Draft detailed work programme for the follow-up of the report on the concrete objectives of education and training systems
Date: 2001-09-07
Institutions: European Commission
Subjects: EU initiative, basic education, education, information technology, mathematics, new technology, scientific education, teaching curriculum, technology, vocational training

COMMISSION OF THE EUROPEAN COMMUNITIES

Brussels, 07.09.2001
COM(2001) 501 final

DRAFT DETAILED WORK PROGRAMME FOR THE FOLLOW-UP OF THE
REPORT ON THE CONCRETE OBJECTIVES OF EDUCATION AND TRAINING
SYSTEMS

(COMMUNICATION FROM THE COMMISSION)

PART I : GENERAL PRESENTATION

Background

1.

2.

3.

4.

“To become the most competitive and dynamic knowledge-based economy in the
world, capable of sustainable economic growth with more and better jobs and greater
social cohesion”. Such was the new strategic goal for the European Union set by the
Lisbon European Council on 23-24 March 2000 and reaffirmed by the Stockholm
European Council on 23 and 24 March 2001.

The Stockholm European Council ratified the “objectives report”, adopted by the
Education Council on 12 February 2001, and re-emphasised the importance of
education and training: “Improving basic skills, particularly IT and digital skills, is a
top priority to make the Union the most competitive and dynamic knowledge-based
economy in the world. This priority includes education policies and lifelong learning
as well as overcoming the present shortfall in the recruitment of scientific and
technical staff … The Council and the Commission will present a report to the
Spring European Council in 2002 containing a detailed work programme on the
follow-up of the objectives of education and training systems …”.

It
is in response to this mandate that the Commission is proposing this work
programme in the form of a communication. It will be discussed by the Education
Committee and then presented to the Council on 29 November 2001. The joint final
report will be put to the Council for adoption on 14 February 2002 and forwarded to
the Barcelona European Council.

It is also through this initiative that the Council and the Commission intend to make
education and training contribute to the effective implementation of the Luxembourg
and Cardiff processes and the broad economic policy guidelines:

– In the context of the European Employment Strategy, the guidelines for Member
States’ employment policies put the emphasis on education and training policies
designed to help citizens acquire and update the skills they need in order to adapt
to economic and social changes throughout their lives. The 2001 guidelines stress
the need for Member States to set out coherent overall strategies on lifelong
learning. It is therefore essential for activities connected with the future concrete
objectives of education systems to follow this approach and support the European
Employment Strategy. The European Social Agenda also emphasises the
importance of access to lifelong learning for everyone, particularly in the fields of
information and communication technologies (ICT).

– Furthermore, the Commission, with the backing of the Stockholm European
Council, has set up a high-level task force on skills and mobility. On the basis of a
report which the task force has to submit in December 2001, the Commission will
prepare, for the Barcelona European Council, an action plan with a view to
opening up the European labour markets to everyone by 2005.

5.

Following up the debate on the Memorandum on Lifelong Learning, the Commission
will concern itself with a proposal for an action plan to be submitted to the Education
Council on 29 November 2001. This action plan should be implemented in a manner
consistent with the present exercise. Furthermore, in rendering education and training

2

systems more responsive to the nature and demands of the world of work, the role of
the social partners is crucial; indeed, their close involvement will be critical to the
successful implementation of the proposed work programme.

6.

Finally, the joint informal meeting of Education and Research Ministers at Uppsala
on 1-3 March 2001 drew attention to the need to ensure sufficient scientific and
technological skills in Europe, and to the role of education and training in attaining
this objective. The Research Council at its meeting on 26 June 2001 recognised the
need to promote interest in science education, in research and in careers in science
among young people, especially women, and invited the Commission to present an
Action Plan on Science and Society before the end of 2001 which will contribute to
the establishment of the European Research Area. The work here proposed will
complement that process.

PART II: IMPLEMENTATION OF THE OBJECTIVES

7.

The Objectives report identified three major objectives: quality, access, and opening
up the education and training systems to the wider world. It then sub-divided
each of these further. This section looks at each of these sub-objectives as formulated
in the objectives report adopted by the Council, suggests a number of issues which
underlie it, considers the indicators which may be used to measure progress (these
may be quantitative or qualitative), and sets out any existing benchmarks. Further
benchmarks may emerge during the implementation of this work programme.

8.

The following decisions were taken by the Education Council on 28 May 2001:

• Work will start in the following three areas, which were also highlighted in the

conclusions of the Stockholm European Council:

– basic skills

– information and communication technologies (ICT)

– mathematics, science and technology.

• The follow-up to the “objectives report” adopted on 12 February 2001 should

include:

– an assessment of the extent to which the objectives identified in the report have
been achieved, to allow the Education Council to present a report to the European
Council whenever this seems appropriate;

– an improvement at all levels in the forming and implementing of education and

training policies;

– the strengthening of cooperation and exchanges of best practices among Member

States, which will make this work more effective.

9.

The methods which the Commission proposes to apply in order to achieve these
objectives are described in part III of this document.

3

10.

11.

12.

It should also be noted that care has been taken, in preparing this work programme,
to avoid duplication of the work of the international organisations active in this field
(OECD, Council of Europe, International Labour Office and UNESCO) by taking
account of their activities and analysing the scope for cooperation.

OBJECTIVE 1:
EDUCATION AND TRAINING SYSTEMS IN THE EU

INCREASING THE QUALITY AND EFFECTIVENESS OF

Objective 1.1 – Improving education and training for teachers and trainers

Access to knowledge is of the highest importance in a knowledge society. Teachers
and trainers are therefore key actors in any strategies targeted at stimulating the
development of society and the economy. Attracting and retaining well qualified and
motivated people in the teaching profession, which is faced with massive recruitment
needs due to the ageing of the teaching population, is a short and medium term
priority in most European countries.

If we are to succeed in this objective, which is becoming more difficult across
Europe as a whole, we must improve the ways in which teachers and trainers are
supported as their role changes, and as public perceptions of them change; we must
ensure that we have a consensus, with those in the teaching and training professions,
as to the minimum skills which they all should have (including ICT skills); and that
all the issues which contribute to the overall “attractiveness” of the teaching and
training professions have been given their proper weight, including such issues as
salary, working conditions, class sizes, etc. Only when all these issues have been
balanced, in the light of the differing circumstances of Member States, will it be
possible to say that we have created the right conditions for teachers and trainers to
contribute correctly to increasing the quality of education and training in all Member
States. In this perspective, it is crucial to:

– Ensure that teachers and trainers are properly supported as they respond to
the challenges of the knowledge society, including through the development
of in-service training

– Define the skills,

including the minimum ICT skills, that teachers and

trainers should have, given their changing roles in the knowledge society

– Provide an adequate supply of suitably qualified entrants to the teaching
profession, across all subjects and levels, and make teaching and training
even more attractive as professions

13.

Measuring the achievement of this objective requires a limited number of key
indicators and the setting up of procedures for the exchange of national and
international experiences in key strategic areas.

14.

Indicators

– Proportion of those qualified to practise as teachers or trainers (at the different

levels of education or training) who currently do so

– The extent to which the content of initial and in-service training curricula for

teachers and trainers matches the requirements of the knowledge society

4

– Progression in number of applicants for initial training of teachers and trainers.

15.

The recently launched Eurydice survey on teachers (teaching and teacher profession)
will provide a rich source of information based on quantitative and qualitative data.
The final report will be published by the end of 2002.

16.

Calendar

17.

18.

Activities should be started when the first results of the Eurydice survey on
“Teachers” are available together with the results of CEDEFOP’s actions within the
teachers and trainers network.

Start of activities: 1st half of 2002

Objective 1.2 – Developing skills for the knowledge society

Basic skills represent that package of skills and competencies which individuals need
to flourish in today's society, and which should be developed by the end of the
obligatory school or training, but updated when needed through Lifelong Learning.
The foundation lies in literacy and numeracy, but the continuous acquisition and
updating of all skills, in particular those required for the knowledge society and
transversal skills (scientific and technological culture, ICT skills, foreign languages,
entrepreneurship and social skills) are now increasingly needed. Lifelong Learning
requires that individuals master at a very early stage the ability to learn, and that they
maintain it in later life.

We need to reach a consensus on the package of skills and personal competences that
individuals need as basic skills, and to ensure that this package is genuinely available
to all. We know that many people have difficulty with reading, writing, arithmetic,
science and technology, but these are core skills which lay the foundations not only
for the professional and personal skills needed in life and work, but also for future
learning. We therefore have to be sure that everyone has access to them, especially
those who reach schools or training with difficulties behind them, or with obstacles
which they have to overcome; those who leave schools early; or those who left initial
education and training without having acquired them. We need to look at the way in
which people acquire the personal skills that enable them to function as part of a
team at home or in work; to see that creativity and initiative are stimulated; and to be
sure that teachers and trainers pass them on effectively. The work here will be
dominated by the following issues:

– Identifying what the basic skills package should be, how these skills can be
maintained, and how curriculum overload in obligatory school or training
can be avoided

– Making basic skills genuinely available to everyone, and in particular to
those less advantaged in schools, early school leavers and to adult learners

– Ensuring that basic skills are adequately taught and, if appropriate, certified

19.

Indicators

The key indicators in the field of basic skills are those on attainment
levels.
Considerable work has been done on literacy and numeracy; "input" indicators on the

5

(e.g.,

foreign languages

learning of
time allocated in curricula) could be
complemented by indicators on attainment levels; and some work exists on civic
education. Indicators on learning to learn skills, social skills, labour market related
outcomes, are less developed although some international surveys are on-going. Data
breakdown by gender and in relation to people with disabilities will be particularly
important in this context.

- Attainment levels in basic skills (literacy, numeracy, science and technology)

20.

Indicators to be developed

– Attainment levels in foreign languages

– Attainment levels in ICT

– Attainment levels in social and work-related skills and learning to learn skills.

21.

Benchmarks

– Halving by 2010 the number of 18 to 24 year olds with only lower-secondary
level education who are not in further education and training; (Employment
Guidelines 2001)

– All pupils should be proficient in two languages in addition to the mother tongue

at the end of compulsory education and training.

22.

Calendar

This objective is included in the three priority areas identified by the Council(“Basic
skills”). Work will therefore start immediately as soon as the Expert Group has been
set up.

Start of activities: 2nd half of 2001

Objective 1.3 - Ensuring access to ICT for everyone

23.

The conclusions of the Lisbon and Feira summits stress the importance of e-learning
in a knowledge society, which is transforming learning systems and processes. The
European Employment strategy stresses the strategic priority: e-learning for all, and
digital literacy for workers. In the EU, national situations vary widely; but the
common challenge is to catch up on the gap which is opening vis-à-vis some of our
major world partners, and to give all our people the chance to benefit from the new
opportunities which are available. If everyone is to benefit, we shall need to adapt the
way in which teaching and learning happen, to be sure that the right resources are
available to schools and training centres, and to think ahead about the ways in which
we can use these technologies in years to come. New skills are required for accessing
and using knowledge via ICT and taking further advantage of e-learning
opportunities. For this, in practice, everybody needs to be able to use a computer and
have an acceptable level of "digital
therefore be sure that
everyone has access to these new skills. Women should be particularly encouraged to
take up such opportunities as they are still underrepresented in the ICT sector. To
support this change it will be equally important to ensure adequate certification and
certification procedures for acquired ICT skills: the European Council asked in

literacy". We must

6

Lisbon for the establishment of a European diploma for basic information technology
skills, with decentralised certification procedures by the end of 2001. The issues here
are about:

– widening the range of equipment and educational software so that ICT can

be best applied in teaching and training practices

– adapting teaching methods and the role of teachers and trainers so as to
make the best use of "real" and "virtual" teaching and learning techniques
based on ICT

24.

This objective has been the subject of numerous national and Community initiatives,
where experiences and good practice have been exchanged and indicators developed.
The Commission action plan “eLearning” includes a number of indicators and
benchmarks1. The activities proposed will here concentrate on policy co-ordination
around these strategic questions.

25.

Indicators

Indicators proposed in the eLearning action:

– Hours of computer use in education and training institutions per pupil/student per

week

– Presence of ICT in education and training programmes and teaching methods

– Percentage of teachers and trainers having received training in ICT

– Number of pupils per computer connected to the Internet

26.

Benchmarks

A series of benchmarks have been mentioned in the Conclusions from the Lisbon
Summit, in the Commission Communications on eLearning and in the context of the
European employment strategy. Of those the most relevant for policy co-ordination
are:

– All pupils should have the possibility of being digitally literate on leaving school

by the end of 2002

– School curricula should be adapted to enable new ways of learning using ICT by

the end of 2002.

– All workers should be given the opportunity to achieve information society

literacy by 2003

27.

Calendar

This objective (ICT) is second area included in the three priority areas identified by
the Council. Work will therefore start immediately as soon as the Expert Group has
been set up.

1

COM(2001)172 final (28.03.01)

7

28.

Start of activities: 2nd half of 2001

Objective 1.4 - Increasing recruitment to scientific and technical studies

is

fundamental

Scientific and technological development
for a competitive
knowledge society. General and specialised scientific or technological knowledge is
increasingly called upon in professional and daily life, in public debates, decision
making and legislation. All citizens need a basic understanding of mathematics,
science and technology that should be acquired as basic skills. The number of young
people going into scientific and technological studies and careers is diminishing, and
is not sufficient to retain a substantial and sustainable scientific and research base in
Europe. If Europe is to maintain, let alone to improve, its position in the world, and
to meet the Lisbon targets, we must do more to encourage children and young people
to take a greater interest in science and maths; and to ensure that those already in
scientific and research careers find their careers, prospects and rewards sufficiently
satisfactory to keep them there. The informal Meeting of Ministers of Education and
Ministers of Research in Uppsala (March 2001) underlined the importance of
increasing recruitment to scientific and technological disciplines, including a general
renewal of pedagogy and closer links to working life and industry throughout the
whole educational and training system. The issue is to:

– Increase the numbers of young people choosing studies and careers in the
field of science and technology, in particular research careers and scientific
disciplines where there are shortages of qualified personnel, in a short and
medium term perspective

– Ensure gender balance among people learning mathematics, science and

technology

– Increase the numbers of qualified teachers; develop more attractive teaching
methods and material and increase the use of e-learning facilities in these
disciplines

29.

Key indicators

In the context of the follow-up of the Commission’s Communication "Towards a
European Research Area ", the Commission is publishing indicators in the field of
science,
technology and innovation which include indicators on RTD human
resources. 2 A Progress Report on benchmarking of national research policies has
also been issued in June 2001, in which additional indicators are presented, including
on human resources. 3

– Number of technicians, scientists and engineers graduating as a percentage of the

active population

– Numbers of qualified teachers in Maths/Science/Technology at all

levels of

education and training

2

3

Towards a European Research Area; science, technology and innovation key figures 2000
SEC(2001) 1002

8

– Number of entries into Science/Maths/Technology "options" at different levels in
education and training, including as a proportion of the totals, and success rates.

– Employment/unemployment of the science and technology graduates

These indicators should be available by gender.

30.

Calendar

This objective is the third priority area chosen by the Council (Maths, Science and
Technology) where work should start immediately.

Start of activities: 2nd half of 2001.

Objective 1.5 - Making the best use of resources

31.

Achieving our objective to provide Life-wide and Lifelong Learning in the
knowledge society will increase the overall need for investment in education and
training. Although public finance is becoming generally tighter in EU countries, we
cannot afford to hold back here. The Lisbon conclusions point out that the future of
the European economy depends very largely on the skills of its citizens, and these in
turn need the continuous updating which is characteristic of knowledge societies. On
the other hand, we must use the pressure on finance to encourage us further to
distribute and use our resources as efficiently as possible, and to achieve with them
the highest levels of quality. The main issues lie around:

– Ensuring an equitable and effective distribution and use of financial resources

within the education and training system

– Supporting quality evaluation and assurance systems using indicators and

benchmarking

– Exploring the potential of public-private partnerships

– Developing cost-benefit analyses regarding investments in education and

training

32.

Indicators

This objective raises the issues of cost efficiency and effectiveness in education and
training, as well as of evaluation and quality assurance. Possible indicators are:

– Support provided by public authorities to the development of quality assurance

and improvement schemes

– Proportion of education and training institutions carrying out regular self-

evaluation to improve the quality of the institution

– Public expenditure on education (structural indicator)

– staff training intensity (in time or expenses) in companies

33.

Benchmarks

9

– A substantial annual

increase in per capita investment

in human resources.

(Lisbon Summit Conclusions (par. 26).

34.

Calendar

This activity should be launched as soon as possible when an overview has been
made of good practice in the field of evaluation of quality of school education. The
follow-up to the Bologna process in the field of higher education and the recently
established Forum on the quality of vocational training suggest an early start for
these activities. Start of activities: 1st half of 2002.

OBJECTIVE 2:
TRAINING SYSTEMS

FACILITATING THE ACCESS OF ALL TO EDUCATION AND

Objective 2.1 - Open learning environment

35.

The transformation to a knowledge society implies that access to education and
training must be simplified and made more democratic; and that passage from one
part of the education and training system to another must be made easier. At the
same time, we need to make work available to as wide a cross-section of the
population as possible, increasing not only the employment rate but also the general
skills levels. The complexities in our education and training systems are normally the
result of the intention to provide the best possible qualifications system; but we must
simplify, so that if people need to change from one part of the system to another,
they can use their previous efforts and achievements, and carry forward the
appropriate levels of credit. The issues here are:

– To deliver education and training so that adults can effectively participate
and so that people can combine their participation in learning with other
family and professional activities

– To ensure that learning is accessible for the elderly part of the population

– To enable easy transfer for students and trainees between the various parts

of the education and training systems.

36.

Indicators

– Participation rates in education and training at all ages and all levels by gender

– Proportion of continuing education or training establishments offering child-care

and/or flexible learning times

– % of working time spent by employees on training

37.

Calendar

This activity requires further preparatory work in the field of indicators. Activities
should be launched in relationship to the implementation of the Action Plan on
Lifelong Learning.

Start of activities: 2nd half of 2002.

10

Objective 2.2 - Making learning attractive

38.

Making learning attractive throughout life means first of all making learning relevant
for the individual. We need to be sure that everyone understands, from an early age,
that they should stay in touch with education and training throughout life. Education
and training systems have an major role to play here, but families, local communities
and employers play must play an important role too if learning is to become part of
everyone’s activity. We need to make learning attractive if we are to combine the
higher employment rates we seek with the higher skills levels we need. If people do
not see the value to themselves of continuing to learn, they will never make the effort
needed and we shall not see the rise in skills levels that the knowledge society
demands. The key issues here concern:

– Encouraging young people to stay in education or training after the end of
obligatory school or training; and motivating adults to stay in touch with
education and training through later life

– Overcoming the traditional barriers between formal and non formal learning
settings, in particular as regards accreditation and the recognition of non-
formal and informal learning

– The use of research and development work to find ways of making learning
more attractive, both within the formal education and training systems and
outside them

39.

Indicators

– Proportion of adults (over 24) participating in formal or non-formal education and

training

40.

Calendar

The specific fields mentioned in this objective require surveys and research in the
field of the role of individual perception of learning. Activities should start in
relationship to the implementation of the Action Plan on Lifelong Learning.

Start of activities: 2nd half of 2002.

Objective 2.3 – Supporting active citizenship, equal opportunities and social
cohesion

41.

Education and training systems must help sustain the European model of society; and
equity is an important dimension. All citizens should have equal access to education
and training. We need to take care of the needs of vulnerable groups, particularly
people with disabilities and people with learning difficulties as well as those living in
rural/remote areas or having problems in reconciling their work and family
commitments. We cannot accept that substantial proportions of people drop out of
learning prematurely, and miss essential basic skills and qualifications to participate
actively in society, without accepting also the loss to society and the economy as a
whole which their unfulfilled potential represents. While other aspects that are inter
alia related to citizenship, equal opportunities and social cohesion are essential

11

dimensions of education and training in their own right, the Lisbon targets oblige us
in particular to work towards:

– Ensuring that education and training establishments are more effective in
promoting solidarity, tolerance, democratic values and interest in other
cultures, and in preparing people for active participation in society

– Integrating fully equity considerations in the objectives and functioning of

education and training systems and establishments

– Making the acquisition of basic skills fully accessible for those currently less
well served by education and training systems, such as the disabled, elderly
or immigrant populations , or those with learning difficulties .

42.

Indicators

– Proportion of the population aged 18-24 with only lower secondary education and

not in education or training (structural indicator)4

– Attitudes and opinions of young people to fighting racism,

discrimination 5

intolerance and

– Specific preparation of teachers and trainers in their initial or continuing training

for the variety of pupils with difficulties

– Participation in education,

training and apprenticeship schemes by gender,

employment status and region

43.

Benchmarks

– Halving the number of 18 to 24 year olds with only lower secondary education
in education and training by 2010 (Lisbon European Council

who are not
objective integrated in the Employment Guidelines 2001).

44.

Calendar

Start of activities: 1st half of 2002

OBJECTIVE 3: OPENING UP EDUCATION AND TRAINING SYSTEMS TO THE WORLD

Objective 3.1 - Strengthening links with working life and research and society at
large

45.

Europe’s education and training systems have made great strides over the past
decade, but in too many ways they are still turned in upon themselves. We must press
for greater cooperation with a broad range of actors in business, research and society
at large, including the social partners: education and training establishments need this
to become learning organisations themselves,
to stay open to outside changes,
contributions, ideas and talent, and to remain relevant for the lives of the individuals
they serve. This will enable institutions to stimulate the sense of enterprise and

4

5

Commission’s synthesis report 2000
This quantitative indicator will be based on opinion poll data

12

initiative which students and trainees need. We must make sure that everyone in
society with an interest in education and training is able to make their contribution,
and we must see that schools and training establishments are open and able to receive
the intellectual and practical contributions that the outside world can make. This
means:

– Promoting partnerships between education and training institutions and

systems, and working life, research, industry and society in general

46.

Indicators

– Number of teachers and trainers with previous or current significant non-
education professional experience as % of the total number of teachers and
trainers

– % of vocational training participants spending at least 25% of their training time

in a work environment

– % of vocational training participants enrolled on apprenticeship programmes

47.

Calendar

Start of activities: 2nd half of 2002.

Objective 3.2 - Developing the spirit of enterprise

48.

Education and training should provide an understanding of the value of enterprise, as
well as models of successful entrepreneurship, of the value of risk-taking and of the
need for everyone to have a sense of initiative. The changes in society and the
economy that the knowledge society will bring, and the existing trend towards a
services-based economy, will give the opportunity to millions of individuals to start
their own business, and this should be seen by students as a viable career option.
Over recent years we have seen the importance of developing new forms of business,
often based on the needs of local communities; and yet too often our education and
training systems convey the image that employment by someone else is the only
desirable or proper objective. Developing the spirit of enterprise is important for
individuals, for economy and for society at large. We must:

– promote the spirit of enterprise (“entrepreneurship”)

throughout

the

education and training system.

49.

Indicators

– Attitudes of young people towards enterprise and independent (self-employed))

status. 6

– Proportion of the active population who are self-employed

6

This quantitative indicator will be based on opinion poll data

13

50.

Calendar

Since a survey of existing measures has been launched by the Commission, it will be
appropriate to start this activity when the results are known.

Start of activities in the first half of 2003.

Objective 3.3 - Improving foreign language learning

51.

Europe’s diversity is nowhere clearer than in its languages. But if we are to benefit
from that diversity, we have to be able to communicate with each other. Knowledge
of foreign European languages is part of the basic skills that the Europe of the
knowledge society requires; everyone should, as a general rule, be able to speak two
foreign languages. We have to improve our foreign language learning; and this
means that we have to improve the ways in which foreign languages are taught, and
to increase contact between teachers and learners and the foreign languages they are
working on. The training of language teachers is therefore central to this objective.
The issue is to:

– encourage everyone to learn at least two Community languages in addition to

their mother tongue

– improve the ways in which foreign language teaching is delivered in schools

and in training

52.

Indicators

– In-service training courses for foreign language teachers involving personal

contact with the language/culture they teach

– Percentage of pupils in primary/secondary/vocational education and training

learning one/two/three languages, by language studied

53.

Benchmark

– All pupils should be proficient in two languages in addition to the mother tongue

at the end of compulsory education and training.

54.

Calendar

On the basis of the vast number of activities during the European Year of Languages
2001, the activity can start in 1st half of 2002.

Objective 3.4 - Increasing mobility and exchanges

55.

Mobility helps to promote the feeling of belonging to Europe, the development of
European awareness, and the emergence of European citizenship. It allows young
people to improve their personal skills and employability, and offers trainers the
chance to broaden their experience and enhance their skills. In an increasingly
complex Europe we must use all the available means in the most effective way
possible, so that people - in particular young people - can identify with Europe.
Mobility in education or training, including (pre-doctoral) research training, also

14

56.

plays a part in creating a European education and training area and can contribute to
achieving a European Research Area.

The European Union already has a solid basis in this field. The Socrates, Leonardo
and Youth programmes and the assistance provided for research worker mobility are
among the areas where EU activities provide an example to the world, even though
concrete experience also shows that mobility as an instrument has not yet reached its
full potential
in providing support for the Lisbon objective. Numerous other
Community initiatives, such as the mobility action plan adopted by the Nice
European Council, the recommendation of the European Parliament and the Council
on the same subject, and the creation of the task force on new European labour
markets (the establishing of which was backed by the Stockholm European Council)
all testify to the importance of mobility and to the political recognition of that
importance. These will be implemented in close coordination with the mobility
initiatives in the European Research Area.

57.

The issues are to:

– ensure that less privileged establishments and individuals take part in

mobility programmes

– measure and certify the skills acquired and the competences developed

through mobility

58.

Indicators

– Socio-economic characteristics of schools taking part in mobility activities

– Proportion of national students continuing their studies in another EU country

– Proportion of foreign teachers employed (primary, secondary, university etc.)

59.

Calendar

The Recommendation and the Action Plan on Mobility provide the basis for
launching this activity early.

Start of activities: 1st half of 2002.

Objective 3.5 - Strengthening European cooperation

60.

In the new Europe of the knowledge society, we must guarantee to everyone that
they can learn and work throughout Europe, and make full use of their qualifications
wherever they are. In the higher education area in particular, the obstacles to mobility
and to recognition of qualifications are already being tackled, both through the EU
instruments (such as the ECTS or the university partnerships within the Socrates
programme) and through the inter-governmental “Bologna process”. However, in
many areas there is substantial work to be done. We must therefore encourage
universities and other bodies to develop compatible systems of qualifications across
Europe and a common understanding of what are the minimum levels of quality
required for accreditation. We must renew and strengthen our policies on the
transparency and recognition of qualifications. We must support the development of
joint and European degrees and qualifications and of the European accreditation

15

systems that will be needed if our education and training institutions are to be
recognised world-wide as the centres of excellence they in reality are. The issues are
to:

– ensure that compatible accreditation systems and quality control are

developed so that qualifications are equally valued throughout Europe

– increase flexibility and diversity of the emerging Europe wide learning

system by promoting transparency and recognition of qualifications.

61.

Indicators

– Establishment of European recognition or accreditation systems

– Proportion of students and of pre-doctoral researchers continuing their studies in

another EU country.

– Number of joint “European” degrees offered and number of diplomas delivered.

62.

Calendar

The core subject matter highlighted in this objective and its strategic role for
realising the overall European project of creating a European knowledge society
requires that the objective is launched at a early date.

Start of activities: first half of 2002

PART III. WORKING METHODS, STRUCTURES AND TIMETABLE

Working methods

63.

This new stage in European education and training policy should allow the European
Union to realise its ambitions by:

– concentrating more on the objectives to be achieved through long-term political

commitment and precise identification of targets (benchmarking);

– drawing greater benefit from exchanges of experience as a result of pinpointing

common objectives;

– jointly discussing similar problems and appropriate solutions, particularly through

the peer review system;

– close monitoring of progress, using indicators and benchmarking.

The instruments available are:

64.

Benchmarking

This will involve Member States adopting targets with a view to comparing the
extent to which objectives have been achieved. These targets can be defined in
relative terms in order to take account of the initial situations in the Member States,
e.g. the target referred to in the conclusions of the Lisbon European Council:

16

– the number of 18 to 24 year olds with only lower-secondary level education who

are not in further education and training should be halved by 2010.

65.

Exchanges of best practices

Best practices will be exchanged at policy level. Specific subjects for these
exchanges will be selected on the basis of predefined criteria, and the results will be
disseminated in various ways (e.g. by organising seminars, setting up databases,
providing information on the Internet, publishing brochures, etc.).

66.

Peer review

Each Member State is able to submit one of its policies to a critical peer review (e.g.
in the case of modernisation of this policy, where external involvement would be
useful),
in order to obtain opinions and comments on the questions raised.
Community interest goes further than the benefit to the Member State concerned, in
that the examination and discussion process is also useful to the other participants.

67.

Indicators

A distinction should be made between:

– Existing indicators which meet the necessary criteria: clearly defined, reliable, up

to date, comparable at European level and relevant to the objectives set.

– Indicators which exist at national level in a majority of Member States but which
— although they meet the other criteria — are not comparable or up to date. After
an identification phase it will be necessary, for the more relevant of these
indicators, to carry out feasibility studies with a view to bringing them into line or
updating them and to ensure maximum coverage with regard to the countries
concerned.

– Indicators for which data do not exist or which do not meet the above criteria, but
which would be essential with regard to achieving the objectives laid down. These
indicators will be developed, although it is clear that the development of new
indicators is a long and arduous task.

In this process, it will be necessary: to work primarily from indicators which already
in particular those used in the
exist, whether at national or at European level,
Commission’s synthesis report and the Luxembourg and Cardiff processes; to select
a limited number of these; and to favour qualitative or dynamic indicators which
allow time-series measuring progress to be created, and a breakdown by gender
where appropriate.

Support structures

It is clear that these objectives will need expert input on their detail. It will therefore
be necessary to organise a working group of experts to advise on issues within their
areas of competence. Such a group will be familiar with work currently under way in
international and national fora and will inform the process generally. In so doing, the
formation of a number of sub-groups will be required. The working group will
proceed in consultation and discussion where relevant with other appropriate bodies
– particularly the Employment Committee in relation to the Luxembourg process. In

17

68.

69.

70.

71.

72.

73.

74.

this context, activity to monitor progress on the basis of indicators and benchmarks
will be pursued in close cooperation with, for example, the Employment Committee's
Indicators Group and will put emphasis on the use of agreed indicators and
benchmarks to allow for an objective and credible assessment of progress.

The working group and its sub-groups will have a mandate to consider the areas they
cover; to propose indicators, and if appropriate benchmarks, which may be used to
measure the achievement of the objective concerned; to propose subjects for the
in cooperation with the
exchange of good practice; to organise that exchange,
Commission; and to report on work carried out. The working group and its sub-
groups would be organised by the Commission; where appropriate, they might be
existing groups with other responsibilities.

In making their advice, the groups would also need to take account of a number
horizontal issues, such as the mainstreaming of equity issues concerning gender,
ethnic origin and disabilities, and the need to see education and training issues
generally within a Lifelong Learning perspective.

As regards the three priority themes selected by the Stockholm European Council
the working groups
it
(basic skills, ICT, maths and science),
concerned should be invited to meet as soon as possible in September.

is proposed that

The Candidate Countries

The Commission believes that these activities should, so far as possible be open to
the candidate countries. It is therefore proposed to explore the possibilities for their
involvement.

Timetable

This joint report from the Council and Commission to the Barcelona European
Council was requested by the Stockholm European Council in March 2001. In its
original report to the European Council, the Council suggested that it would “report
… at regular intervals … on the implementation of the mandate it received at the
Lisbon European Council, in order to actively contribute to the achievement of the
strategic goals set there”. The Commission suggests that this will involve a first
report on the implementation of the work programme, to be considered during the
autumn of 2003 and jointly submitted to the Spring Council of 2004; and a review of
the objectives set in the initial report submitted to Stockholm which they would
submit to the Spring European Council in 2005. The timetable for further reports,
before the final report in 2010, can be set at a later date.

75.

the
The Commission is proposing this draft as a basis for a policy debate at
Education Council on 29 November 2001 with a view to adopting a joint final report
at the Education Council on 14 February 2002. The joint report would then be
forwarded to the Barcelona European Council in spring 2002.

CONCLUSION

76.

As can be seen from the previous section, and as is to be expected, the work
programme which the Commission proposes to Member States to undertake is very
substantial. This requires close cooperation and the will to succeed between the

18

levels concerned. It will

various political
involve the Member States and the
Commission in new sorts of cooperation, as well as a coordinated approach to ensure
that the various activities are mutually supportive. The strategic framework must be
that of Lifelong Learning, as defined within the Memorandum on Lifelong Learning
and the European Employment Strategy: Lifelong Learning is seen as encompassing
all purposeful learning activity, whether formal or informal, undertaken on an
ongoing basis with the aim of improving knowledge, skills and competence. It is only
within this overarching concept that the exercise launched by the European Council
at Lisbon, when it asked for a report on the concrete objectives of education, can be
carried forward to achieve its maximum potential.

Annexes (A1)

1. Overview of Objectives of Education and Training Systems
2. Calendar
3. Indicators

19

Annex 1

ANNEX

Overview of Objectives of Education and Training Systems

OBJECTIVES

Objective 1:

1.1

1.2

1.3

1.4

1.5

Increasing the quality and effectiveness of education and
training systems in the EU

Improving education and training for teachers and trainers.

Developing skills for the knowledge society: (Increasing literacy
and numeracy; Updating the definition of skills for the knowledge
society; Maintaining the ability to learn)

Ensuring access to ICT for everyone: Equipping schools and
learning centres; Involving teachers and trainers; using networks
and resources.

Increasing recruitment to scientific and technical studies.

Making the best use of resources.
assurance; Ensuring efficient use of resources

Improving the quality

Objective 2:

Facilitating the access of all to education and training systems

2.1

2.2

2.3

Open learning environment

Making learning attractive

Supporting active citizenship, equal opportunities and social
cohesion

Objective 3

Opening up Education and Training systems to the World

3.1

3.2

3.3

3.4

3.5

Strengthening links with working life and research and society
at large

Developing the spirit of enterprise

Improving foreign language learning

Increasing mobility and exchanges

Strengthening European cooperation

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Annex 2

Objectives

Calendar – Launching of the Objectives

2nd half
2001

1st half.
2002

2nd half
2002

1st half
2003

2nd half
2003

Objective 1.1
Increasing the quality and
effectiveness of education and
training systems in the EU

Objective 1.2
Developing skills for the knowledge
society

Objective 1.3
Ensuring access to ICT for all

Objective 1.4
Increasing recruitment to scientific
and technical studies

Objective 1.5
Making the best use of resources

Objective 2.1
Open learning environment

Objective 2.2
Making Learning attractive

Objective 2.3
Supporting active citizenship, equal
opportunities and social cohesion

Objective 3.1
Strengthening links with working life
and research and society at large

Objective 3.2
Developing the spirit of enterprise

Objective 3.3
Improving foreign language learning

Objective 3.4
Increasing mobility and exchange

Objective 3.5
Strengthening European cooperation

Launching of the activity

21

Annex 3

Indicators proposed to support the implementation of the Report on the Concrete
Objectives of Education and Training Systems.

Objectives

Source

Objective 1.1 - Improving education and training for teachers and trainers

Proportion of those qualified to practise as
teachers or trainers (at the different levels
of education or training) who currently do
so

National data

The extent to which the content of initial
and in-service training curricula for
teachers and trainers matches the
requirements of the knowledge society

Eurydice and Cedefop

Progression in number of applicants for
initial training of teachers and trainers.

National data

Objective 1.2 - Developing skills for the knowledge society

Attainment levels in basic skills (literacy,
numeracy, science and technology)

OECD, (PISA7), IEA8 (TIMSS9)

Attainment levels in foreign languages

To be developed

Attainment levels in ICT.

To be developed

Attainment levels in social and work
related skills and learning to learn skills

To be developed

Objective 1.3 - Ensuring access to ICT for everyone

Hours of computer use in education and
training institutions per pupil/student per
week

Eurobarometer

Percentage of teachers and trainers having
received training in ICT

Eurobarometer

Presence of ICT in education and training
programmes and teaching methods

Eurydice

Number of pupils per computer connected National data

7

8

9

Programme for International Student Assessement
International association for the Evaluation of educational Achievement
Third International Mathematics and Science Study

22

to the Internet

Objective 1.4 – Increasing recruitment to scientific and technical studies

Number of technicians, scientists and
engineers graduating as a percentage of
the active population

Eurostat, UOE10 data collection

Numbers of qualified teachers in
Maths/Science/Technology at all levels of
education and training

National Sources

Number of entries into
Science/Maths/Technology "options"
options at different levels in education
and training, including as a proportion of
the totals, and success rates.

National data, Eurostat, UOE data
collection for higher education

Employment/unemployment of science
and technology graduates

National data

Objective 1.5 - Making the best use of resources

Public expenditure on education
(structural indicator)

Eurostat, UEO data collection

Support provided by public authorities to
the development of quality assurance and
improvement schemes

Eurydice, OECD

Proportion of education and training
institutions carrying out regular self-
evaluation to improve the quality of the
institution

National data

Staff training intensity (in time or
expenses) in companies

Eurostat, Continuing Vocational Training
Survey (CVTS)

Objective 2.1 - Open learning environment

Participation rates in education and
training at all ages and all levels by
gender

Eurostat, UOE data collection

Proportion of continuing education or
training establishments offering child-care
and/or flexible learning times

National data

10

joint UNESCO-OECD-EUROSTAT data collection on education

23

% of working time spent by employees on
training

Eurostat, Continuing Vocational Training
Survey (CVTS)

Objective 2.2 - Making learning attractive

Proportion of adults (over 24)
participating in formal or non-formal
education and training.

Eurostat, Labour Force Survey (LFS)

Objective 2.3 - Supporting active citizenship, equal opportunities and social
cohesion

Proportion of the population aged 18-24
with only lower secondary education and
not in education or training. (structural
indicator)

Eurostat, Labour Force Survey (LFS)

Attitudes and opinions of young people to
fighting racism, intolerance and
discrimination

Eurobarometer, IEA

Specific preparation of teachers and
trainers in their initial or continuing
training for the variety of pupils with
difficulties

Eurydice, Cedefop, European agency for
Special Need Education

Participation in education and training by
employment status and region

Eurostat, Labour Force Survey (LFS)

Objective 3.1 - Strengthening links with working life and research and society at
large

Number of teachers and trainers with
previous or current significant non-
educational professional experiences as %
of the total number of teachers and
trainers

National data

% of vocational training participants
spending at least 25% of their training
time in a work environment

Eurostat, Vocational Educational and
Training (VET) data collection

% of vocational training participants
enrolled on apprenticeship programmes

Eurostat, Vocational Educational and
Training (EU-VET) data collection

Objective 3.2 - Developing the spirit of enterprise

Attitudes of young people towards
enterprises and independent (self-
employed) status

National data

24

Proportion of the active population who
are self-employed

Eurostat, Labour Force Survey (LFS)

Objective 3.3 - Improving foreign language learning

In-service training courses for foreign
language teachers involving personal
contact with the language/culture they
teach

Percentage of pupils in
primary/secondary/vocational education
and training learning one/two/three
languages, by language studied

National data, Eurydice, Cedefop

Eurostat
questionnaire

foreign

language

learning

Objective 3.4 - Increasing mobility and exchanges

Socio-economic characteristics of schools
taking part in mobility activities

National data

Proportion of national student continuing
their studies in another EU country

of

(Proportion
students
enrolled in tertiary education) – source:
Eurostat, UOE data collection

non-national

Proportion of foreign teachers employed
(primary, secondary, university…)

National data

Objective 3.5 - Strengthening European cooperation

Establishment of European recognition or
accreditation systems

NARIC/ECTS

Proportion of national students continuing
their studies in another EU country, and
of early stage researches (pre-doctoral)

national data

Number of
joint “European” degrees
offered and number of diplomas delivered

National data

25