WRITTEN QUESTION E-1390/01 by Christopher Huhne (ELDR) to the Commission. Comparative assessment of education systems.
Date: 2001-05-10
Institutions: European Parliament, Provisional data
Subjects: EU Member State, comparative study, educational system, level of education, teaching quality

C 364 E/98

Official Journal of the European Communities

EN

20.12.2001

(2001/C 364 E/106)

WRITTEN QUESTION E-1390/01

by Christopher Huhne (ELDR) to the Commission

Subject: Comparative assessment of education systems

(10 May 2001)

Does the Commission agree that the standard of education in the European Union is a key determinant of
long-run economic performance? Will it provide a rank ordering of the Member States from first to last in
the following objectively assessed criteria, and state the figures supporting those
terms of each of
judgements in each case? Adult literacy; proportion of workforce with vocational qualifications for skills;
standards of mathematics attainment; ability to speak another language; years in full time education;
minimum school-leaving age; proportion in higher education.

the Commission add any further objective criteria it

Will
assessment of education systems?

feels may be relevant

to a comparative

Answer given by Mrs Reding on behalf of the Commission

(16 July 2001)

The Commission believes that raising the standards of learning is essential if Europe is to become a more
competitive and dynamic society and its citizens are to be better able to develop their own skills and
competences and realise their potential as citizens, as members of society and as economic agents.

The Commission, however, does not believe that the objective of quality assessments is to define ranking
between countries or a common concept of quality of education. Its aim is rather to identify areas within
which comparisons between countries could be made in order to identify good practice, exchange
experience and define main policy challenges.

In the Report of the Commission on Quality of School Education, sixteen indicators were identified. A
follow up is presently being made in order to identify a limited number of indicators on quality of lifelong
learning. This initiative has been taken in co-operation with experts from more than 30 European
countries.

Indicators play also a central role in the open method of co-ordination and in the detailed work
programme for the implementation of the (cid:145)Report on the Concrete Future Objectives of the Education and
Training Systems(cid:146), which was transmitted to the Stockholm European Council of March 2001 by the
Education Council on the basis of a proposal from the Commission (1). Indicators will be integrated as
appropriate in relation to all the objectives of the report and especially in relation to three priority areas:
Basic skills; Mathematics, Science and Technology; and Information and Communication Technologies
(ICT). Following the Stockholm conclusions a Joint report from the Council and the Commission will be
transmitted to the Barcelona Summit, at the beginning of 2002. In this report a choice of indicators to
monitor developments and support the exchange of experiences between the Member States will be made.

(1) COM(2001) 59 final.

(2001/C 364 E/107)

WRITTEN QUESTION E-1392/01

by Christopher Huhne (ELDR) to the Commission

(10 May 2001)

Subject: Public investment

Does the Commission agree that the investment that secures adequate rates of return should be undertaken
whether in the public or the private sector? If so, what is the justification for including public investment
in the targeted measures of public borrowing? Why not merely ensure that public investment does indeed
earn suitable ex ante and ex post rates of return?