Communication from the Commission to the Council and the European Parliament The eLearning Action Plan - Designing tomorrow's education
Date: 2001-03-28
Institutions: European Commission
Subjects: EU initiative, education, information technology, new technology, vocational training

COMMISSION OF THE EUROPEAN COMMUNITIES

Brussels, 28.3.2001
COM(2001)172 final

COMMUNICATION FROM THE COMMISSION
TO THE COUNCIL AND THE EUROPEAN PARLIAMENT

The eLearning Action Plan

Designing tomorrow’s education

INTRODUCTION

The “eLearning: Designing tomorrow’s education” initiative1 was adopted by the European
Commission on 24 May 2000. Following up the conclusions of the Lisbon European Council,
it set out the principles, objectives and lines of action of eLearning, defined as the use of new
multimedia technologies and the Internet to improve the quality of learning by facilitating
access to resources and services as well as remote exchanges and collaboration. The
eLearning initiative was welcomed by the Ministers of Education and by the Feira European
Council in June 2000.

The eLearning initiative is part of the comprehensive eEurope Action Plan2, the aim of which
is to allow Europe to exploit its strengths and overcome the barriers holding back the uptake
of digital technologies. It also falls in with the Report on the concrete future objectives of
education systems3 by adopting information and communication technology development as
one of its objectives. The effectiveness of education systems depends entirely on the
the
effectiveness of the approaches to teaching and learning. In order to be effective,
introduction of information and communication technologies will have to be accompanied by
a far-reaching reorganisation of learning structures. The eLearning initiative is also of
relevance for the candidate countries given the interest they have shown for the eEurope
action plan.

The purpose of this Action Plan, which covers the period 2001-2004, is to present ways and
means of implementing the eLearning initiative. The intention is to involve education and
training players, as well as the relevant social, industrial and economic players, in order to
make lifelong learning4 the driving force behind a cohesive and inclusive society, within a
competitive economy. It will help promote the employability and adaptability objectives
under the European Employment Strategy5, rectify the shortage of skills associated with new
technologies, and improve social inclusion.

First of all, the proposed Action Plan explains how eLearning fits into the context of eEurope,
identifies the areas in which it will contribute, and mentions the programmes and instruments
that will enable EU Member States and other European countries participating in these
programmes to act. It is not a question of new budgetary resources, but rather of the
coordinated and coherent use of those which exist already. In this light, the Commission has
taken a look at the resources available at Community level and is proposing a method of
action designed to provide back-up and encouragement for initiatives at regional and Member
State level.

Secondly, the Action Plan sets out concerted key measures for each of its lines of action
(infrastructure, training, services and content, cooperation). Finally, a useful practical guide to
the services and instruments involved completes this documet6.

1 COM(2000) 318 final, 24.05.2000 (http://www.europa.eu.int/comm/elearning).
2 COM(2000) 330, 14.06.2000 (http://europa.eu.int/comm/information_society/eeurope/index_en.htm).
3 COM(2001)59 final
4 The ongoing public debate on the

“Memorandum on lifelong learning” SEC (2000) 1832

(http://europa.eu.int/comm/education/life/index.html ) must lead to an action plan by the end of 2001.

5 This coordinated strategy is based on four pillars: employability, entrepreneurship, adaptability and equal
opportunities (http://europa.eu.int/comm/employment_social/empl&esf/ees_fr.htm) (EMP3).

6 http://www.europa.eu.int/comm/education/elearning/index.html

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1.

1.1

eLEARNING: THE FRAMEWORK FOR IMPLEMENTATION

eLearning in the context of eEurope

The eLearning initiative, which complements the comprehensive eEurope Action Plan, groups
together specific measures within an education-oriented framework, in line with the wishes
expressed by the Lisbon Council. Within this framework the European Commission is setting
ambitious objectives to encourage action by the Member States and the relevant players and is
also moving to support and coordinate their efforts at European level.

The first aim of the eLearning initiative is to accelerate the deployment in the European
Union of a high-quality infrastructure at a reasonable cost. With this in mind, it adopts
and adds to the objectives of eEurope, namely:

–

–

–

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–

to provide all schools with access to the Internet and multimedia resources by the end
of 2001, and to equip all classrooms with a fast Internet connection by the end of
2002;

to connect all schools to research networks by the end of 2002;

to achieve a ratio of 5-15 pupils per multimedia computer by 2004;

to ensure the availability of support services and educational resources on the
Internet, together with on-line learning platforms for teachers, pupils and parents, by
the end of 2002;

to support the evolution of school curricula with the aim of integrating new learning
methods based on information and communication technologies by the end of 2002.

The eLearning initiative also aims to step up the training drive at all levels, especially by
promoting universal digital literacy and the general availability of appropriate training for
teachers and trainers, including technology training as well as courses on the educational use
of technology and management of change.

Schools, universities and training centres are urged to become local knowledge acquisition
centres which are versatile and accessible to everyone. Policy in this field will take account of
the European Employment Strategy and national strategies for lifelong learning. Precise
targets have also been laid down under eEurope:

–

–

–

to ensure, by the end of 2003, that all school-leavers have had the chance to become
digitally literate;

training
to provide all
programmes accordingly, and to introduce measures to encourage teachers to make
real use of digital technology in their lessons, by the end of 2002;

teachers with appropriate training,

to adapt

teacher

to offer every worker the opportunity to become digitally literate through the lifelong
learning system, by the end of 2003.

The eLearning initiative places emphasis on creating appropriate conditions for
the
development of content, services and learning environments which are sufficiently
advanced and relevant to education, in terms of both the market and the public sphere. The
availability of standards is particularly important, as is the establishing of conditions

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conducive to change and to adaptation of the ways in which education and training systems
are organised.

The final aim of the eLearning initiative is to strengthen cooperation and dialogue and
improve links between measures and initiatives at all levels — local, regional, national and
European — and between all the players in the field: universities, schools, training centres,
decision-makers and administrators responsible for selecting equipment, software, content or
services (including the social partners). Partnerships between the public and private
sectors will continue to be established, in order to encourage exchanges of experience,
technology transfers and an improvement in the way in which businesses’ skill needs are
taken into account in conjunction with the measures advocated by the European Employment
Strategy.

1.2

eLearning as a European cooperation platform

The contribution of eLearning towards achieving and developing the educational objectives of
eEurope consists in establishing a framework and programme for cooperation between the
relevant Community departments and the Member States. To this end, common
recommendations and priorities will be established, education and training players involved,
and Community instruments utilised.

Since adoption of the eLearning initiative in May 2000, substantial progress has been made in
terms of:

–

–

–

–

–

stepping up Member States’ efforts in this field, and building on the progress
already achieved with regard to training strategies and infrastructure, content and
services; certain objectives have already been achieved by certain Member States;

continuing the policy debate on the essential aspects of eLearning in the Member
States; launching of the debate on the initiative at the European Parliament and the
Committee of the Regions; the contribution made to this debate by European
cooperation networks in the fields of education and training;

involving businesses, allowing them to participate in the discussion7, and
cooperation with the European Investment Bank;

creation of three eLearning working groups: one with the Member States, one at
the European Commission, and one with representatives of the industry;

adoption by the Council of Education Ministers, meeting in Brussels on 12 February
2001, of the Report on the concrete future objectives of education systems, which
include the use of information and communication technology. This report, presented
to the Stockholm European Council, constitutes the general policy framework for the
Action Plan.

An initial inventory of current measures pursuing the objectives of the eLearning Action Plan
reveals substantial diversification at both national and Community levels. Common
problems are also emerging. There is growing recognition of the fact that technological
innovations should not be separated from their social, economic or cultural contexts.

7 Major firms in the telecommunications and content sectors have joined forces for the organisation in Brussels

of an “eLearning summit” on public-private partnerships in the eLearning sector.

4

Separating the different fields and levels of education is at odds with the concept of lifelong
learning.

The time has come to launch an eLearning Action Plan, as a tool to help practical players and
decision-makers by presenting options and explaining the possible approaches on the basis of
examples of experience from both Europe and beyond.

It is therefore essential to strengthen dialogue and cooperation between the Commission and
the various players in order to define common recommendations and priorities relating to
eLearning in the context of Community programmes such as the framework programmes on
research and technological development. The goal must be to achieve synergy between
ongoing measures at the various levels, as well as greater effectiveness.

The stepping up of dialogue and implementation of the common recommendations also imply
close cooperation with education ministries and employment and social affairs ministries
as part of the open method of coordination defined in the Lisbon conclusions. Through the
Socrates and Leonardo da Vinci programmes, measures under the IST (Information Society
Technology) programme on education and training8, and projects funded via the Education
Multimedia Task Force, thousands of students, teachers, trainers, businesses and organisations
have taken part in projects on the use of information and communication technologies in
education.

Such a major change requires the participation and support of all concerned. In this sense, the
eLearning Action Plan is an information and awareness enhancement tool and necessitates a
special communication effort. Contributions will take the form of encouraging a debate on the
main issues of eLearning at all levels, providing support for events and activities to give
general currency to the appropriate use of new technologies for learning purposes, and the
construction of a high-quality eLearning site9.

2.

eLEARNING: LEVERS OF COMMUNITY ACTION

The European Community has at
its disposal a wealth of resources, programmes and
instruments which can contribute to achieving the objectives of eLearning. The ongoing
measures clearly complement each other in a manner conducive to convergence and increased
effectiveness, and they are fully consistent with the lines of action followed by eLearning.

The main Community levers for the implementation of eLearning are the following.

–

Education, training and youth programmes. The Socrates, Leonardo da Vinci and
Youth programmes are among the leading Community successes and have benefited
hundreds of thousands of participants at all
levels since the first cooperation
measures were launched in 1976. Total funding for the second generation of these
3 520 million, of which
programmes, covering the period 2000-2006, amounts to
some 10% is likely to be devoted to eLearning.

€

8 Cf. measures under the 5th framework research and development programme and the three previous

programmes.

9 The Action Plan may also benefit from the support of the European Parliament, as envisaged in the context of

Preparatory Actions (Line B3-1000).

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From the outset, these programmes were open to the development of activities
relating to new technologies, including their use in training teachers and instructors.
The evidence is a very wide range of innovative projects and European networks.
eLearning is now a priority in calls for proposals, and this will be reflected by joint
measures involving the various programmes.

The framework programme on research and development (1998-2002) is a second
major lever. It deals with eLearning in the IST (Information Society Technology)
programme and in socio-economic research:

–

–

the IST’s "multimedia tools and content" line, which continues the main
programmes of research into the use of new technologies in education, has
anticipated the lines of action proposed by eLearning and eEurope and
developed research projects and pilot trials involving advanced technologies;

the RTD strand on "targeted socio-economic research" has funded advanced
new learning
and
investigations,
environments and their social, economic and cultural implications.

experiments

concerning

analysis

The proposal for the framework programme 2002-2006 on research and development
identifies amongst the proposed priorities for community action “information society
technologies” (with specific references to the knowledge based society and
technologies for learning ) and “citizens and governance in the European knowledge
society” (with specific references to education and training).Programmes to foster
technological development and competitiveness: TEN-Telecom, promoting the
deployment of trans-European services based on advanced telecommunications
networks; eContent, supporting for the development of the digital content market
and, more specifically, public-sector information resources and language technology;
Go Digital, supporting small and medium-sized enterprises in their ‘e-business’
strategies, by using existing community programmes and initiatives; and an action
plan in the field of standardisation, dealing with eLearning-related issues and
accessibility for everyone.

–

The Structural Funds, the principal financial instruments for regional development,
investment in human resources and social cohesion:

–

–

€

the European Regional Development Fund (ERDF)10 (
120 billion for
2000-2006) in cases of proven market deficencies, will help with infrastructure
creation and sectoral developments, e.g. digital networks for universities The
provision of computers and software for educational purposes is also eligible
for funding under regional development programmes. Within the ERDF, some
€
400 million is earmarked for innovative measures, where one of the three

themes is "the information society and regional development"11;

the European Social Fund (ESF)12 has at its disposal a substantial amount of
60 billion for the period 2000-2006) for adapting education and
resources (

€

10 http://europa.eu.int/comm/regional_policy/activity/erdf/erdf_en.htm
11 Cf. eEurope-regio. http://www.inforegio.org
12 http://europa.eu.int/comm/employment_social/esf2000/index.htm. However, it is not possible at the moment to
calculate the exact percentage of Structural Fund resources allocated to eLearning initiative objectives,

6

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training systems and giving general currency to the best models developed at
national or European level. Lifelong learning measures encompass many of the
priorities set out in the plans financed by the ESF, which covers all the EU
Member States and finances measures designed to develop information
technology skills, with the emphasis on persons vulnerable to employment or
social exclusion problems, as well as those on the training priority list, such as
teachers and instructors. Specific resources have been earmarked for promoting
lifelong learning and developing skills in SMEs.

The employment guidelines. In the context of the European Employment Strategy
(Luxembourg process) and in follow-up to the conclusions of the Lisbon European
the employment guidelines for 200113 reinforce the horizontal role of
Council,
lifelong learning in a knowledge-based economy. Member States are urged to
develop, in their national action plans for employment, comprehensive and coherent
strategies, together with the public-sector and/or private-sector players. The role of
the social partners is also strengthened.

As regards employability,
the guidelines for 2001 lay down qualitative and
quantitative objectives and short-term target dates for the development of knowledge,
skills and qualifications, especially eLearning, for all citizens. As for adaptability, the
guidelines urge the social partners to enter into agreements on action to make every
worker digitally literate by 2003 and on more flexible forms of work to facilitate
participation in learning.

The European Investment Bank (EIB)14 regards the development of human and
intellectual capital as a high priority within the context of its Innovation 2000
initiative. This is reflected by the provision of funding for innovative projects,
amounting to approximately
15 billion over three years. For example, the EIB can
finance infrastructure and equipment allowing the use of information technology in
schools and universities, as well as for teacher
training, creating educational
multimedia and virtual libraries or universities, or the networking of research centres.

€

Such financing can take the form of conventional loans (with different arrangements
depending on project size), individual loans or global loans (credit lines administered
by commercial banks). In the context of the activities of the EIB group, the European
Investment Fund (EIF)15 also supports the development of risk capital for innovative
business start-ups - including in the education field - by investing in venture capital
funds. The EIF may also finance science parks and business incubators.

A synopsis of
these Community programmes and instruments is appended to this
Communication as an aid to understanding the different programmes, how they work and the
arrangements for participation.

as allocations are decided at national or regional level on the basis of a broader definition of objectives
adopted in 1999.

13 Council Decision 2000/63/EC of 19 January 2001 on guidelines for Member States’ employment policies for

the year 2001 (http://europa.eu.int/comm/employment_social/empl&esf/ees_en.htm)

14 http://www.eib.org.
15 http://www.eif.org.

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3.

eLEARNING: KEY MEASURES

Four main lines of action are identified, covering infrastructure,
multimedia services and content, and dialogue and cooperation at all levels.

training, high-quality

This Action Plan defines common activity areas and specific measures for each of these lines.
Coordination, follow-up, tailoring to educational communities and exploitation will involve
close cooperation with the Member States.

3.1.

Key measures relating to infrastructure and equipment

As the Member States — sometimes with support from Community instruments — are
stepping up their efforts to create the necessary infrastructure and provide educational and
training establishments with new-technology equipment, there is a pressing need for joint
assessment of, and follow-up to, the action taken and experience acquired in connection with
the use of ICT for educational purposes.

This Action Plan proposes responding to this need by means of three specific measures.

3.1.1. Development of a tool to assist decision-making

In accordance with the “benchmarking” principles proposed at the Lisbon Summit, the aims
of this initiative are to develop quantitative and qualitative indicators and set up a strategic
and high-quality information base. This will form part of the follow-up to the Report on the
concrete future objectives of education systems in the European Union.

In particular, it will be based on the work undertaken by Eurostat and Eurydice and will also
take account of that done under the OECD. Links will be established with Eurobarometer
surveys, the Information Society Statistics surveys initiated by Eurostat, the studies launched
by the Information Society DG as part of the follow-up to the eEurope 2002 global action
plan, and relevant research projects under the Socrates and IST programmes. A further basis
will be the activities pursued in connection with the European Employment Strategy16 and the
work of the Employment Committee in order to define indicators and to establish a
comparison of performances for the specific guidelines.

This measure will also help lay the foundations for recommendations on infrastructure and
contribute to establishing ratios for balancing expenditure between equipment, content,
training and human resources. For want of considering all the necessary expenditure, there are
many obstacles in the way of developing the use of ICT. Although this question is mainly the
responsibility of the Member States, it is certainly an area in which the European Union’s
contribution may be particularly useful thanks to economies of scale and mutual enrichment.

16 On 19 January 2001 the high-level group on the employment and social dimension of the information society
(ESDIS), appointed to monitor and implement eEurope 2002 measures on “Working in a knowledge-
based society” and “Participation for everyone in the knowledge-based society”, adopted a
benchmarking report as part of the follow-up to the report on “Strategies for jobs in the Information
Society”.

8

Measures 2001 – 2002

Report on the development of eLearning indicators and
identification of sources and methods in order to monitor
progress in the use of ICT in formal and informal education,
in the context of the Report on the concrete future objectives
of education systems in the European Union. This report will
contain an analysis of the quantified objectives already
adopted with a view to their improvement and organisation on
a systematic basis, and it will propose recommendations on
the introduction of a follow-up and forward studies tool at
European level.

Publication of the report “Key figures in eLearning”

European Commission:
Education and Culture DG;

Research DG; Information
Society DG;

Employment DG;

Eurostat

Eurydice

CEDEFOP

European
Education and Culture DG

Commission:

3.1.2

A European research area for new learning environments

The aim here is to step up research — educational, socio-economic and technological — in
the field of eLearning and the use of ICT in education and vocational training. A further
intention is to develop a “virtual centre of excellence” which, on the basis of the Member
States’ existing structures, will make it possible to exploit the results of current projects and
build upon knowledge acquired on the subject of new models and learning environments. An
informal structure supported by the Commission, this laboratory will function as a European
platform for meetings and exchanges, a bridge between education and research.

Three subjects will be explored in detail:

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–

–

Development of systems. Research into, testing of, and forward studies on new
learning environments, from the educational and technological viewpoints. Special
attention will be devoted to using emerging technologies (GRID, satellite, digital
radio and television, etc.) for the development of innovative applications for
education and training. Education methods, organisation (learning communities,
regions and organisations) and management of change are essential aspects in this
context.

Virtual models. The concept of virtual campus; the new prospects for European
universities; virtual mobility to complement and support physical mobility; access
to education resources without constraints in terms of time or space17; virtual
networks for cooperation and collaboration.

Taking account of individual differences in learning, and special needs education.
Exploiting the potential of new technology to provide remedial measures in the case
of disability, exclusion, difficulty in gaining access to learning, or where
conventional education does not work. Special attention will be given to the
promotion of gender equality.

17 One of the six “key messages” of the Memorandum on lifelong learning.

9

Measures 2001 – 2002

Launch of a specific measure "eLearning futures" under the
IST programme, to contribute to the development of future
learning environments, taking account of cognitive processes

European Commission:
Information Society DG

Launch of a specific measure "eLearning for European
youth in a digital age" under the IST programme, involving
all the key players in different fields in large-scale pilot
experiments with a view to improving eLearning in schools,
universities and other educational establishments.

European Commission:
Information Society DG

Organisation of an "eLearning Summit" together with the
industry
technology;
audiovisual; publishing), on the theme of public-private
partnerships.

communication

(information

and

Feasibility study relating to a European "Technology and
Education" laboratory based on bodies of this type in the
Member States; joint work on scenarios for the development
of education and training systems and the integration of
eLearning.

European Commission:
Education and Culture
DG; Enterprise DG;
Employment DG;
Information Society DG
CEDEFOP

European Commission:
Education and Culture
DG; Research DG;
Information society DG

Study on the measures taken in the Member States and other
countries to promote and encourage the use of ICT for
educational purposes.

European Commission:
Education and Culture DG
Eurydice

In the context of eAccessibility, recording and analysis of the
results of the various programmes in the field of special-needs
education; exchange of best practices to help disadvantaged
people use ICT to learn (e-Inclusion).

Exploitation of European know-how in this field.

European Commission:
Employment DG;

Information Society DG;

Education and Culture DG

European Commission:
Education and Culture DG

3.1.3

Encouraging the development of infrastructure

The eLearning Action Plan is consistent with efforts to improve infrastructure quality in the
Member States. This will be undertaken as from 2001 in support of the efforts of the Member
States, giving priority to less-favoured regions, and with financial assistance from the ERDF.
The financial instruments provided by the European Investment Bank will be used to develop
the necessary infrastructure18. The construction of a European Research Area will contribute

18 Use of these instruments will, of course, have to conform with Community telecommunications policy. It will
be advisable to ensure that there is no distorsion of competition and that financial instruments are used,
as much as possible, in a neutral manner from a technological point of view. Furthermore, it will be
advisable to take into account, in infrastructures and purchases of equipment, the gradual transition
towards a new Internet IPv6 protocol.

10

to improving the links between research and teaching and to the development of
infrastructure.

Access to infrastructure will be facilitated by the development of multipurpose places of
learning accessible to all, and by the development of virtual infrastructure. The creation of
multilingual portals on the Internet will be encouraged, in order to allow structured and
user-friendly access to existing resources.

Measures 2001 – 2002

Establishing of financial
development.

instruments for

infrastructure

European Investment Bank

Recommendations for the development and networking of
multipurpose places of learning accessible to all based on
the inventory of experiences in the Member States produced
by the ESDIS high-level group.

Use of emerging technologies (GRID, satellite, digital radio
and television, etc) to develop innovative applications for
education and training.

Member States
European Commission:
Employment DG; Education
and Culture DG; Regional
Policy DG

European Commission:
Information Society DG

Support for multilingual portals on the Internet to allow
structured and user-friendly access to existing resources.

Launch of the European learning opportunities database
project.

European Commission

Member States
European Commission:
Education and Culture DG;
Employment DG

3.2

Key measures on training

These are of two types: the first intended to identify new basic skills in connection with the
use of eLearning and to improve access to training to rectify the skills shortage, and the
second focussing on training for teachers and trainers:

3.2.1

New skills and eLearning

New skills — technical, intellectual and social — are becoming essential for living, working
and participating actively in a knowledge society. While their scope extends well beyond
“digital literacy”, they are the basis on which it depends. They fall into the broader category
of “new basic skills” (foreign languages, entrepreneurship etc.) to be acquired in a process of
lifelong learning. Discriminating and responsible use of the new technologies constitutes one
of these new basic skills.

Specific vocational skills are also vital. Firm foundations must be laid to counterbalance the
observed failure of supply to meet demand for a skilled workforce. Europe already has a
significant skills shortage which could hamper the development of the European economy. In
the information technology sector, this shortfall was estimated at 800 000 unfilled posts in
1999, and could rise to as many as 1 700 00019. The ability to use information and

19 Source: IDC 1999.

11

communication technologies is also essential in many other activity sectors, in different
contexts. These new skills need to be more closely defined to enable the education and
training systems to cater for them.

This line of action is geared to improving training in these two areas, following on from the
ideas explored in the European Employment Strategy,
the Memorandum on Lifelong
Learning20 and the new Skills and Mobility Task Force proposed by the Commission in its
communication “New European Labour Markets, Open to All with Access from all”21. In
to encourage mobility and lifelong learning, Member States need to improve
order
recognition of qualifications, knowledge and skills.

3.2.2

Training of teachers and trainers

Lack of appropriate training for teachers and trainers is a major obstacle to the use of new
technologies in education. Moves to train teachers or trainers in use of the new tools have not
always been reflected in any significant progress in teaching practices. Strenuous efforts need
to be made in this field.

Mere training in use of the tools and technical know-how is not enough. It is also important to
apply the new technologies to innovative practical teaching methods and incorporate them
into different disciplines to promote an interdisciplinary approach. The non-technical aspects
involved in effective use of the technologies – group work, planning of activities, networking,
combining independent training with conventional courses, and teleworking with attendance
at the workplace – also need to be considered.

The measures proposed are:

–

–

identification of best practice in introducing “technologies for learning” into
training for teachers and trainers, and cooperation in this area between those in
charge at various levels;

studies and innovative approaches with a view to improving training systems, and
generalisation of best practice via channels such as relay centres.

20 The Memorandum on Lifelong Learning puts the emphasis on six key messages. Two are of particular concern
here: generalised acquisition of new skills and the development of innovative approaches to teaching
and learning, with particular emphasis on active user-based teaching methods or greater interaction
between sectors and levels.

21 COM(2000) 116 final.

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Measures 2001 – 2002

Continuation of work on basic skills in information and
communication technologies in the context of the Report on
the concrete future objectives of education systems.

European Commission:
Education and Culture DG;
Employment DG;
Information Society DG

CEDEFOP

In conjunction with the business and education spheres,
improving definition of the skills required and access to
training22.

European Commission:
Education and Culture DG;
Information Society DG;

Report and recommendations on a European diploma for
IT skills with decentralised issuing procedures.

An inventory of projects run at European level and analysis
of models developed, for initial and continuing teacher
training;
the
European networks.

recommendations

consolidation

for

of

Employment DG;

Enterprise DG

European Commission:
Education and Culture DG;
Information Society DG;

Employment DG

European Commission:
Education and Culture DG

CEDEFOP

Eurydice

Typology of online materials and services; a guide to
existing resources and experts in the field.

European Commission:
Education and Culture DG

and activities on the

for
Seminar
the
tomorrow’s
increasingly multidisciplinary nature of programmes and the
integration of new contents and methods.

and trainers

skills
to

theme of

teachers

geared

CEDEFOP

European Commission:
Education and Culture DG;
Research DG

Eurydice

3.3

Key measures on services and content: favourable conditions and priority areas
for innovation and development

3.3.1

A conducive environment

Various measures are envisaged with a view to creating an environment conducive to
developing quality content and services:

–

Development of recommendations to improve consumer protection in the face of
products of highly variable quality. An inventory of quality certification systems

22 For example, the Career Space project supported by the European Commission. This consortium comprises
Intel, Microsoft Europe, Nokia, Nortel Networks, Philips
BT, Cisco Systems,
Semiconductors, Siemens AG, Telefonica SA, Thales, EICTA (the European ICT Industry
Association), CEN/ISSS and EUREL (convention of national societies of electrical engineers of
Europe) http://www.career-space.com.

IBM Europe,

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–

–

–

will be drawn up in cooperation with the Member States. Special attention will also
be paid to recognition of qualifications and validation of knowledge acquired by new
methods.

Special attention will be given to ethical aspects and to the issues of “Science and
Society”23 in the use of eLearning and ICT in education. An action will be launched
in conjunction with the European Group on Ethics in Science and New Technologies.

Cooperation on finding solutions appropriate to the learning environment in terms of
security of educational and cultural sites, in conjunction with measures under the
Internet Action Plan24.

Development and promotion of standards adapted to education and training, and the
definition of ‘metadata’, taking into account needs that are linked to maintaining
quality and to collaborative learning processes,
in conjunction with the various
existing international initiatives in this field (CEN/ISSS – Comité Européen de
Normalisation / Information Society Standardisation System).

Matters concerning intellectual property rights and conditions governing payment
of authors will be examined with a view to developing economic conditions
conducive to content development and distribution, especially where teachers and
trainers are involved in defining future content and services.

Measures 2001–2002

Work on quality certification issues; recommendations for
users of online educational services.

Implementation
"eLearning Standards:
Europe."

and

promotion

programme:
the
towards a new knowledge-based

of

Working group on ethical questions; development of rules of
conduct on content and services.

Promotion of appropriate means of ensuring the security of
educational and cultural sites.

Member States

European Commission:
Education and Culture DG
European Commission:
Enterprise DG;Information
Society DG;
Education and Culture DG
CEDEFOP
European Commission:
Education and Culture
DG; Information Society
DG
Internet Action Plan

European Commission:
Education and Culture
DG; Information Society
DG

23 Commission’s working document of November 2000 on “Science, society and the public” SEC (2000) 1973
24 Decision No 276/1999/EC of the European Parliament and of the Council of 25 January 1999 adopting a
multiannual Community action plan on promoting safer use of the Internet by combating illegal and
harmful
http://europa.eu.int
/ISPO/iap/decision/fr.html and Council Recommendation of 24 September 1998 on the development of
the competitiveness of the European audiovisual and information services industry by promoting
national frameworks aimed at achieving a comparable and effective level of protection of minors and
human dignity, OJ L 270 of 7.10.1998, p.48 http://europa.eu.int/comm/dg10/avpolicy/new_srv/recom-
intro_fr.html

networks, OJ L 33

6.2.1999,

content

global

p. 1

on

of

14

Work on questions concerning intellectual property rights.

Launching of a feasibility study to examine the possibilities
for developing an online coproduction, exchange and
distribution system for educational multimedia content
between European universities

3.3.2.

Priority areas for innovation and development

European Commission:
Education and Culture DG

European Commission:
Education and Culture DG

With a view to rectifying the shortage of quality European eLearning content and services and
the lack of substantial experience in the use of these technologies in education and training,
the eLearning action plan encompasses three subject areas of strategic importance for
Europe:

1.

2.

3.

Modern languages

Science, technology and society

Art, culture and citizenship.

These themes are essential for the development of the new knowledge society and economy
and to ensure that,
in this development, Europe’s cultural and linguistic diversity is
preserved and encouraged. They are strategic in their aim to open up schools and
universities to partners outside the education system. And finally, they are growth areas of
the future in both market and non-market terms.

We need to exploit the existing possibilities to the maximum, taking those applications which
have proved most positive; develop concrete recommendations and measures at European,
national and regional level and unite and motivate all those throughout Europe active in
developing content and services. We need to develop and demonstrate in practical terms — in
large scale, genuinely informative demonstration projects — how eLearning can improve the
quality of education in schools, universities and industry.

These themes are also educational priorities for European-scale technological demonstration
projects, intended not only to prepare the infrastructure (emerging technologies, mobile
systems) but also to develop services and content relevant to teachers, trainers, students,
workers and, more generally, the European public as a whole in the knowledge society. This
testing and promoting virtual campus and virtual mobility
could include, for example,
initiatives in various settings, including the workplace. This kind of demonstration project
will allow products and services to be more closely matched to teaching, knowledge
representation and cooperative learning methods in the fields below.

3.3.2.1 Learning of modern languages

Language diversity is fundamental to the European model. Language learning is increasingly
being promoted in the educational curricula of Member States and is essential to building a
European identity and developing the new European labour market. Modern languages
constitute one of the sectors in which the added value of new technologies for education is
already significant. Online collaboration offers new opportunities for communication between
learners and teachers or those providing support for language learning. Modern languages are
increasingly a growth niche in the educational multimedia market which is attracting interest
in the public and private sectors.

15

A measure of this nature must be used to expand the experience and results of existing
projects under the education and training programmes. It could also be of value for activities
in connection with the European Year of Languages. The time is ripe to pinpoint the aspects
on which to base European-level proposals to provide guidelines for the many and various
players in the field of modern languages.

3.3.2.2. Science, technology and society

Scientific and technical education is of prime importance for Europe. The Lisbon Council
identified the development of a technological culture as one of the new basic skills to be
acquired through lifelong learning. Research is the key for the development of sectors of vital
importance for the future. Europe will not be able to achieve the agreed objectives if the lack
in a
of interest
knowledge society, all citizens must be in a position to understand the social implications of
scientific and technical progress and make an informed choice on the possible options.

in tomorrow’s careers among young people continues. Furthermore,

Multimedia tools help to make scientific and technical education more effective and more
attractive, particularly through the possibilities they provide for modelling, simulation, remote
experimentation or development of new kinds of resources, in addition to standard practical
experimentation. New approaches are being developed using eLearning. They could help to
open up communication between educational institutions and scientific and technical centres
(scientific museums, research centres, technology transfer centres), and contribute to opening
young people’s minds to science and technology and developing a scientific and technical
culture.

Specific action must be taken targeting women, as they are significantly under-represented in
these occupational sectors. This raises the more general question of differences in attitude in
these fields. Such a measure would also represent a continuation of the guidelines presented
in the Commission’s working document of November 2000 on “Science, society and the
public”.

3.3.2.3 Art, culture and citizenship

New approaches are being developed to bring schools and universities closer to arts and
cultural institutions to promote arts and intercultural education. As well as playing an
essential role in nurturing and preserving cultural diversity in Europe, art and culture — and
the industries supporting them — are important sources of jobs in the new economy. They are
estimated to represent over a million potential new jobs by 200525.

The new technologies are already a part of the cultural sphere (media, cinema, electronic
publishing, digital music); they have become basic tools for the culture industries. Their use
for creative purposes is of great educational value and they can also be used for education in
citizenship. From this point of view, integration of the cultural institutions into new learning
environments must be encouraged, while running specific projects in education in the visual
image and the new media for the general public.

These actions would follow on from those already under way on this subject in the areas of
cooperation in education, cultural and audiovisual programmes and technological research
and e-commerce programmes. They will help to strengthen cooperation with publishers of
the
educational software, with a view in particular to improving distribution circuits,

25 SEC (98)837 Study on “Culture, the cultural industries and employment”.

16

production of innovative learning packages and materials which can be reused in different
production contexts, and the use of open source software.

In all these areas, the European Commission has an important promotional role to play.
Where eLearning is concerned, it can encourage exchange of experience and analysis which
will benefit all the measures undertaken, from research and the design of new services to the
generalisation of best practice.

Measures 2001 – 2002

Promoting exchange of best practice and pooling of
Member States' efforts in areas such as language learning,
and cultural
scientific
education; organisation of media events such as the eSchola
week.

and technical

education,

arts

Launching of a specific project to examine the attitudes of
women, particularly female teachers,
to using the new
technologies in education. Launching of awareness actions
to attract young people to science related professions

Launching of a project on image and media education

Encouraging the development and distribution of quality
educational content via the Socrates, Leonardo da Vinci,
IST and eContent programmes.

Support for adopting and developing production methods for
innovative educational packages (including open source
software).

European Commission:
Education and Culture DG;
Research DG; Information
Society DG

European Commission:
Education and Culture DG;

Research DG; Employment
DG

European Commission:
Education and Culture DG

European Commission:
Education and Culture DG;

Information Society DG

European Commission:
Information Society DG

3.4

Key measures to strengthen cooperation and dialogue

3.4.1

The eLearning site: a virtual cooperation platform

The creation of an eLearning Internet site by the end of 2001, in collaboration with the other
parties active in this field, will provide a reference centre for all matters concerning eLearning
in Europe. Based around the eLearning Action Plan, the site will also serve as a directory of
innovative practice, a guide to educational resources, a platform for cooperation and a forum
for contact and debate for all parties concerned.

3.4.2

Reinforcing the European education and training networks

This Action Plan will enable exchange of experience in the key areas of policy on the use of
information and communication technology for education and training to be strengthened,
e.g.: financing of infrastructure, equipment and network access; training strategies; support
for the development of quality content and services; evaluation methods; monitoring of
developments and forward studies.

17

All parties active in the field will be strongly encouraged to participate, especially partners
from candidate countries. There will be special emphasis on ongoing dialogue with industry
in order to anticipate training requirements and exploit the training models developed by
companies. This will be supported by the organisation of major events on eLearning
bringing together distinguished experts and decision-makers in education, culture and
industry, in partnership with the Union Presidency.

In implementing the above, use will be made of the main channels existing at European level.
These include the European Trade Union Committee for Education and CEDEFOP. Also
concerned will be networks such as EUN – European Schoolnet 26, the thematic networks
developed under Socrates, the European Parents Association, European teachers' and students'
organisations and various European associations operating at different educational levels with
experience in the use of information and communication technologies in education.

Measures 2001 – 2002

Construction of the eLearning Internet site

European Commission:
Education and Culture DG

Creation of a thematic network on eLearning in higher
education; conferences on "the school of tomorrow" and "the
university of tomorrow".

European Commission:
Education and Culture DG;
Information Society DG

of

partnership,

a
the PROMETEUS
Development
discussion forum for matters of common interest concerning
the use of educational and training services, based on
information
and
communication
concerning multimedia access to education and training in
Europe, involving 500 signatory organisations and 1 800
people 27.

technologies,

and

European Commission:
Information Society DG

Organisation of an eLearning conference in cooperation
with the successive European Union Presidencies.

eLearning event at the IST 2001 conference, following on
from the successful eLearning minitrack organised in Nice
at the IST 2000 conference.

European Commission:
Education and Culture DG
CEDEFOP

European Commission:
Information Society DG

26 http://www.eun.org/ a platform for dialogue in cooperation of the 26 Education Ministers which has developed
a multilingual portal providing access to the resources of these Ministries along with networks for
innovation and collaboration between schools in Europe.

27 PROMETEUS – Promoting multimedia access to Education and Training in European Society – is an initiative
established with the support of information society DG to discuss matters of common interest in
connection with the deployment of education and training services, based on information and
communication technologies, and matters concerning multimedia access to education and training in
Europe.

18

4.

CONCLUSION

The new information and communication technologies are having a profound impact on the
way in which we obtain information, communicate and undertake training. The challenges
they present for education and training are many, and affect highly diverse sectors of society.
Challenges for industry, a major user and producer of these technologies. Challenges for
employment presented by the new jobs created and the new skills required. Challenges for the
cultural environment brought about by the Internet-based development of new services which
influence cultural patterns and are perceived sometimes as a threat to, sometimes as an
opportunity for cultural and linguistic diversity in Europe.

Challenges for education, particularly that of ensuring that technological innovation really
serves education and can be seen to be of genuine value in teaching and educational terms in
highly diverse learning contexts, while respecting linguistic, cultural and social differences.

Financial challenges in education, to channel financial resources into the needs identified by
society. The use of information and communication technologies must be seen in the context
of the educational objectives and the financial means available. It must be adapted to the
educational environment and the target groups concerned. This will mean adjusting
distribution between infrastructures, training, content and human resources.

Education must always be the driving force behind these innovations. This Action Plan
intends to ensure adherence to this principle throughout its implementation.

19