Opinion of the Committee of the Regions on the "Memorandum on Lifelong Learning"
Date: 2001-06-14
Institutions: European Committee of the Regions
Subjects: adult education, in-service training, vocational training

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2.10.
highlights that the framework programme that finally
emerges from the agreements reached should be applied
according to the subsidiarity principle, by which the European
Union, the Member States, regional and local authorities, social
partners and society in general have an active role to play
through varying forms of collaboration and co-ordination;

2.11.
recommends that the Commission establishes an
interinstitutional task force with the CoR as a fully fledged
member on the safety and promotion of minority (lesser used)
and regional languages;

2.12.
calls upon the local, regional and national authorities
to promote the use of minority (lesser used) and regional
languages in the cultural production, audiovisual media, press
and editorial production, which are the most appropriate
means of disseminating rich and plural language models, as is
the provision of the full range of educational materials and
lifelong learning;

2.13.
recommends that the issue of minority (lesser used)
and regional languages be placed on the agenda of the Inter-
Governmental Conference in 2004 as soon as possible with a
view to giving these languages due recognition in the treaties
of the European Union.

Brussels, 13 June 2001.

The President

of the Committee of the Regions

Jos CHABERT

Opinion of the Committee of the Regions on the ‘Memorandum on Lifelong Learning’

(2001/C 357/10)

THE COMMITTEE OF THE REGIONS,

having regard to the Commission Staff working paper: A Memorandum on Lifelong Learning (SEC(2000)
1832);

having regard to the European Commission’s decision of 9 January 2001 under the first paragraph of
Article 265 of the Treaty establishing the European Community to consult the Committee of the Regions
on the subject;

having regard to the decision taken by its Bureau on 13 June 2000 to draw up an Opinion on this matter
and to instruct Commission 7 — Education, Vocational Training, Culture, Youth, Sport and Citizens’
Rights to undertake the preparatory work;

having regard to the Draft Opinion (CdR 19/2001 rev. 2) adopted by Commission 7 on 23 April 2001
(rapporteur: Mrs Christina Tallberg, S/PSE);

having regard to the conclusions of the Presidency of the Lisbon European Council of 23-24 March 2000,
the Feira European Council of 19-20 June 2000 and the Stockholm European Council of 23-24 March
2001;

having regard to the Commission’s 1995 White Paper on Education and Training — Teaching and
Learning — Towards the Learning Society (COM(95) 590 final) and the Communication from the
Commission — Towards a Europe of Knowledge (COM(97) 563 final);

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having regard to the Communication from the Commission — eLearning — Designing Tomorrow’s
Education (COM(2000) 318 final) and the Report from the Commission on Access to continuous training
in the Union (COM(97) 180 final);

having regard to the Opinion of the Committee of the Regions of 16 November 1994 on establishing
1996 as the European Year of Lifelong Learning (CdR 244/94 fin (1); COM(94) 264 final) and The
Opinion of the Committee of the Regions of 15 July 1998 on the Report from the Commission on
Access to continuous training in the Union (CdR 424/97 fin (2); COM(97) 180 final);

having regard to the Opinion of the Committee of the Regions of 14 December 2000 on eLearning —
Designing tomorrow’s education (CdR 314/2000 fin (3); COM(2000) 318 final);

adopted the following opinion unanimously at its 39th plenary session on 13 and 14 June 2001 (meeting
of 14 June).

1. The Committee of the Regions’ views

The CoR believes there is great potential in the learning
1.6.
environment which can be tapped by systematically mobilising
the various potential players at local and regional level.

The CoR welcomes the Commission’s Memorandum
1.1.
as a very important starting point for mobilising all stake-
holders with a view to stepping up the development of various
possible education areas. The aim is also to encourage active
citizenship and meet the needs of the new knowledge-based
economy.

The CoR believes that a very important feature of the
1.2.
Memorandum is that, in addition to lifelong learning, it also
highlights the lifewide dimension of learning by pointing out
the considerable learning opportunities which exist outside
formal education systems.

1.3.
The CoR agrees with the Commission’s view that the
time has come to translate thoughts on lifelong learning into
action, and to frame strategies at EU, national, regional and
local level. This must, of course, be based on the subsidiarity
principle.

1.4.
The Commission’s proposal to launch a lifelong learn-
ing debate as close as possible to the citizen is a new,
interesting departure which the CoR is familiar with, and
endorses.

The CoR supports the Commission’s view that lifelong
1.5.
learning must be available to all, including people of all ages,
with different backgrounds and circumstances. The regional
and local
impacts on people’s everyday lives from
childhood through adulthood and into old age.

level

The CoR welcomes the Commission’s intention to use

1.7.
the Memorandum to:

— initiate consultation focusing on citizens and their learn-
ing needs with the competent players at all levels;

— launch a debate on a comprehensive strategy for the
implementation of lifelong learning for individuals in all
areas of public and private life;

— involve the key players in lifelong learning at all levels,
including the EU institutions and the social partners, and
based on the outcome of this wide consultation, propose
objectives, initiatives and goals for the implementation of
a lifelong learning strategy.

The CoR endorses this procedure, since a debate about
1.8.
lifelong learning must clearly involve citizens themselves and
the various potential players in the learning arena.

1.9.
It is important that the CoR should be involved in
promoting this debate. The CoR represents the local and
regional political levels which are responsible for ensuring that
the local community can earn a living, thrive and take an
active part in society — and not least in the democratic
process.

1.10.
as:

The local and regional levels also have a duty to act

(1) OJ C 210, 14.8.1995, p. 74.
(2) OJ C 315, 13.10.1998, p. 9.
(3) OJ C 144, 16.5.2001, p. 34.

— education authorities/executives, since many local and
regional authorities have to provide general education
and vocational training;

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— social authorities, with responsibility for citizens’ welfare,
including children, adults and seniors and for
the
inclusion and social integration of the most disadvan-
taged, particularly those with physical or mental dis-
abilities;

— coordinators for local and regional development and
growth, and consequently it is also in their interest to
develop a skilled workforce;

shaping the public’s attitude towards learning in various
contexts outside school and throughout the different stages of
life.

1.15.
As a platform for lifelong and lifewide learning, the
most important task of primary and middle schools is perhaps
to provide the cultural and methodological foundations in
order to continually stimulate curiosity and the desire to learn.

— employers, and as such it is in their own direct interest to

boost their employees’ skills;

The Memorandum contains six different points (Key Messages)
which form the framework for future debate.

— local and regional partners for social economy players, in
order to boost public participation in the democratic
process.

(1) New basic skills for all

Lifelong and lifewide learning

1.16.
The CoR welcomes the discussion on basic skills for
all and agrees with the Commission’s view that it would be
best for the discussion to start by looking into broadly defined
areas of knowledge rather than traditional school subjects. The
CoR wishes to take part in the discussion.

1.11.
The CoR fully endorses the view that lifelong learning
must be available to everyone regardless of age, background
or circumstances. The CoR also sees lifelong learning as
indispensable to the survival and development potential of
every region and community, and to putting the European
Union at the forefront of the knowledge-based economy.

1.17.
Skills such as the three Rs are still very important. But
they can also be seen as a means of acquiring knowledge,
communication and problem solving skills. ICT and foreign
language ability can also be considered as bolstering these
skills. Other skills mentioned in the Memorandum are ‘self-
direction’, ‘learning how to learn’ and ‘entrepreneurial skills’.

that

Furthermore,

the CoR believes

is extremely
1.12.
important
the Memorandum also mentions lifewide,
lifelong learning, highlighting the considerable learning oppor-
tunities which exist outside formal school education in particu-
lar, viz.:

it

— non-formal learning in associative life, through voluntary
courses, adult education centres, study associations, open
universities, etc.;

— informal learning at work and in everyday life. The CoR
considers that the scope and importance of informal
learning needs to be discussed in greater detail.

1.13.
The CoR believes that this broader interpretation of
lifelong learning marks a new departure, with ‘learning’ no
longer being equated with formal education systems, or
restricted to the acquisition of subject-specific knowledge.
Instead, greater emphasis will be placed on the individual’s
learning and development potential.

1.14.
The CoR also believes that this approach will alter the
role of the formal education system. The CoR believes it is
important to discuss how schools could concentrate more on
increasing awareness of different forms of learning, and on

Understanding,

respect and empathy for

fellow
1.18.
human beings — regardless of ethnic origin,
language or
religion — are examples of that regard for all others which the
different types of learning should advocate. Another is grasping
that European diversity in terms of language, culture and
natural conditions provides value added which can enrich and
strengthen European identity.

1.19.
can create a more dynamic, empowered knowledge society.

Similarly, an insight into local and regional diversity

1.20.
also be highlighted.

Equal opportunities and environmental issues should

(2) More investment in human resources

1.21.
Like the Commission, the CoR believes it is essential
to discuss increased investment in human resources, and that
a key issue is how to maximise the effectiveness of such
investment. Local and regional authorities can provide a
valuable bridge between companies/working life on the one
hand, and local education and training organisers. Local
and regional authorities are uniquely placed to introduce
constructive partnerships with both the social partners and

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education and training establishments, and hence to tailor
education opportunities to specific local needs and require-
ments.

(5) Rethinking guidance and counselling

1.22.
The CoR would stress, however, that these systems
must not be designed in such a way as to open gaps between
the unemployed or those excluded from the workforce and
those in work, or between those who have high and lower
levels of education.

1.23.
Consequently, funding for lifelong learning cannot
just be a matter for agreement between the social partners. It
should be adapted to reflect the new view of learning and
development expressed in the Commission’s report.

1.24. Moreover, it is essential to avoid making the mistake
of regarding lifelong learning as important solely in terms of
its economic benefits. Education is first and foremost about
personal development, and vocational skills are secondary to
this.

(3)

Innovation in teaching and learning

The CoR shares the Commission’s view that ICT-
1.25.
based learning technologies offer great potential for innovation
in teaching and learning methods, but they must be used in
the appropriate context. The less well educated find it more
difficult to cope single-handed with ICT and distance tech-
nologies, and therefore need more guidance. The CoR would
also emphasise the need to discuss how such informal learning
environments — where people can learn together — could be
developed, and what shape they might take.

1.28.
The CoR agrees that guidance must be available
locally and be promoted by means of networks. Local access to
modern information technology will be important. Initiatives
should not be restricted to the provision of course information
or choice of future career but must provide effective support
for personal and career planning, and encourage people who
have less positive memories of their schooldays.

(6) Bringing learning closer to home

1.29.
The CoR fully endorses the Commission’s view that
resources need to be mobilised for lifelong learning at local
level, and believes it is important that the debate be launched
at local and regional level.

1.30.
The CoR notes that the Memorandum states that for
most people, from childhood to old age, learning happens
locally. Local and regional authorities are the ones that provide
the infrastructure for access to lifelong learning,
including
childcare, respite care for family members, social welfare
services and transport.
to
mobilise resources in support of lifelong learning locally and
regionally.

is therefore very important

It

1.31.
The CoR agrees that it is essential that education and
lifelong learning should be available as close to the learner as
possible. If the various parts of the European Union are to be
included in the knowledge-based economy, then skills updat-
ing facilities and access to lifelong learning must be provided
in the local community.

1.32.
Geographical access should also be seen in conjunc-
tion with other measures to improve access for the individual,
both in terms of structure and organisation:

— daytime/evening and weekend courses;

(4) Valuing learning

— courses during summer and traditional holiday periods;

1.26.
The CoR is aware of the higher demand for recog-
nition of learning and skills attainment. However, the CoR
feels there is a risk that this could lead to complicated technical
systems for assessing knowledge, or systems where the individ-
ual is treated more as an object rather than being given the
support he needs to get his skills recognised and documented.

— frequent course start dates;

— distance learning;

— guided flexible learning.

1.27.
Such systems can frighten people and be counterpro-
ductive. It is thus important to consider the individual as the
carrier of
information and skills. The European language
portfolio is an interesting example here.

The creation of a local

1.33.
infrastructure for lifelong
learning need not necessarily involve specific, distinct activities.
It could build as far as possible on existing operations, backed
up by the missing key functions. The CoR thus sees no need
for any standardised local learning centres.

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1.34.
The CoR therefore fully endorses the view that the
concept of lifelong learning must be available to people of all
ages, and from all backgrounds and circumstances, since
continuous skills development is essential to every region’s
and society’s survival and development potential.

2. The Committee of the Regions’ recommendations

2.1.
The CoR believes that a successful European lifelong
learning strategy presupposes local and regional fixed objec-
tives, and will require effective follow-up systems. This will
make it possible to track development
trends and goals
attainment, and make comparative analyses.

A lifelong learning strategy also requires the develop-
2.2.
ment of statistics and indicators. According to the Commission
document, existing education statistics place a greater empha-
sis on formal education and training systems rather than on
individuals or companies.

2.3.
The CoR believes that resources will probably have to
be re-allocated to support the growth of non-formal and
informal learning.

2.4.
The CoR welcomes the fact that the Socrates, Leonardo
da Vinci, Youth, elearning and Culture 2000 action pro-
grammes are seen as a fillip to the European dimension of
lifelong learning.

2.5.
The CoR believes there will be a need for a systematic
mobilisation of all possible learning stakeholders at local and
regional level.

Brussels, 14 June 2001.

for

The CoR believes that the Memorandum’s ambitious
2.6.
objectives
lifelong and lifewide learning will make
demands on coordination efforts, infrastructure, institutional
frameworks and cooperation. But a lifelong, lifewide learning
initiative which includes people of all ages,
from all
educational levels and from different areas of the EU cannot
be designed and imposed from above.
It must be
planned according to people’s needs and circumstances, and
underpinned by needs and circumstances identified at local
and regional level.

the

The CoR believes

local and regional
that
2.7.
authorities alone are in a position to deal with the issues
addressed in point 1.30 above. The important task at national
— or where appropriate federal state, or corresponding level
climate which encourages
— should be
in
individuals,
education and learning.

firms and public sector players to invest

to foster a

2.8.
The CoR considers it essential, however, for existing
best practice in terms of lifelong learning infrastructure to
be taken on board and disseminated. A concrete initiative
would be to launch a web-based conference providing
examples of local contributions to the infrastructure from
all over Europe, and the opportunity to get in touch. The
CoR also believes that a European database should be
created.

2.9.
The CoR believes that a Commission/CoR cooperation
committee should be set up to carry forward the drive for
lifelong learning, since these issues impact so heavily on
local and regional authorities. The cooperation committee
could also play an important role in the enlarged EU of the
future.

The President

of the Committee of the Regions

Jos CHABERT