Detailed work programme on the follow-up of the objectives of Education and training systems in Europe
Date: 2002-06-14
Institutions: Council of the European Union
Subjects: EU programme, cooperation policy, education, education policy, educational system, vocational training

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I

(Information)

COUNCIL

Detailed work programme on the follow-up of the objectives of Education and training systems
in Europe

(2002/C 142/01)

TABLE OF CONTENTS

EXECUTIVE SUMMARY

1.

2.

3.

4.

5.

6.

Introduction

Education and training, a key priority domain in the Lisbon strategy

Pursuing ambitious but realistic goals

The way ahead: applying the Open Method of Coordination to education and training

A single comprehensive strategy for education and training

Opening up the process to other European countries

DETAILED WORK PROGRAMME FOR THE IMPLEMENTATION OF THE 13 OBJECTIVES

Strategic objective 1:
TRAINING SYSTEMS IN THE EU

IMPROVING THE QUALITY AND EFFECTIVENESS OF EDUCATION AND

1.1.

Improving education and training for teachers and trainers

1.2.

1.3.

1.4.

Developing skills for the knowledge society

Ensuring access to ICT for everyone

Increasing recruitment to scientific and technical studies

1.5. Making the best use of resources

Strategic objective 2: FACILITATING THE ACCESS OF ALL TO EDUCATION AND TRAINING SYSTEMS

2.1.

Open learning environment

2.2. Making learning more attractive

2.3.

Supporting active citizenship, equal opportunities and social cohesion

Strategic objective 3: OPENING UP EDUCATION AND TRAINING SYSTEMS TO THE WIDER WORLD

3.1.

Strengthening the links with working life and research and society at large

3.2.

Developing the spirit of enterprise

3.3.

Improving foreign language learning

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3.4.

3.5.

Increasing mobility and exchange

Strengthening the European co-operation

TIMETABLE TO START FOLLOW-UP WORK FOR OBJECTIVES

Table:

Model to be used in the follow-up of quantitative indicators

ILLUSTRATIVE STATISTICAL DATA

15

16

18

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EXECUTIVE SUMMARY

— Europe will be open to cooperation for mutual benefits with all
other regions and should be the most-favoured destination of
students, scholars and researchers from other world regions.

Political Cooperation on the future objectives of edu-
cation and training systems in Europe

Policy cooperation in education and training is gaining
momentum in the EU with the approval of the work pro-
gramme on the future objectives of education and training
systems on 14 February. It focuses on the following three
strategic objectives, which are broken down into 13 associated
objectives:

— improving the quality and effectiveness of education and

training systems in the EU,

— facilitating the access of all to education and training systems,

— opening-up education and training systems to the wider world.

Policy advances in education and training cooperation have a
decisive contribution to make to the success of the Lisbon
strategy, as has been acknowledged in the Commission’s
Synthesis Report
forwarded to the Barcelona European
Council. The broader mission of education and training
systems must continue to be recognised in order to secure
their full contribution to the Lisbon goals and the crucial
support needed from educators and society as a whole. In view
of this the Council and the Commission jointly request that
the Education and Training Area now be explicitly recognised
as a key priority domain in the Lisbon strategy.

The Council and the Commission underline their determi-
nation to provide a comprehensive response to the challenges
of the knowledge society, globalisation and the enlargement
of the EU, and therefore set themselves ambitious but realistic
goals. For the benefit of citizens and the Union as a whole the
following should be achieved in education and training by
2010:

— the highest quality will be achieved in education and training
and Europe will be recognised as a world-wide reference for the
quality and relevance of its education and training systems and
institutions,

— education and training systems in Europe will be compatible
enough to allow citizens to move between them and to take
advantage of their diversity,

— holders of qualifications, knowledge and skills acquired any-
where in the EU will be able to get them effectively validated
throughout the Union for the purpose of career and further
learning,

— Europeans, at all ages, will have access to lifelong learning,

The work on those three objectives dealing with new basic
skills, information technologies and mathematics, science and
technology has already started, and action will be launched for
all other objectives no later than 2003. Achieving the agreed
objectives will draw on policy cooperation using the new open
method of coordination in order to enhance the value added
of European action, in accordance with Articles 149 and 150
of the Treaty. This is based on the identification of shared
concerns and objectives, the spreading of good practice and
the measurement of progress through agreed instruments,
comparing achievements both between European countries
and with the rest of the world. Arrangements for the effective
participation of Candidate Countries will be worked out at the
next informal meeting of Education ministers from EU and
candidate countries in June 2002 in Bratislava. The Council
(Education) in cooperation with the Commission will assure
the responsibility for steering and monitoring the strategy as a
whole. They plan to send their next joint report to the
European Council in 2004.

1.

Introduction

1.1. At its meeting in Lisbon in March 2000, the European
Council acknowledged that the European Union was
confronted with a quantum shift resulting from globalisa-
tion and the knowledge-driven economy and agreed a
strategic target for 2010: 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. Stressing that
these changes require not only a radical transformation
of the European economy, but also a challenging pro-
gramme for the modernisation of social welfare and
education systems the European Council at the same time
asked the Education Council to ‘undertake a general
reflection on the concrete objectives of education systems,
focusing on common concerns while respecting national
diversity, with a view to contributing to the Luxembourg
and Cardiff processes and presenting a broader report to
the European Council in the Spring of 2001’.

1.2. The report on the future concrete objectives of education
and training systems was presented to the Stockholm
European Council in March 2001. It sets out the following
3 strategic objectives that were agreed and refines them
into 13 associated objectives:

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— improving the quality and effectiveness of education

and training systems in the EU,

— facilitating the access of all to education and training

systems,

— opening up education and training systems to the

wider world.

The Stockholm Conclusions requested that the follow-up
work on the future objectives of education and training
systems be pursued and a work programme be submitted
to the spring 2002 European Council,
including an
assessment of their achievement ‘in the framework of the
open method of coordination and in a world-wide
perspective’.

1.3 The attached detailed Work programme was jointly
adopted by the Council and the Commission on 14 Febru-
ary 2002. It sets out the key issues that need to be
addressed in order to achieve the 3 strategic objectives
and their 13 associated objectives that have been agreed.
It addresses various elements and levels of education and
training,
from basic skills to vocational and higher
education having particular regard to the principle of
lifelong learning. It identifies the main instruments that
will be used for measuring progress, comparing Europe’s
achievements both internally and with other world
regions.

1.4 On this basis, the Council (Education) and the Com-
mission jointly submit the present report to the European
Council meeting in Barcelona in March 2002. It stresses
the essential role of education and training in enhancing
the level of qualification of people in Europe and hence
in meeting not only the Lisbon challenge, but also the
broader needs of citizens and society. This joint report
reflects the Council and the Commission’s commitment
to, and ambitions for Education and Training as a
fundamental part of
the European Knowledge Area.
Finally, it sets out the way in which progress should be
achieved, applying the Open Method of Coordination to
education and training in accordance with Articles 149
and 150 of the Treaty (cf. sections 4 and 5 below).

2. Education and training, a key priority domain in the

Lisbon strategy

In November 2001, following the wide-ranging consul-
tation on lifelong learning, the Commission presented to
the European Parliament and the Council a Communi-
cation establishing lifelong learning as a guiding principle
for education and training and setting out concrete
priority actions. The e-learning action plan is moving
forward and two Forums dealing respectively with the
transparency of vocational qualifications and the quality
of vocational training have been established.

The European Year of Languages in 2001 underlined
the importance of linguistic diversity in education and
training in Europe. The Bologna process for fostering
the compatibility and attractiveness of European higher
education moved forward at the Ministerial Conference
in Prague in May 2001 and the Council (Education) sees
it as supporting the work on future objectives of edu-
cation and training systems in the EU context.

The communication on the strengthening of cooperation
with third countries in higher education was presented to
the Council and the European Parliament in Septemb-
er 2001 and the reflection on the crucial role of
educational cooperation in general across political and
cultural boundaries has been widening since then. The
White Paper on Youth includes reflections on the role of
formal as well as non-formal education. Finally the
Commission has recently proposed an action plan based
on the report of the High Level Task Force on skills and
mobility set up after the Stockholm European Council.

2.2. Since the Lisbon European Council, all these events and
initiatives show that the development of education and
training systems in a lifelong learning and in a worldwide
perspective has increasingly been acknowledged as a
crucial factor for the future of Europe in the knowledge
era.

2.3. While education and training systems need to change in
view of the challenges of the knowledge society and
globalisation, they pursue broader goals and have broader
responsibilities to society. They play an important role in
building up social cohesion, in preventing discrimination,
exclusion, racism and xenophobia and hence in promot-
ing tolerance and the respect for human rights.

2.1. Since the Lisbon European Council two years ago numer-
ous initiatives have been taken by Member States and at
the European level and significant results have already
been achieved in the fields of mobility, lifelong learning,
professional, vocational and higher education, quality
evaluation and assurance, e-learning and international
cooperation.

The role of education and training systems in disseminat-
ing the fundamental values shared by European societies
is stressed both in the Report on concrete future objectives
of education and training systems and in the communi-
cation on lifelong learning. Both documents also empha-
sise that
the general goals attributed by society to
education and training go beyond equipping Europeans

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for their professional life, in particular concerning their
personal development for a better life and active citizen-
ship in democratic societies respecting cultural and
linguistic diversity.

The Council (Education) and the Commission re-affirm
that, notwithstanding their essential role in the Lisbon
strategy, education and training are more than instru-
ments for employability. Their broader mission must
continue to be recognised in order to secure their full
contribution to the Lisbon goals and the crucial support
needed from the education and training community and
from society as a whole.

2.4. The numerous events and initiatives taken in the area of
education and training show its growing importance but
their number, diversity and multiple links to other policies
(in particular to the employment strategy and the strategy
to fight social exclusion) have increased the need for
greater strategic coherence. The Council and the Com-
mission will
focus their efforts on setting in place
with this comprehensive work programme a consistent
framework bringing such coherence to the various edu-
cation and training policy strands in the European
Community context.

2.5. The Council and the Commission request that an Edu-
cation and Training Area now be explicitly recognised as
a key priority domain in the Lisbon strategy. This would
transmit the clear message that, however effective the
policies in other areas, making the European Union the
leading knowledge-based economy in the world will only
be possible with the crucial contribution from education
and training as factors of economic growth, innovation,
sustainable employability and social cohesion. Ministers
in charge of education and training acknowledge their
responsibility in this process and re-affirm their determi-
nation to meet the challenge.

3. Pursuing ambitious but realistic goals

3.1. Beyond answering the invitation of the European Council
to work on common objectives for education and training
systems and to present a joint detailed work programme,
the Council and the Commission are determined to take
all initiatives required for a comprehensive response to
the challenges of the knowledge society and globalisation,
as well as of EU enlargement.

3.2. The Council and the Commission therefore set themselves
ambitious but realistic goals which should also be shared
by the countries joining the EU in the coming years. For
the benefit of citizens and the Union as a whole the
following should be achieved in education and training
by 2010:

1)

2)

The Highest quality will be achieved in education and
training and Europe will be recognised as a world-wide
reference for the quality and relevance of its education and
training systems and institutions;

Education and training systems in Europe will be compat-
ible enough to allow citizens to move between them and
take advantage of their diversity;

3) Holders of qualifications, knowledge and skills acquired
anywhere in the EU will be able to get them effectively
validated throughout the Union for the purpose of career
and further learning;

4)

5)

Europeans, at all ages, will have access to lifelong
learning;

Europe will be open to cooperation for mutual benefits
with all other regions and should be the most-favoured
destination of students, scholars and researchers from
other world regions.

4. The way ahead: applying the ‘open method of coordi-

nation’ to education and training

4.1. The new open method of coordination will be applied as
an instrument for the development of a coherent and
comprehensive strategy in education and training within
the framework of Articles 149 and 150 of the Treaty.
The Lisbon Conclusions defined the open method of
coordination as a means of ‘spreading best practice and
achieving greater convergence towards the main EU’
goals and indicated that it would be a fully decentralised
approach using variable forms of partnerships and design-
ed to help Member States to develop their own policies
progressively.

The open method of coordination will draw on tools
such as indicators and benchmarks as well as on comparing
best practice, periodic monitoring, evaluation and peer
review etc. organised as mutual learning processes.

4.2. In the detailed work programme the three strategic
objectives are broken down into thirteen objectives and
forty-two key issues reflecting the wide spectrum of areas
related to education and training. The work on their
implementation has already started for three objectives
(those dealing with new basic skills, information tech-
nologies, mathematics, science and technology). It will
begin during 2002 or 2003 for the other ten according
to the agreed timetable. The work on all objectives will
thus have been launched by 2004.

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4.3. The open method of coordination will be used for each
of these objectives thereby harnessing their European
added value. It will be however applied in a differentiated
way to the various objectives, drawing in each case on
the most appropriate tools. This will make it possible to
focus action and to use the limited financial and human
resources available in the most efficient way. A monitor-
ing of progress towards the objectives set will be ensured
across the board, using in each case the most relevant
quantitative and/or qualitative tools available.

5. A single comprehensive strategy for education and

training

5.1. Within this framework of the open method of coordi-
nation a single comprehensive strategy will be implement-
ed as shown in the attached detailed work programme It
will consist of two main strands of activity: the work on
common challenges aimed at supporting Member States
in improving their own education and training systems,
and efforts to release the potential of transnational activity
in education and training.

The implementation of the work programme will bring
coherence to the various sectoral policies in education
and training while respecting the input and the particular
focus of each. Specific or new strands of action such as
those proposed in the Commissions Communication on
lifelong learning will not lead to the launching of a
parallel coordination process but will, where relevant, be
integrated into the framework of the 3 strategic and
13 objectives in the Work.

5.2. The implementation of the detailed work programme
will also be supported by European cooperation in other
forms: Community programmes, action plans, visits of
decision makers, comparative and prospective studies,
statistical and other surveys, pilot projects, etc. Many of

these build on and complement
the work of other
international organisations (such as the OECD and the
Council of Europe), networks, cooperation schemes or
pilot projects between Member States or with candidate
countries (e.g. on sustainable professionalisation or basic
skills.).

5.3. Furthermore, synergy will be sought with other activities,
in particular with those concerning the enhancement of
transparency, recognition and quality assurance in all
sectors of the education and training systems in the EU
and with other sectors of EU activity such as research.

The same applies concerning activities carried out in a
non EU context, like the Bologna process or the Lisbon
recognition convention in the area of higher education.

5.4. The Council (Education) in cooperation with the Com-
mission will steer and monitor the strategy and the
implementation process as a whole in accordance with
the Council conclusions of November 2001 on the
follow-up to the Report on the concrete future objectives
of education and training systems. A report on progress
achieved will be submitted to the spring European
Council of 2004.

6. Opening up the process to other European countries

The European Council meeting in Stockholm in
March 2001 has already agreed that
the Candidate
Countries should be involved in the goals and procedures
of the Lisbon strategy. Change and reform in education
and training systems require a medium to long term
perspective and it is necessary to start a dialogue in these
fields without delay, not least because the Candidate
Countries may in many areas contribute examples of
good practice. Arrangements for their effective partici-
pation in this process will be worked out at the regular
meeting of Education ministers of
the EU and the
Candidate Countries scheduled in June 2002 in Bratislava.

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DETAILED WORK PROGRAMME FOR THE IMPLEMENTATION OF THE 13 OBJECTIVES

Strategic objective 1

IMPROVING THE QUALITY AND EFFECTIVENESS OF EDUCATION AND TRAINING SYSTEMS IN THE
EU

OBJECTIVE 1.1 — IMPROVING EDUCATION AND TRAINING FOR
TEACHERS AND TRAINERS

the highest

importance in a
Access to knowledge is of
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 Europe is to succeed in this objective, which is becoming
more difficult across the continent as a whole, it must improve
the ways in which teachers and trainers are supported as their
role changes, and as public perceptions of them change; it
must be supported by a general consensus, with those in the
teaching and training professions, as to the skills which they
all should have.

A. Key issues

1.

2.

3.

Identifying the skills that teachers and trainers should have, given their changing roles in
knowledge society

Providing the conditions which adequately support teachers and trainers as they respond to
the challenges of the knowledge society, including through initial and in-service training in
the perspective of lifelong learning

Securing a sufficient level of entry to the teaching profession, across all subjects and levels, as
well as providing for the long-term needs of the profession by making teaching and training
even more attractive

4. Attracting recruits to teaching and training who have professional experience in other fields

B. Organisation of the follow-up

— promotion systems in the teaching profession dur-

a)

b)

Starting period: during 2002 (second stage).

Indicators for measuring progress (Indicative list to be reviewed
as appropriate):

— Shortage/surplus of qualified teachers and trainers

on the labour market,

— Progression in number of applicants for training

programmes (teachers and trainers),

— Percentage of

teachers and trainers who follow

continuous professional training.

ing a teacher’s career,

— improvement of working conditions of teachers.

OBJECTIVE 1.2 — DEVELOPING SKILLS FOR THE KNOWLEDGE
SOCIETY

c)

Themes for exchanging experience, good practice and, as
appropriate, peer review (Indicative list):

— evaluation of training programmes for teachers and

trainers,

— conditions for becoming a teacher or trainer accord-

ing to educational level,

— inclusion of the following subjects in study and
training plans:
ICT, foreign languages, European
dimension of education and intercultural education,

skills are. For many,

Across the EU, there is currently no common understanding
of what basic
‘basic’ has a strong
connotation of numeracy and literacy and the word ‘skills’ is
generally considered not to cover attitudes, aptitudes and
knowledge, the way ‘competencies’ does. The Commission is
producing a first document outlining a view of what key
competencies might be. Bearing in mind both the Conclusions
of the Lisbon summit and the Uppsala informal meeting of
education and research ministers, as well as life-long learning,
readiness for personal effort and cultural dimensions, the ‘key
competencies’ could consist of the following principal areas:

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Numeracy and literacy (foundation skills)

Basic competencies in mathematics, science and tech-
nology

Foreign languages

ICT skills and use of technology

Learning to learn

Social skills

Entrepreneurship

General Culture

The quality of
teaching is an essential criterion for the
acquisition of key competencies. There must therefore be a
close link with objective 1.1. ‘Improving Education for Teach-
ers and Trainers’.

Ensuring and monitoring the acquisition of key competencies
by all involves both appropriate curriculum design for those
at school, and the provision and effective use of Life Long
Learning opportunities for adults, paying special attention to
disadvantaged groups.

Validation of key competencies, through appropriate instru-
ments, is necessary. Methodological work is required in these
areas even if evaluation may be difficult in some areas such as
acquisition of social competencies. These are however needed
in the interest of social cohesion and active citizenship.

A. Key issues

1.

Identifying new basic skills, and how these skills together with the traditional basic skills can
be better integrated in the curricula, learned and maintained through life

2. Making attainment of basic skills genuinely available to everyone,

including those less

advantaged, those with special needs, school drop-outs and to adult learners

3.

Promoting official validation of basic skills, in order to facilitate ongoing education and
training and employability

B. Organisation of the follow-up

c)

Themes for exchanging experience, good practice, and, as
appropriate, peer review (Indicative list):

a)

Starting period: 2nd half of 2001 (1st stage).

b)

Indicators for measuring progress (Indicative list to be reviewed
as appropriate):

— people completing secondary education,

— continuous training of teachers in areas of emerging

skills needs,

— literacy Attainment Levels (PISA),

— numeracy/ Mathematics Attainment Levels (PISA),

— learning to learn Attainment Levels,

— percentage of adults with less than upper secondary
education who have participated in any form of
adult education or training, by age group.

— performance and results in the mother tongue,
foreign language and mathematics up to the end of
compulsory education,

— literacy and numeracy developments in schools and

in provision for adults.

OBJECTIVE 1.3 — ENSURING ACCESS TO ICT FOR EVERYONE

The provision of adequate equipment and educational softwa-
re, as proposed under the first key issue, calls for action on
various points. There is a need to provide all schools with an
appropriate infrastructure, one of the preconditions for a
quality education, that would integrate capacity for full use of
ICT. This includes equipment, broadband communication
facilities (Internet/Intranet) and general maintenance. There is
also a need to ensure the provision of services and content
that addresses the broad scope of educational requirements:
high quality digital educational content, educational software,
remote and local
(virtual/real) services, tutoring, guidance,
adequate levels of teaching and managerial support.

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There are other crucial conditions concerning the best use of
innovative teaching and learning techniques based on ICT, as
emphasised by the second key issue:

of learning processes in terms of skills and knowledge
acquisition.

— ICT should be used for the purpose of enhancing the
quality of education provided. There is a need to foster
practices where ICT has a positive impact on teaching
and learning so that education systems can incorporate
learner-centred approaches which take fully into account
variations in learning styles and pedagogical requirements
it is
among the student population.
important to support the teachers in their widening roles.

In this context,

— It is important to assess if and how ICT is actually used
to its full extent, and how ICT impacts on the outcomes

— There is a need to support decision makers, at all levels,
with a view to addressing current education policy issues
such as integration of new learners, innovation, European
and international collaboration, and providing them
with means to implement ‘ICT-induced’ changes in the
curriculum.

Finally, the Employment guidelines for 2001 recalled the
following:

— all schools to have access to the internet and multimedia

resources by the end of 2001,

— all

teachers needed are skilled in the use of

these
technologies by the end of 2002 in order to provide
pupils with a broad digital literacy.

A. Key issues

1.

Providing adequate equipment and educational software so that ICT and e-Learning processes
can be best applied in teaching and training practices

2.

Encouraging the best use of innovative teaching and learning techniques based on ICT

B. Organisation of the follow-up

OBJECTIVE 1.4 — INCREASING RECRUITMENT TO SCIENTIFIC
AND TECHNICAL STUDIES

a)

Starting period: 2nd half of 2001 (1st stage).

b)

Indicators for measuring progress (Indicative list to be reviewed
as appropriate):

— percentage of teachers that have been trained in ICT

use in schools,

— percentage of pupils and students using ICT in their

studies,

— percentage of

learning sessions in teaching and

training institutions in which ICT is used.

c)

Themes for exchanging experience, good practice and, as
appropriate, peer review (Indicative list):

— quality hardware and software in schools,

— use of ICTs in various subjects,

— use of ICTs in non-formal education,

— qualitative assessment of the use of ICT in education.

Scientific and technological development is fundamental for a
competitive knowledge society. General and specialised scien-
tific 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. If Europe is to maintain,
let alone to improve, its position in the world, and to meet the
Lisbon targets, it must do more to encourage children and
young people to take a greater interest
in science and
mathematics; and to ensure that those already in scientific and
research careers find their careers, prospects and rewards
sufficiently satisfactory to keep them there. In this context,
gender balance must be encouraged.

The informal Meeting of ministers of Education and Ministers
of Research in Uppsala (March 2001) underlined the import-
ance 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. This would contribute to the
construction of the European research area.

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A. Key issues

1.

Increasing the interest in mathematics, science and technology from an early age

2. Motivating more young people to choose studies and careers in the fields of mathematics,
science and technology in particular research careers and scientific disciplines where there are
shortages of qualified personnel, in a short and medium term perspective, in particular
through the design of strategies for educational and vocational guidance and counselling

3.

4.

Improving gender balance among people learning mathematics, science and technology

Securing a sufficient numbers of qualified teachers in mathematics and scientific and technical
subjects

B. Organisation of the follow-up

a)

b)

Starting period: 2nd half of 2001 (1st stage).

Indicators for measuring progress (Indicative list to be reviewed
as appropriate):
— increase in number of entries into mathematics,
science and technology courses (upper secondary
advanced levels and tertiary levels, by gender),
— increase in number of graduates in mathematics,

science and technology, by gender,

— increase in number of scientists and engineers in

society, by gender,

— increase in number of qualified teachers in MST

(secondary level).

c)

Themes for exchanging experience, good practice and, as
appropriate, peer review (Indicative list):
— inclusion of scientific and technical subjects in

secondary education,

science, technology and mathematics and in teach-
ing these subjects.

OBJECTIVE 1.5 — MAKING THE BEST USE OF RESOURCES

Achieving the objective to provide Life-wide and Lifelong
Learning in the knowledge society will increase the overall
need for investment in education and training. This goes for
public spending in human resources, spending in private
enterprises and investment by each individual. Although public
finance is becoming generally tighter in EU countries, Europe
cannot afford to hold back here. The Lisbon conclusions (1)
call for a substantial annual increase in per capita investment in
human resources, pointing 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, the
education and training sector must use the pressure on finance
to encourage as an efficient as possible distribution and use of
resources, and to achieve the highest levels of quality.

— development strategies aiming at the performance
of schools in encouraging pupils to study natural

(1) paragraph 26, 1st indent.

A. Key issues

1.

2.

Increasing investment
in human resources while ensuring an equitable and effective
distribution of available means in order to facilitate general access to and enhance the quality
of education and training

Supporting the development of compatible quality assurance systems respecting diversity
across Europe

3. Developing the potential of public-private partnerships

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B. Organisation of the follow-up

a)

b)

Starting period: During 2002 (2nd stage).

Indicators for measuring progress to be reviewed as appropriate
(Indicative list):

c)

Themes for exchanging experience, good practice and, as
appropriate, peer review (Indicative list):

— self-evaluation to improve the quality of education

provided,

— increase in per capita investment in human resources

(Structural indicator).

— public and private expenditure on education (struc-

tural indicator).

Strategic Objective 2

FACILITATING THE ACCESS OF ALL TO EDUCATION AND TRAINING SYSTEMS

OBJECTIVE 2.1 — OPEN LEARNING ENVIRONMENT

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, work must be made 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 the education and training systems are nor-
mally the result of the intention to provide the best possible
qualifications system; but they must be simplified, 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.

A. Key issues

1.

Broadening access to lifelong learning by providing information, advice and guidance, on the
full range of learning opportunities available

2. Delivering education and training so that adults can effectively participate and combine their

participation in learning with other responsibilities and activities

3.

4.

5.

Ensuring that learning is accessible for all, in order to better respond to the challenges of the
knowledge society

Promoting flexible learning paths for all

Promoting networks of education and training institutions at various levels in the context of
lifelong learning

B. Organisation of the follow-up

c)

Themes for exchanging experience, good practice and, as
appropriate, peer review (Indicative list):

a)

b)

Starting period: between 2nd half of 2002 and end of
2003 (3rd stage).

Indicators for measuring progress (Indicative list to be reviewed
as appropriate):

— availability of child-care and flexible learning times

to learners,

— possibilities of educational leave for employees,

— percentage of

the population between 25 and
64 participating in education and training (structural
indicator)

— accreditation of prior learning,

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— funding mechanisms and incentives for adults.

OBJECTIVE 2.2 — MAKING LEARNING MORE ATTRACTIVE

Making learning attractive throughout life means first of all
making learning relevant for the individual. Everyone needs to
understand, from an early age, the importance of 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. Learning needs to be
made attractive if the higher employment rates sought are to
be combined with the higher skills levels needed. If people do
not see the value to themselves of continuing to learn, they
will never make the effort needed and the rise in skills levels
that the knowledge society demands as foreseen by the Lisbon
European Council will not be reached.
The Employment guidelines 2001 goal of halving the number
of 18 to 24 years olds with only lower secondary education
who are not in education and training by 2010 is one way of
measuring if the young adults find the learning attractive.

A. Key issues

1.

Encouraging young people to remain in education or training after the end of compulsory
education; and motivating and enabling adults to participate in learning through later life

2. Developing ways for the official validation of non-formal learning experiences

3.

4.

Finding ways of making learning more attractive, both within the formal education and
training systems and outside them,

Fostering a culture of learning for all and raising the awareness of potential learners of the
social and economic benefits of learning

B. Organisation of the follow-up

OBJECTIVE 2.3 — SUPPORTING ACTIVE CITIZENSHIP, EQUAL
OPPORTUNITIES AND SOCIAL COHESION

a)

b)

Starting period: between 2nd half of 2002 and end of
2003 (3rd stage).

Indicators for measuring progress (Indicative list to be reviewed
as appropriate):

— percentage of working time spent by employees on

training per age groups,

— participation in tertiary education,

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

c)

Themes for exchanging experience, good practice and, as
appropriate, peer review (Indicative list):

— ongoing training courses in order to motivate lear-

ners

— possibility of following open courses, on-line or

distance learning

— validation of experience acquired.

Education and training systems have an important role in
helping to sustain democratic societies in Europe. All citizens
should have equal access to education and training. Member
States 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. It cannot be accepted that substantial pro-
portions 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 rep-
resents. Other aspects related to citizenship, equal oppor-
tunities and social cohesion are essential dimensions of
education and training in their own right.

A specific goal already agreed by the Member States according
to the Lisbon conclusions is to halve, by 2010, the number of
18 to 24 year olds with only lower secondary education who
are not in education and training (Employment guidelines
2001, no. 4).

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A. Key issues

1.

2.

3.

Ensuring that the learning of democratic values and democratic participation by all school
partners is effectively promoted in order to prepare people for active citizenship

Integrating fully equal opportunity considerations in the objectives and functioning of
education and training

Ensuring fair access to acquisition of skills for the less privileged or those currently less well
served and motivating them to participate in learning

B. Organisation of the follow-up

a)

Starting period: During 2002 (2nd stage).

b)

Indicators for measuring progress (Indicative list to be reviewed
as appropriate):

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

c)

Themes for exchanging experience, good practice and, as
appropriate, peer review (Indicative list):

— participation of pupils, parents and other stake-

holders in school governance,

— gender equality in tertiary education and continuous

training,

— models for integration of and giving access to
disadvantaged groups to education and training;
models for encouraging them to pursue formal
qualifications.

Strategic Objective 3

OPENING UP EDUCATION AND TRAINING SYSTEMS TO THE WIDER WORLD

OBJECTIVE 3.1 — STRENGTHENING THE LINKS WITH WORKING
LIFE AND RESEARCH, AND SOCIETY AT LARGE

Education and training systems in Europe have made great
strides over the past decade, but in too many ways they are
still turned in upon themselves. Greater cooperation with a
broad range of actors in business, research and society at large,
including the social partners is needed: 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 initiative which students and
trainees need. Everyone in society with an interest in education
and training must be able to make their contribution, and
education and training establishments must be open and able
to receive the intellectual and practical contributions that the
outside world can make.

A. Key issues

1.

2.

3.

Promoting close co-operation between education and training systems and society at large

Establishing partnerships between all types of education and training institutions, firms and
research facilities for their mutual benefit (1)

Promoting the role of relevant stakeholders in developing training, including initial training,
and learning at the work place

(1)

Cf. Lisbon Conclusions paragraph 26, third indent.

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B. Organisation of the follow-up

a)

b)

c)

Starting period: between 2nd half of 2002 and end of
2003 (3rd stage).

Indicators for measuring progress (Indicative list to be reviewed
as appropriate):

— percentage of students and trainees in initial training
benefiting from placement arrangements (éducation
en alternance).

Themes for exchanging experience, good practice and, as
appropriate, peer review (Indicative list):

— participation of parents in school life and in chil-

dren’s learning in general,

— participation of local representatives in school life,

— collaboration of schools with local organisations,

— participation of teachers in training organised and

carried in cooperation with business,

— descriptive studies about how education and training
establishments seek to attract and involve those
currently outside education and training systems.

OBJECTIVE 3.2 — DEVELOPING THE SPIRIT OF ENTERPRISE

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 the importance of developing
new forms of business has been recognised, often based on the
needs of local communities. Developing the spirit of enterprise
is important for individuals, for economy and for society at
large.

— cooperation of education and training institutions
with business enterprises, for example concerning
placements and training opportunities,

Promoting education for entrepreneurship and self-employ-
ment is also an agreed goal
included in the Employment
guidelines 2001 (no. 9).

A. Key issues

1.

Promoting the sense of initiative and creativity throughout the education and training system
in order to develop the spirit of enterprise (‘entrepreneurship’)

2.

Facilitating the acquisition of skills needed to set up and run a business

B. Organisation of the follow-up

— promotion of self-employment,

a)

b)

Starting period: between 2nd half of 2002 and end of
2003 (3rd stage).

Indicators for measuring progress (Indicative list to be reviewed
as appropriate):

— proportion of self-employed in various sectors of
the knowledge economy (particularly age group 25-
35),

— percentage of education and training institutions
providing counselling and guidance for setting up
business.

c)

Themes for exchanging experience, good practice and, as
appropriate, peer review (Indicative list):

— qualitative assessment of young graduates starting
enterprises according to economic sector; viability
of these enterprises,

— teaching of entrepreneurship at various educational

levels.

OBJECTIVE 3.3 — IMPROVING FOREIGN LANGUAGE LEARNING

Europes diversity is nowhere clearer than in its languages. But
if it is to benefit from that diversity, its citizens have to be able
to communicate with each other. Knowledge of 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. Foreign language learning, including
where appropriate at an early age, must be improved; and this
means improving the ways in which foreign languages are
taught, and increasing contact between teachers and learners
and the foreign languages they are working on. The training
of language teachers is therefore central to this objective.

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Since 1995, the Community has repeatedly promoted the
objectives concerning the learning of languages apart from the
mother tongues (Council resolutions of 31 March 1995 and
14 February 2002 as well as the recommendation on mobility

of 10 July 2001). A specific way to reach the objectives set in
the Recommendation and the resolutions would be a signifi-
cant reduction of the number of citizens over 15 not knowing
any other language than their mother tongue(s).

A. Key issues

1.

2.

Encouraging everyone to learn two, or where appropriate, more languages in addition to their
mother tongues, and increasing awareness of the importance of foreign language learning at
all ages

Encouraging schools and training institutions in using efficient teaching and training methods
and motivating continuation of language learning at a later stage of life

B. Organisation of the follow-up

OBJECTIVE 3.4 — INCREASING MOBILITY AND EXCHANGE

a)

b)

Starting period: between 2nd half of 2002 and end of
2003 (3rd stage).

Indicators for measuring progress (Indicative list to be reviewed
as appropriate):

The Council and the Commission note that no reliable
data on the foreign language skills of young people are
available; further work must therefore be carried out to
obtain them. In the meantime, the following indicative
list is adopted.

— percentage of pupils and students who reach a level

of proficiency in two foreign languages (1),

— percentage of language teachers having participated
in initial
training or in-service training courses
involving mobility providing direct contact with the
language/culture they teach.

c)

Themes for exchanging experience, good practice and, as
appropriate, peer review (Indicative list):

— methods and ways of organising the teaching of

languages,

— early language learning,

— ways of promoting the learning of foreign languages.

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 all the available means for
facilitating and promoting mobility must be used 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 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 approved 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.

(1) For instance, to level B2 of the Council of Europe’s Common

European Framework of Reference.

Specific goals are included in the conclusions of the Lisbon
European Council (no. 13 concerning mobility of researchers
and no. 26 concerning mobility of students, teachers and
training and research staff).

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A. Key issues

1.

Providing the widest access to mobility to individuals and to education and training
organisations, including those serving a less privileged public and reducing the remaining
obstacles to mobility

2. Monitoring the volume, directions, participation rates as well as qualitative aspects of mobility

flows across Europe

3.

Facilitating validation and recognition of competencies acquired during mobility

4.

Promoting the presence and recognition of European education and training in the world as
well as their attractiveness to students, academics and researchers from other world regions

B. Organisation of the follow-up

— ECTS in vocational training,

a)

Starting period: During 2002 (2nd stage).

b)

Indicators for measuring progress (Indicative list to be reviewed
as appropriate):

— development of ‘certificate supplement’ in vocational
training (similar to diploma supplements in higher
education),

— proportion of national students and trainees carrying
out part of their studies in another EU or third
country,

— Transferability of national grants for foreign edu-

cation and training periods.

— proportion of teachers, researchers and academics
from other EU countries employed at different
educational levels,

— number and distribution of EU and non-EU students

and trainees in education and training.

OBJECTIVE 3.5 — STRENGTHENING EUROPEAN CO-OPERATION

c)

Themes for exchanging experience, good practice and, as
appropriate, peer review (Indicative list):

— financing, participation and geographical distri-

bution of EU and national exchange programmes,

— social benefits,

i.e.

in public

transportation,

museums etc, granted to people during mobility,

— evaluation of the results and development of Euro-

pass,

— information on mobility offers and conditions of

the EU and the Member States

In the new Europe of the knowledge society, citizens should
be able to 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
‘Bologna process’. However, in many areas there is substantial
work to be done. Therefore higher education institutions and
other educational authorities should be encouraged to develop
more compatible systems of qualifications across Europe and
a common understanding of what are the minimum levels
of quality required for accreditation. The policies on the
transparency and recognition of qualifications, must be
strengthened. The development of joint degrees and qualifi-
cations and of the accreditation systems must be supported if
the education and training institutions in Europe are to be
recognised world-wide as centres of excellence.

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A. Key issues

1.

2.

3.

Enhancing the effectiveness and timeliness of recognition processes for the purpose of further
study, training and employment throughout Europe

Promoting co-operation between responsible organisations and authorities in view of more
compatibility in quality assurance and accreditation

Promoting transparency of information on education and training opportunities and structures
in view of the creation of an open European area for education

4.

Promotion of the European dimension of teaching and training

B. Organisation of the follow-up

a)

b)

Starting period: During 2002 (2nd stage).

Indicators for measuring progress (Indicative list to be reviewed
as appropriate):

— proportion of undergraduate and postgraduate stud-
ents and researchers continuing their studies in
another EU or third country,

— percentage of students and trainees within ECTS
or Europass and/or obtaining Diploma/Certificate
Supplement.

c)

Themes for exchanging experience, good practice and, as
appropriate, peer review (Indicative list):

— promotion of accreditation in higher education,

— promotion of joint courses and degrees in Europe
which are internationally recognised; promotion of
relevant marketing initiatives,

— percentage of graduates obtaining joint degrees in

— inclusion of the European dimension in education

Europe,

and training.

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TIMETABLE TO START FOLLOW-UP WORK FOR OBJECTIVES

Stage 1 (starting: 2nd half of 2001)

Objective 1.2 — Developing skills for the knowledge society

Objective 1.3 — Ensuring access to ICT for everyone

Objective 1.4 — Increasing the recruitment to scientific and technical studies

Stage 2 (starting: during 2002)

Objective 1.1 — Improving education and training for teachers and trainers

Objective 1.5 — Making the best use of resources

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

Objective 3.4 — Increasing mobility and exchange

Objective 3.5 — Strengthening European co-operation

Stage 3 (starting: between 2nd half of 2002 and end of 2003)

Objective 2.1 — Open learning environment

Objective 2.2 — Making learning attractive

Objective 3.1 — Strengthening the 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

By end of 2002, the first results concerning the indicators and, where appropriate, benchmarks for
stage 1 will be available. The first results for stage 2 will be available md-2003 and for stage 3, by end of
2003.

It is foreseen that results for exchanging experience for stage 1 will be available by end 2003. Furthermore,
peer reviews will be launched as requested by Member States.

An intermediate report on the implementation of the work plan will be submitted jointly by the Council
and the Commission to the European Spring Council 2004.

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Model to be used in the follow-up of quantitative indicators to support the implementation of the objectives
using the open method of coordination

Table

Present levels

Progress

Benchmarks (where feas-
ible)/Reference Criteria
(see note below) (1)

Average
(EU)

Average of
3 best per-
forming
(EU)

USA and
Japan

2004

2010

for 2004

for 2010

Indicator

Indicator

Indicator

(1) On the basis of chosen indicators for each objective an interim report foreseen in 2004 and the final report foreseen in 2010
will include an evaluation of progress made. Where feasible, European-wide benchmarks could be set by the Council by
consensus within the scope of articles 149 and 150 of the EC Treaty. Furthermore, the reference criteria (benchmarks) for
2004 and 2010 will be communicated by the Member States on a voluntary basis. This process of implementation will require
the availability of national statistical data according to the indicators chosen

Source:

...

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STATISTICAL DATA

OBJECTIVE 1.2 — DEVELOPING SKILLS FOR THE KNOWLEDGE SOCIETY

Presents levels

EU Average (1)

Average of 3 best
performing in EU

USA

Japan

Numeracy/mathematics (scores)

Literacy (scores)

494

498

536

535

493

504

557

522

(1) NL not included — average 14 member States.
Source: PISA, OCDE, 2001

OBJECTIVE 1.4 — INCREASING THE RECRUITMENT TO SCIENTIFIC AND TECHNICAL STUDIES

Number of graduates as percentage of total number (2000 for most countries)

Presents levels

EU Average

Average of 3 best
performing in EU

USA

Japan

Natural Science

5,1 %

8,3 %

Mathematics and Computer Science

3,8 %

7,3 %

Engineering, Manufacturing and construction

14,3 %

20,1 %

—

—

—

—

—

—

Notes:
GR: missing.
L:
A:
NL:
Source: Eurostat., UOE data collection 2000 — provisional data.

The country does not have a complete education system. Natural Science includes also Mathematics and Science.
Professionally oriented tertiary education (ISCED 5B) is not included.
PhD level studies (ISCED 6) missing.

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OBJECTIVE 1.5 — MAKING THE BEST USE OF RESOURCES

Public expenditure on education as a percentage of the GDP (1)

Presents levels

EU Average (1)
(1999)

Average of 3 best
performing in EU
(1999)

USA
(1998)

Japan
(1998)

5,0 %

7,3 %

5,0 %

3,5 %

(1) Based on the structural indicator (http://europa.eu.int/comm/eurostat/Public/datashop/print-product/EN?catalogue=Eurostat&-

product=1-ir010-EN&mode=download).

Notes:
F:
UK:
L:

Educational expenditure figures do not include DOM(Departements d’Outre Mer).
Estimates, based on data for UK financial years which run from 1 April to 31 March.
Missing.

OBJECTIVE 2.2 — MAKING LEARNING MORE ATTRACTIVE

Presents Levels

EU Average

Average of 3 best
performing in EU

USA

Japan

Proportion of students in tertiary education
(ISCED 5, 6) as a percentage of all pupils and
students, 1999/2000 (a)

15 %

20,8 %

Percentage of people who do not have an
upper secondary qualification aged 25-34,
2000 (b) (1)

25,9 %

12,1 %

(1) IRL: missing. UK: GCSEs are considered upper secondary qualifications

—

—

—

—

Source:
a)
Eurostat, UOE.
LFS.
b)
Calculation:
a)
b)

Students at ISCED5,6 / total number of students.
(Respondents aged 25-34 with educational attanmment <=ISCED2) / total numer of respondentsaged 25-34.

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OBJECTIVE 2.3 — SUPPORTING ACTIVE CITIZENSHIP, EQUAL OPPORTUNITIES AND SOCIAL
COHESION

Presents levels

EU Average

Average of 3 best
performing in EU

USA

Japan

Proportion of the population aged 18-24
with only lower secondary education and not
in education or training (2000) (1)

17,8 %

7,8 % (1)

(1) IRL: missing. UK: GCSEs are considered upper secondary qualifications
Source: LFS (Structural indicator: Early school leaver).