Opinion of the Committee of the Regions on the "Communication from the Commission on European benchmarks in education and training: follow up to the Lisbon European Council"
Date: 2003-04-10
Institutions: European Committee of the Regions
Subjects: education, education policy, educational system, vocational training

C 244/50

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Official Journal of the European Union

10.10.2003

Opinion of the Committee of the Regions on the ‘Communication from the Commission on
European benchmarks in education and training: follow up to the Lisbon European Council’

(2003/C 244/11)

THE COMMITTEE OF THE REGIONS,

having regard to the Communication from the Commission on European benchmarks in education and
training: follow up to the Lisbon European Council;

having regard to the decision of the European Commission of 20 November 2002 to consult it on this
subject, under the first paragraph of Article 265 of the Treaty establishing the European Community;

having regard to the decision of its President of 5 August 2002 to instruct its Commission for Culture
and Education to draw up an opinion on this subject;

having regard to its Opinion on the Report from the Commission on Concrete Future objectives of
Education systems (CdR 89/2001 fin) (1);

having regard to its Opinion on the Proposal for a Recommendation of the European Parliament and of
the Council on European cooperation in quality evaluation in school education (CdR 21/2000 fin) (2);

having regard to its Opinion on The White Paper on Education and Training -Teaching and learning
towards the learning society (CdR 115/96 fin) (3);

having regard to its Opinion on the Communication from the Commission ‘Towards a Community
framework Strategy on gender equality’ (CdR 233/2000 fin) (4);

having regard to its Opinion on the Commission Memorandum on Lifelong Learning (CdR 19/2001
fin) (5);

having regard to its Opinion on the Communication on the eLearning Action Plan — Designing
tomorrow’s education (CdR 212/2001 fin) (6);

having regard to its Opinion on the Communication from the Commission ‘Making a European area of
lifelong learning a reality’ (CdR 49/2002 fin) (7);

having regard to its draft opinion (CdR 349/2002 rev.) adopted on 18 February 2003 by its Commission
for Culture and Education (rapporteur: Mr Lars Abel, Member of Copenhagen County Council (DK-EPP)).

Whereas:

Article 149 of the EC Treaty states that the Community shall contribute to the development of quality
education by encouraging cooperation between Member States, and, if necessary, by supporting and
supplementing their action, while fully respecting the responsibility of the Member States for the content
of teaching and the organisation of education systems and their cultural and linguistic diversity. There is
therefore no question of any form of standardisation of national laws or administrative provisions.

(1) OJ C 19, 22.1.2002, p. 23.
(2) OJ C 317, 6.11.2000, p. 56.
(3) OJ C 182, 24.6.1996, p. 15.
(4) OJ C 144, 16.5.2001, p. 47.
(5) OJ C 357, 14.12.2001, p. 36.
(6) OJ C 19, 22.1.2002, p. 26.
(7) OJ C 278, 14.11.2002, p. 26

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Cooperation between Member States in the field of education is an important contribution towards
achieving the goals of the Lisbon European Council in creating a competitive and dynamic knowledge-
based society.

The Committee of the Regions supports the overall aim of the Communication, but stresses the need for
regional and local authorities to be involved in the benchmarking process as they hold prime responsibility
in the field of education in the implementation phase. It also feels that, in setting the concrete benchmarks,
the European Commission has not taken sufficient account of each individual country’s starting point
which, according to the Lisbon presidency conclusions, is essential when using the open method of
coordination,

adopted the following opinion at its 49th plenary session, held on 9 and 10 April 2003 (meeting of
10 April).

1. The Committee of the Regions’ views

The Committee of the Regions

1.1.
endorses the Commission’s overall aim in the Com-
munication of formulating concrete objectives for the field of
education, which is an essential requirement for achieving the
Lisbon objectives, and approves of the ambitiousness of the
Commission’s formulations. At the same time, however, it
calls for consideration to be given to how the Commission
document can make a positive contribution to the ongoing
education policy debate;

points out

1.7.
that the prerequisite for achieving the
chosen benchmarks is that educators have the necessary
specialist and teaching qualifications;

welcomes the Commission’s proposal to set national
1.8.
benchmarks on the increase in per capita investment in human
resources, as the CoR would stress that, in accordance with the
subsidiarity principle,
it is up to the competent national,
regional and local authorities to set the amount of public
expenditure on the various forms of education;

calls on the Commission to ensure the collection of
1.9.
data to determine both the starting point and development at
national, regional and local level in the Member States;

feels that one step in this process is to formulate
1.2.
concrete benchmarks, but draws attention to the fact that the
formulation of such benchmarks must also take account of
each individual country’s starting point with respect to the use
of the open method of coordination;

1.10.
stresses that it is extremely important for this process
to be opened up to the accession countries and calls on the
Commission to take steps to enable the accession countries to
be attentive to these benchmarks on a voluntary basis.

1.3.
stresses that local and regional authorities are key
players in implementing the processes that are set in motion
in order to achieve the benchmarks set, and

2. The Committee of the Regions’ recommendations

calls on the Commission to support the development
1.4.
of networks for the exchange of experience and dissemination
of best practice, which is an important element in the open
method of coordination;

By 2010, Member States should at least halve the rate of early
school leavers with reference to the rate recorded in the year
2000, in order to achieve an EU-average rate of 10 % or less.

1.5.
calls on the Commission to recommend to the individ-
ual Member States that local and regional authorities be
involved in work to organise implementation of these bench-
marks.

2.1.
notes that the Commission is proposing that, irrespec-
tive of the large disparities between Member States which
range from 7,7 % to 43,1 %, all Member States should
halve the percentage of pupils leaving school before having
completed compulsory education;

recognises that increasing expenditure may improve
1.6.
the chances of achieving the benchmarks set in some countries,
but that increasing expenditure will not guarantee this by itself;

2.2.
recommends that this benchmark is modified so as to
recognise the fact that those countries which are already close
to achieving the target of a 10 % EU average must aim to reach
this level;

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2.3.
points out that countries that are significantly above
the 10 % target will have difficulty achieving the benchmark
set by 2010 as to do so will presumably require a major
expansion of their education systems.

By 2010, the percentage of low-achieving 15 year olds in
reading, mathematical and scientific literacy will be at least
halved in each Member State, compared to the year 2000.

By 2010, all Member States will have at least halved the level
of gender imbalance among graduates in mathematics, science
and technology while securing an overall significant increase
of the total number of graduates, compared to the year 2000.

2.9.
recommends that, in addition to the goal of halving
the percentage of low-achievers, a more specific, joint Euro-
pean target should also be established that can supplement
this goal
in Member States where the percentage of low-
achievers in reading, writing and mathematical and scientific
literacy is very low;

2.4.
recognises that there is a problem of major gender
the CoR opinion on the
imbalance in these subjects (cf.
Communication from the Commission ‘Towards a Community
framework Strategy on gender equality’, CdR 233/2000 fin
rapporteur: Bunyan and the CoR opinion on the Memorandum
on Lifelong Learning, CdR 19/2001 fin, rapporteur: Tallberg)
but feels that the current shortage of graduates in these subjects
implies that an equally important objective must be to increase
the total number of graduates;

2.10.
recognises the importance of reading, writing, math-
ematics and science skills, but points out that knowledge of
ICT and foreign languages are important for getting along in a
knowledge-based society, and that ICT and foreign languages
are also important tools for acquiring knowledge, communi-
cating and problem-solving, and thus for achieving the objec-
tives on continuing education and lifelong learning;

2.5.
proposes that the benchmark be modified so as to
require all Member States to ensure a significant increase in
the total number of graduates compared to the year 2000,
while working towards a gender balance where female gradu-
ates account for a minimum of 40 %.

2.11.
emphasises the major importance of teaching chil-
dren ICT skills at an early age by using teaching tools
appropriate to that age group;

By 2010, Member States should ensure that the EU average
percentage of 25-64 year olds with at least upper secondary
education reaches 80 % or more.

welcomes

2.6.
this proposed benchmark which will
finding
improve the Member States’ citizens’ chances of
employment in the job market, thereby promoting active
citizenship;

2.7.
emphasises the importance of focusing in particular
on the younger generation, on keeping young people in the
the
education system and developing an appreciation of
link between education and employment opportunities as
strengthening basic skills increases readiness to undertake life-
long learning.

2.12.
calls on the Commission, with reference to the CoR
opinion on the Report from the Commission on Concrete
Future objectives of Education, CdR 89/2001 fin, rapporteur:
O’Neachtain, to continue its efforts to gather adequate and
reliable data on performance in ICT teaching and the use of
ICT in education;

2.13.
stresses that efforts to boost reading, writing, math-
ematics, science and ICT must not be at the expense of other
subjects in the school or at
the expense of developing
qualities like creativity, self-respect, social skills, solidarity and
democratic attitudes, which are very important, especially in a
knowledge-based society. For this reason it would be better to
the
adopt an across-the-board approach,
curriculum,
to improving the aforementioned disciplines,
especially reading and writing, so that other subjects do not
suffer.

in all areas of

2.8.
believes that achieving the objective of raising the EU
average proportion of 25-64 year olds with at least upper
secondary education to 80 % or more will involve specific
national programmes in the context of continuous training
strategies

By 2010, the EU-average level of participation in lifelong
learning should be at least 15 % of the adult working age
population (25-64 age group) and in no country should it be
lower than 10 %.

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2.14.
welcomes this proposed benchmark and recognizes
that it is a prerequisite if the EU is to continue to be able to
adapt to the demands of the knowledge-based society and if
citizens are going to be able to hold on to and improve their
jobs in the labour market, by responding to its demands more
appropriately;

learning processes can take various forms and take place
in various contexts (such as interactive, net-based courses,
coaching or quality development projects within companies)
and that this should be borne in mind when determining the
methods of measurement.

2.15.
points out that the necessary resources must come
from both public and private sources, and that training and

notes, lastly, the need to provide for the certification
2.16.
of skills acquired, in order to encourage the participation of
adults in lifelong learning, especially those of working age.

Brussels, 10 April 2003.

The President

of the Committee of the Regions

Albert BORE

Resolution of the Committee of the Regions in support of local elected representatives under
threat in the Basque country

(2003/C 244/12)

A. whereas the CoR is the European body that represents local and regional authorities and is, therefore,

well placed to observe local democracy in the European Union;

B. whereas the European Union is founded on the indivisible and universal values of human dignity,
freedom, equality and solidarity and is instrumental in upholding and developing these shared
values, while respecting the diversity of cultures and traditions of the peoples of Europe, the national
identities of the Member States and the way the Member States organise their public powers at
national, regional and local level;

C. whereas free expression of different orientations, cultures, beliefs and life choices is the keystone of

an open society;

D. whereas the principles of democracy and the rule of law underpinning the EU are threatened by
planned, systematic and selective violent terrorist attacks by ETA and its associated organisations
against local representatives in the Basque Country and Navarre; many People’s Party and Socialist
Party local councillors have been assassinated in these areas in recent years and elsewhere in Spain;
dozens of Basque local councillors have resigned and one municipal council has even been dissolved;
and several hundred Basque local representatives must be constantly protected by personal police
bodyguards;

E. whereas the democratic parties, which openly combat any attempt to halt the development of the
common values of human dignity, freedom, equality and solidarity, are finding it extremely difficult
to find enough candidates in the Basque Country (and are having to look to other parts of the
country); their party headquarters must be protected; and their electoral meetings have been declared
a terrorist target;