  Quart  Monde  of 20 September  1996 and  the Declarations  of 2 December  1996 by  the 
Nordic  Organisations  for  Adult  Education,  which  groups  together  the  Danish,  Swedish, 
Finnish  and  Norwegian  associations,  not  forgetting  the  many  letters  sent  directly  to  the 

13 

Commission  Member responsible  for  education and training, expressing  satisfaction  at the 
launch  of the debate and  stressing  fundamental  issues such as protecting  the  environment, 
the  meeting  of  cultures,  the  fostering  of  European  citizenship  and  the  importance  of 
informal  education and training systems in establishing the learning society. 

14 

ISSN 0254-1475 

COM(97) 256  final 

EN 

16  06 

Catalogue  number  :  CB-C0-97-265-EN-C 

ISBN 92-78-20802-7 

Office  for Official  Publications of the European Communities 

L-2985 Luxembourg