Opinion of the Economic and Social Committee on the "Memorandum on Lifelong Learning"
Date: 2001-09-12
Institutions: European Economic and Social Committee
Subjects: continuing education, vocational training

7.11.2001

EN

Official Journal of the European Communities

C 311/39

Opinion of the Economic and Social Committee on the ‘Memorandum on Lifelong Learning’

(2001/C 311/09)

On 26 April 2001 the Economic and Social Committee, acting under Rule 23(3) of its Rules of Procedure,
decided to draw up an own-initiative opinion on the ‘Memorandum on Lifelong Learning’.

The Section for Employment, Social Affairs and Citizenship, which was responsible for preparing the
Committee’s work on the subject, adopted its opinion on 18 July 2001. The rapporteur was Mr Koryfı´dis
and the co-rapporteurs were Mr Rodrı´guez Garcı´a Caro and Mr Rupp.

At its 384th plenary session (meeting of 12 September 2001), the Economic and Social Committee
adopted the following opinion by 99 votes, with three abstentions.

1.

Introduction

1.1.
This opinion addresses the issue of lifelong learning
and the Commission memorandum on the subject (1), and can
be seen as part of the ESC’s effort to meet its obligation of
conducting early consultations with the political bodies of the
EU. At this stage the main aim of the opinion is to influence
the framing of the Commission report based on the outcomes
of the debate (2) and the action plan which will probably
accompany it.

2. Memorandum

— to ‘launch a European-wide debate on a comprehensive
strategy for implementing lifelong learning at individual
and institutional levels, and in all spheres of public and
private life’.

2.2.
The memorandum contains six key messages and
objectives to be considered and discussed in relation to
implementing and developing the institution of lifelong learn-
ing. These messages make up a list of concrete issues for
discussion as follows:

Key message 1: New basic skills for all

Key message 2: More investment in human resources

Key message 3: Innovation in teaching and learning

The purpose of the memorandum on lifelong learning

2.1.
is:

Key message 4: Valuing learning

— to set out the Commission’s views on lifelong learning,
namely that:
‘Lifelong learning is no longer just one
aspect of education and training; it must become the
guiding principle for provision and participation across
the full continuum of learning contexts’;

— to link lifelong learning with a need and with a vision:
the need for ‘a successful transition to a knowledge-based
economy and society’ and the vision that this will be
implemented in ‘the coming decade’ and will apply (in
terms of opportunities) to ‘all those living in Europe,
without exception’;

— to endeavour to define ‘how’ the transition to the above-
mentioned knowledge-based economy and society will
take place, and the role that lifelong learning will have to
play in that transition;

(1) SEC(2000) 1832 (Introduction).
(2) The Commission proposes to draft a report this autumn.

Key message 5: Rethinking guidance and counselling

Key message 6: Bringing learning closer to home

2.3.
The memorandum has two annexes, the first pre-
senting examples of lifelong learning from Europe and the rest
of the world, and the second providing a detailed analysis of
the scope for developing common indicators and benchmarks
on lifelong learning.

3. General comments

3.1.
The memorandum on lifelong learning is particularly
useful and important for the ESC and for organised civil
society. It provides a tool that can help us to interpret the
changes that digital technology and modern forms of economic
and social activity (shifts in scale, patterns and pace; extreme
mobility and competition in creating and innovating; intense

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pressure on individuals and society to adapt to the new
information, technological and working environment) have
made in people’s lives. At the same time, the memorandum
offers a way of exploring solutions to today’s major problems
faced by young and old people in Europe, the employed and
unemployed, and organised European civil society as a whole.

— the Commission’s view that lifelong learning ‘... is no
longer just one aspect of education and training;
it
must become the guiding principle for provision and
participation across the full continuum of learning con-
texts (4)’.

3.1.1.
In the above context, the ESC calls for lifelong
learning to be promoted to the maximum and for the
memorandum to be distributed as widely as possible, so that
the whole venture encompasses and is understood by the
whole of European society.

This is not the first time the ESC has addressed the
3.2.
issue of lifelong learning and the Commission memorandum
on the subject.

3.2.1.
framing of the memorandum in two ways:

The Committee has been actively involved in the

— through taking part in the preparatory seminars and
discussions organised by the Commission during the long
phase of formulating its positions;

— through its more general involvement in matters relating
to education and training on the basis of related opin-
ions (1).

3.3.
The ESC endorses the Commission’s general approach
to the whole problem (see the introduction to the memor-
andum). In particular the ESC agrees with:

— the observation that the European Council

in Lisbon
introduced substantial changes in the

(March 2000)
direction of European policy and action;

— the realisation that Europe’s education and training
systems must be adjusted to ensure successful transition
to a knowledge-based economy and society (2);

— the need to develop a Europe-wide dialogue involving as
many ordinary people as possible with the aim of
lifelong
formulating a comprehensive
learning (3);

strategy for

(1) In particular the opinion on the White Paper on Education and
Training (OJ C 295, 7.10.1996, p. 25) and the Information
Report on the European Dimension of Education. Note that the
Commission memorandum on lifelong learning refers to the latter
(footnote 2, p. 43).
(2) See points 3 and 5.
(3) Point 4.4, and the Cedefop report ‘An age of learning’.

3.3.1. With specific reference to the aim of achieving a
‘comprehensive and coherent lifelong learning strategy for
Europe’, the ESC wishes to state the following.

3.3.1.1.
it believes that:

It considers such a strategy to be necessary because

— a well-planned and well-considered transition to the
digital age, the information society and the learning
society throughout Europe as a whole is a sine que non
for its survival (as a Union and, much more importantly,
as nation states) (5);

— the problems of transition are generally shared, and
therefore a joint effort will make them easier to solve
(even if that effort in principle consists only in generalis-
ing and applying good practice and in an open method
of coordination);

— the way to achieve transition is through education.

3.3.1.2.

It believes this can be achieved because:

— this is a good moment politically for the EU to develop

strategic measures in education (6);

— the problems now faced by people in Europe as a result
of factors such as economic globalisation provide an
incentive for a political agreement to be reached and for
such policies to be accepted at a social level;

— finally, the current technological situation is favourable
in-so-far as many aspects of educational activity can be
developed comprehensively thanks to digital technology.

The Committee believes that such a strategy is
3.3.1.3.
necessary and likely to solve current problems in Europe,
especially those relating to:

— employment and harnessing opportunities offered by the

new economy;

— familiarising the general public with digital technology;

(4) Point 3.2 (sixth indent).
(5) See Commission White Paper on Education and Training

(COM(95) 590, Introduction).

(6) OJ C 123, 25.4.2001 (point 4.2.1.2, first proposal).

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— European integration, new forms of European governance
and the general competitiveness of Europe’s economy.

— Lifelong learning is the key to familiarising people in
Europe with the logic of the information society, new
technologies and the new economy (3).

3.4.
The ESC is aware of its role and the role of organised
civil society more generally in any process of developing a
comprehensive strategy of lifelong learning. It is therefore
approaching the question with great sensitivity and caution.
The views it has so far expressed, and its current work, respond
to many questions and points raised in the memorandum.

3.4.1.
out to date can be summarised as follows:

The general views of the ESC on lifelong learning set

— ‘The existing educational systems do not offer specific
timetables and age ranges which are enough to provide
Europeans with what the learning society and the [new]
economy require. There is therefore an urgent need for
the individual to have urgent access to the benefits of
education and training; this requires a new approach to
the question — an approach suggested by the idea of
lifelong learning and training (1)’.

— Lifelong learning is defined by the following basic prin-

ciples (2):

•

•

•

the principle of adaptability: according to this prin-
ciple, the aim of lifelong learning is to help people
to the constantly changing conditions of
adapt
modern life and to enable each individual to acquire,
update, upgrade and complete knowledge and skills;

the principle of mobility: the possibility for people
to move freely between education, training and
employment throughout their lives is also a basic
principle of
this includes the
possibility for people to find ways among the
various levels and forms of education of continuing
their studies if and when they so wish;

lifelong learning;

the principle of totality: under this principle, lifelong
learning is not limited to adult education, but covers
every stage of education and all forms of education
and training.

— The Committee hopes that lifelong learning will promote
the necessary adjustment to the new business ethos and
cultivation of new social skills (4).

— It also considers this to be the intelligent response to the
new patterns, speeds and approaches imposed by the
current challenges, a response through which today’s pro-
active Europeans can join in shaping the new global
political, economic, social and technological landscape (4).

— Finally, it considers lifelong learning and areas of edu-
cation relating to the information society and the new
economy to be part of the European domain of education
and learning, and therefore recommends that they should
be promoted as part of an open method of coordination
and comparative assessment (5).

3.4.2.
These views of the ESC bear out the soundness of the
Commission’s intention to promote the institution of lifelong
learning. At the same time, the Committee would respond to
a number of basic questions raised in the memorandum:

— it believes ‘an individual right for all citizens to acquire
and update skills through lifelong learning’ can be defined;

— it clearly identifies the need to link and use all forms of
education, by joint agreement, under the overarching
institution of lifelong learning;

— it also indicates the need for cooperation in implementing
lifelong learning — cooperation not just between the
member states, but also between the social partners, the
educational community at every level and local and
regional authorities.

3.4.3.
Each of the specific topics raised by the Commission
for discussion in the memorandum (in relation to the six key
messages) is also important for the ESC. However, during the
preliminary consultation phase it will concentrate in particular
on those issues about which it has already expressed an
opinion and which directly affect it in one way or another (6).

(1) OJ C 295, 7.10.1996, p. 25 (point 3.2.3).
(2) Op. cit. (points 3.2.4.1, 3.2.4.2 and 3.2.4.3).

(3) OJ C 139, 11.5.2001 (point 4.4).
(4) OJ C 139, 11.5.2001 (point 3.1.2.1).
(5) OJ C 139, 11.5.2001 (point 4.1).
(6) The Commission’s questions and the relevant positions of the ESC

can be found in point 5 below.

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3.4.3.1.
In the light of the above, the ESC is particularly
interested in considering certain points of the memorandum
and in further clarifying certain concepts, connections and
processes from its perspective.

4.1.2.1.
The Committee thinks in any case that a sound,
broadly-based general education and initial vocational training
forms a part of lifelong learning and also provides it with a
foundation.

4. Specific comments

4.1. Definitions

4.1.1.

L i f e l o n g l e a r n i n g :
n i t i o n

a

t e n t a t i v e d e f i -

4.1.1.1.
The ESC understands the term ‘lifelong learning’ to
denote a systematic and active learning endeavour on the part
of Europe’s citizens, in response to the daily demands imposed
on them and society and the need for the individual and society
to achieve fulfilment (within the framework conditioning the
development of an individual’s and society’s potential).

4.1.2.2.
This being so, general education and vocational
training systems should be regarded at the same time as
established social institutions with fixed structures and tra-
ditions and understood as teaching and learning packages for
shaping individuals and society. Together they form a familiar
‘educational architecture’, which over time — as modern
societies have developed — has come to appear to us as
self-evident. The principle of lifelong learning requires new
mindsets and new teaching and training arrangements. This
opinion is hardly able to give detailed consideration to the
questions and problems this poses, but it would point out
that the principles and tenets underpinning a new suitable
‘educational architecture’ for a knowledge-based society still
have to be worked out. The Committee assumes that, as a
result, a common EU dimension will become firmly embedded
in EU Member States’ systems of education and training.

4.2. Defining links

4.1.1.2.

The survival of the individual and society requires:

4.2.1.

L i f e l o n g
c a t i o n

l e a r n i n g

a n d

s c h o o l

e d u -

— that people are able to adapt actively to constantly
evolving political, economic, social, environmental, tech-
nological and scientific conditions;

— that people continuously adapt to the new tools, new
patterns and new pace that each new set of circumstances
imposes (whether or not
they accept those circum-
stances);

— that people are actively and consciously involved in
shaping and defining each set of circumstances and that
there is democratic control of the tools, patterns and
speeds that are likely to develop under those circum-
stances;

— improved individual access to general education and
vocational training and to lifelong learning at national
and European level.

4.2.1.1.
The ESC believes that lifelong learning and school
education must be seen as part of the same system. This means
that they must be thought of as a logically uniform,
i.e.
comprehensive system wherever possible and that they must
adopt a coherent and complementary approach. The Com-
mittee feels that the way responsibilities in the education
system have been divided up to date will consequently have to
be reconsidered. The State will retain primary responsibility
for basic education, and the responsibility for further education
and vocational training will be fairly shared — as hitherto —
by various bodies — the State, the social partners and citizens.
Government
incentives for businesses and individuals, as
mentioned in the Memorandum, and greater commitment
from employers and workers to further training are, however,
necessary in order to turn the concept of lifelong learning into
a reality.

4.2.2.

L i f e l o n g
c a t i o n

l e a r n i n g

a n d

h i g h e r

e d u -

4.1.2.
On the basis of the above definition, lifelong learning
is not simply a new form, or a new level, or one new dimension
of education. Nor is it a process whose sole purpose is to
ensure people’s employability in Europe. Lifelong learning is a
modern overall approach to educational measures which build
on each other and which encompass all phases and levels of
general education and vocational training throughout all stages
and in all areas of life. A democratic knowledge-based society
cannot be created without lifelong learning.

4.2.2.1.
Since lifelong learning meets needs relating to
production and development, the environment, and the self-
fulfilment of the individual and society, it is essential that there
be an open link between it and higher education. The ESC
considers that this link must ultimately have the same form as
the link between lifelong learning and school education, and
that in the current technological context, with digital and other
applications, it can be defined as follows:

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— development of a stable, continuous system of communi-
cation, mutual exchange and interrelationships between
institutions providing higher education and lifelong
learning (1);

— development of joint projects to address specific prob-
lems affecting industry and local communities, people in
the modern world and active citizens;

— opening-up higher education institutions to cater for the
needs of people in their region in relation to further
education, special types of training and ongoing teacher
training.

4.2.3.

L i f e l o n g l e a r n i n g , n o n - f o r m a l
i n g a n d i n f o r m a l l e a r n i n g

l e a r n -

4.2.3.1.
The ESC would stress the role played hitherto
by non-formal and informal education and training in the
development of Europe’s society and economy. Learning in
the family; self-education; the basic and further training offered
to employees by companies or trade unions; and education
provided to the general public through printed or electronic
media, the market, literature or NGOs are of incalculable value
and significance. The problem with these informal types of
education is that they do not usually lead to a formal certificate.
The ESC considers that instruments and procedures must be
developed for recognising informal forms of education and
knowledge and skills obtained through work experience. These
instruments and procedures must lead to the acquisition of
in
recognised diplomas. All regulatory parties concerned,
particular the social partners, should be involved, in line with
national practice.

In view of

4.2.3.2.
the ESC supports the
the above,
Commission’s efforts to establish and define uniform indicators
and benchmarks for lifelong learning. It therefore calls on the
European Parliament, the Council and the Commission to take
the required political decisions in order to establish as soon as
possible an integrated European certification system for skills
and qualifications.

4.2.4.

L i f e l o n g l e a r n i n g a n d o r g a n i s e d c i v i l
s o c i e t y (2)

4.2.4.1.
Lifelong learning concerns everybody and is intend-
ed for everybody. Organised civil society therefore has an
important role to play in the development of lifelong learning.

Experience to date of

4.2.4.2.
in lifelong
learning on the part of organised civil society and the social
partners in particular shows that they must play a substantial
and leading role in coordinating, shaping and developing a
comprehensive system of lifelong learning.

involvement

4.2.4.3.
The first step that should be taken is to identify,
assess and cultivate the types of informal and non-formal types
of learning that have so far been developed by the social
partners and NGOs. These forms of education that have now
been developed should then be linked with education systems
to form a single, newly structured operational basis. This basis
— supported by modern digital technology — will embrace a
broad range of educational activities and will meet modern
social and economic needs.

In every event,

4.2.4.4.
the successful development of
lifelong learning fundamentally depends on the extent to
which organised civil society, and especially the social partners,
are actively involved. Their involvement must not be limited
to planning, but must include the development and operation
of lifelong learning.

4.2.4.5.
The ESC considers that Cedefop has an important
part to play in identifying, assessing and refining types of
informal and non-formal learning, and in developing lifelong
learning more generally.

4.3. Defining processes

4.3.1.

L i f e l o n g l e a r n i n g a n d e d u c a t i o n p r o -
v i d e r s

The ESC believes that

lifelong learning as an
4.3.1.1.
institution can be developed in many ways that are consistent
with local situations and national experience. It consequently
thinks that, if adapted slightly, the idea of local multi-purpose
learning centres, mentioned in the conclusions of the European
Council in Lisbon, could prove to be the most appropriate
system for coordinating the development of lifelong learning.
A new, modern system of local multi-purpose learning and
education centres operating independently of the authorities:

(1) See point 4.3.1 below.
(2) There will be a more detailed analysis of the role played by
organised civil society in the development of lifelong learning
during the next phase of consultations, based on the Commission’s
final report.

— can more easily be made a point of contact and synergy
between the factors involved, i.e. school and university
education, the social partners and organised civil society
more generally, the market, and local, regional, national
and European authorities;

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— can be structured more easily on the basis of specific,
local requirements and conditions (by making use of
existing educational infrastructure, relevant local experi-
ence, any existing relevant joint action, cooperation, etc.);

— can still — because it

is a new concept and thus
unencumbered by prejudice and negative experience —
be more readily accepted by society as a whole;

— can also conclude contracts for the development of
individual lifelong learning programmes, on a transparent
basis and using the local
resources available for
developing such services;

— finally, can more easily be staffed by fresh administrative
and teaching personnel with special skills and qualifi-
cations recruited from the local and regional education
system.

Obviously, the management of such an organisation must be
well-balanced at local level. This means providing for smooth,
but progressive, co-involvement of business and social interests
with teachers and learners.

4.3.2.

L i f e l o n g
l e a r n i n g c e n t r e s

l e a r n i n g

a n d

l o c a t i o n

o f

In principle, the development of lifelong learning will be based
on existing infrastructure. Specifically, this means:

— existing school buildings that are no longer in use owing

to demographic changes;

— existing school buildings out of school hours;

— other public buildings offering services (cultural centres,

youth centres, etc.);

— other

suitable buildings provided by organisations
responsible for developing specific lifelong learning pro-
grammes (business training centres, vocational training
centres, music schools, foreign languages schools, etc.).

4.3.3.

L i f e l o n g l e a r n i n g a n d i t s p r o v i s i o n

4.3.3.1.
lifelong learning:

It follows from what has been said above that

— will be shaped by the actions of the social partners,
organised civil society in general, the market, organis-
ations and groups involved in education and learning
and the public authorities (especially local and regional
authorities);

— will be coordinated by local multi-purpose learning and

education centres;

— will be provided by these centres, or by other public or

private organisations under their responsibility;

— will be based on joint action that has a specific starting-
point and rationale, a specific goal, a specific content and
action plan, and a specific system for evaluating the
results;

— will be provided as far as possible on an individual basis,

to meet people’s learning needs.

4.3.4.

L i f e l o n g l e a r n i n g a n d i t s c o s t

Addressing the cost of lifelong learning provision
4.3.4.1.
is a complex issue, which should by no means be classified as
being purely financial. Nevertheless, the overall costs must be
borne by all the benefiting parties, not least the businesses
trained workers for restructured labour
which gain well
markets, revamped working processes and new job profiles.

It is above all incumbent on the State to make
4.3.4.2.
sufficient public funds available at all tiers of State adminis-
tration in order to safeguard high-quality systems of education
throughout Europe in the long term.

4.3.4.3.
Especially at local and regional levels the players
representing organised civil society are asked to contribute
alongside local businesses to the costs of lifelong learning —
including the provision of infrastructure (premises, equipment)
and human resources (expertise, network capital, time).

4.3.4.4.
As regards funding, it is necessary to place special
emphasis on the responsibility of the State and business.
Society in general and the whole of the economy clearly
benefits from raising and continually adjusting the skills level
of the population in all age groups.

The Committee thinks that the likely per capita
4.3.4.5.
costs of lifelong learning should be determined on a scientific
basis straightaway. This would provide a sound basis for an
open dialogue involving the whole of society, which in turn
could result in an understanding being reached on an effective
and fair sharing of the overall costs in accordance with the
meaning and purpose of education in each case.

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4.4.

Lifelong learning and the risk of exclusion

5.1.2.1.
must provide for:

In the light of the above, the proposed strategy

4.4.1.
The ESC considers that the cost of providing lifelong
learning must under no circumstances be allowed to lead to
exclusion of individuals, groups or regions from the above
process and its benefits. The Committee therefore trusts that
the State, in conjunction with other social players, will combat
and as far as possible prevent social exclusion in the field of
lifelong learning, too. This objective should be actively pursued
in the framework of the EU’s open coordination strategy.
Priority should also be given within existing EU policymaking
to the integration of disadvantaged groups of people of all
ages.

— education and training in new basic skills, without
overlooking the major problem of illiteracy that still
exists in certain Member States;

— incentives

in learning,
to increase people’s interest
especially in the case of people with a low level of
education;

— measures to provide more information on opportunities

available in the sphere of learning.

5.2. Key message 2: More investment in human resources

5. Special proposals with regard to the six key messages

5.1. Key message 1: new basic skills for all

Objective: Guarantee universal and continuing access to
learning for gaining and renewing the skills
needed for sustained participation in the knowl-
edge society

5.1.1.
The introduction of compulsory schooling is justifi-
ably regarded as one of the major socio-political achievements
of modern industrial societies. In some member states a higher
school leaving certificate is now regarded as a guarantee of
entrance to university. The ESC explicitly calls for these
citizens’ rights to be revised in the light of current circum-
stances. This means implementing the concept of a minimum
right for every individual to general education and vocational
training, a right that remains valid until the skill level to be
determined (in the light of social and economic developments)
has been acquired. The current practice of a guaranteed right
to further education and skills acquisition subject to proof of
past performance should also be broadened beyond the link
between a higher school
leaving certificate and university
study,
in order to significantly improve the vertical and
horizontal permeability of all education and skills acquisition
systems, also within the EU.

5.1.2.
The ESC thinks this should be treated as an essential
precondition for effective implementation of Employment
Guidelines 3, 4 and 6, requiring that specific joint proposals
be worked out by the Member States and in cooperation with
the European Commission with the aim of achieving a
framework agreement on defining the new basic skills that
everybody would need to participate actively in the knowledge
society and knowledge-based economy.

Objective: Visibly raise levels of

in human
resources in order to place priority on Europe’s
most important assets — its people

investment

5.2.1.
The ESC is aware of the complexity and diversity of
current situations in the member states with respect to the
level and composition of contributions for education and skills
acquisition from public and private sectors and individuals. It
proposes that a systematic effort be made to document and
evaluate current practice in detail for the purpose of drawing
up a European report under the coordinated guidance of the
relevant European bodies (e.g. Cedefop, which has already
done some work in the matter and on whose board the social
partners are well represented) and in cooperation with other
international organisations which are familiar with the issue
(in particular the OECD in this case). This report which would
provide cogent answers to the questions posed in the ‘LLL
Memorandum’.

5.3. Key message 3: Innovation in teaching and learning

Objective: Develop effective teaching and learning methods
and contexts for the continuum of lifelong and
lifewide learning

5.3.1.
The ESC absolutely agrees with the need to open up
the whole education and skills acquisition system to innovative
methods of teaching and learning, obviously with particular
focus on the use of new technologies. Equally, however, there
must be greater regard for the advantages of established
practice in more non-formal learning contexts, both work-
and company-related and also in education provision for
young people beyond school and in organised civil society at
local and regional level. The ESC proposes that a European
cooperation project be set up between the 6th European
Framework Programme and the relevant European bodies
(especially Cedefop and Eurydice). It also proposes that a
European experts’ group be set up to carry out a detailed
review and assessment of established and innovative teaching
methods while allowing for key differences between target
groups (age, sex, social position, cultural and ethnic identity,

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etc.). After recommendations, including recommendations on
the development of qualitative benchmarks, have been weighed
up and formulated by this group, the resulting report would
be presented to the Council of Education Ministers. The social
partners should also be adequately represented in the group of
experts.

5.4. Key message 4: Valuing learning

Objective:

Significantly improve the ways in which learning
participation and outcomes are understood and
appreciated, particularly non-formal and informal
learning

5.4.1.
It is clear that the ideas generated by the memor-
andum’s questions on evaluating learning can only be applied
effectively on the basis of more intensive communication and
improved dialogue between the social partners in general and
those responsible for appraisal procedures and skills acquisition
systems in education. The ESC is prepared to play an active
part in developing a relevant strategy with the cooperation of
organised interest group representatives from the sphere of
general and vocational education at European level.

5.5. Key message 5: Rethinking guidance and counselling

Objective:

Ensure that everyone can easily access good
quality information and advice about learning
opportunities throughout Europe and throughout
their lives

5.5.1.
There is sufficient evidence of the need to evaluate,
extend and fine-tune the whole counselling system. Another

important point is the need for a new approach to vocational
guidance, which must ensure lifelong access for all to these
services, and must be linked to demand. The ESC welcomes
the memorandum’s focus on this issue, which has not always
received due attention in terms of policy and action taken,
despite considerable efforts at national and European level.
The ESC is prepared to play its part in improving the resources
of, and links between, the many current and potential providers
of services (as described in relation to questions on this issue
in the memorandum) by campaigning at local and regional
level, and to bring to bear the specialist knowledge that the
social partners undoubtedly possess on the basis of their
everyday work with the general public, in particular — but not
only — as employees and job-seekers.

5.6. Key message 6: Bringing learning closer to home

Objective:

Provide lifelong learning opportunities as close to
learners as possible, in their own communities and
supported through ICT-based facilities wherever
appropriate

5.6.1. We welcome the fact that the LLL memorandum
explicitly recognises the potential for European institutions
such as the ESC to promote and strengthen partnerships at
level. There must be many ways of
local and regional
improving the use of
the networks and infrastructures
established by the social partners and other civil society
organisations
to deploy material and human
resources more effectively for the benefit of teachers and
learners (and also when they change roles). The ESC will
formulate further proposals and recommendations on the
matter.

in order

Brussels, 12 September 2001.

The President

of the Economic and Social Committee

Göke FRERICHS