Common Position (EC) No 48/2003 on 16 June 2003 adopted by the Council, acting in accordance with the procedure referred to in Article 251 of the Treaty establishing the European Community, with a view to adopting a multiannual programme (2004 to 2006) for the effective integration of information and communication technologies (ICT) in education and training systems in Europe (eLearning Programme)
Date: 2003-06-16
Institutions: Council of the European Union
Subjects: EU programme, continuing education, educational system, information technology, new technology

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COMMON POSITION (EC) No 48/2003

adopted by the Council on 16 June 2003

with a view to adopting Decision No . . ./2003/EC of the Parliament and of the Council of . . .
adopting a multianual programme (2004 to 2006) for the effective integration of information and
in education and training systems in Europe (eLearning
communication technologies (ICT)

Programme)

(2003/C 233 E/03)

THE EUROPEAN PARLIAMENT AND
THE COUNCIL OF THE EUROPEAN UNION,

Having regard to the Treaty establishing the European
Community, and in particular Article 149(4) and Article
150(4) thereof,

Having regard to the proposal from the Commission (1),

Having regard to the opinion of the European Economic and
Social Committee (2),

Having regard to the opinion of
Regions (3),

the Committee for

the

Acting in accordance with the procedure laid down in Article
251 of the Treaty (4),

Whereas:

(1) The objectives of

the Socrates and Leonardo da Vinci
education and training programmes
established by
Decision No 253/2000/EC (5) and Decision 1999/382/EC (6)
respectively include the development of open and distance
learning, and the use of information and communication
technologies.

(1) OJ C . . .
(2) OJ C 133, 6.6.2003, p. 33.
(3) Opinion delivered on 10 April 2003 (not yet published in the

Official Journal).

(4) Opinion of the European Parliament of 8 April 2003 (not yet
Journal), Council Common Position of
published in the Official
16 June 2003 and Decision of the European Parliament of . . .
(not yet published in the Official Journal).

(5) Decision No 253/2000/EC of the European Parliament and of the
Council of 24 January 2000 establishing the second phase of the
Community action programme in the field of education ‘Socrates’
(OJ L 28, 3.2.2000, p. 1). Decision as amended by Decision No
451/2003/EC (OJ L 69, 13.3.2003, p. 6).

(6) Council Decision 1999/382/EC of 26 April 1999 establishing the
training action

second phase of
programme ‘Leonardo da Vinci’ (OJ L 146, 11.6.1999, p. 33).

the Community vocational

(2) The conclusions of the European Council meeting held in
Lisbon on 23 and 24 March 2000 (‘the Lisbon Council’),
emphasised the need for adaptation of European education
the knowledge
and training systems to the needs of
economy, and declared the promotion of new basic
skills,
in particular in information technologies, as one
of the three main components of this new approach.

(3) The initiative ‘eLearning: designing tomorrow's education’,
launched in May 2000 by the Commission in response to
the Lisbon Council was endorsed by the European Council
at its meeting in Feira in June 2000. At its meeting in
Stockholm in March 2001, the European Council noted
the positive results of the initiative.

(4) The ‘eLearning Action Plan’ developed the four action lines
of the eLearning initiative (infrastructures and equipment,
training, European quality contents and services and coop-
eration at all levels) in ten key actions, bringing together
the various Community programmes and instruments, for
increased coherence and synergy between them and for
enhanced accessibility to users.

(5) The European Parliament adopted Resolutions on both
Commission Communications on the subject recognising
that the eLearning initiative is helping to strengthen the
idea of a ‘single European educational area’, which
and the
complements
European single market,
to be
it
developed independently under a new specific programme,
with a clear legal basis, avoiding duplication with existing
programmes and providing more visibility and added
value to Community action.

the European research area
and calling for

(6) The Council Resolution of 13 July 2001 on eLearning (7)
endorses this initiative, and calls upon the Commission to
continue and intensify its actions in this field.

(7) The Commission adopted, on 21 November 2001, the
Communication ‘Making a European area of
lifelong
indicating the potential of e-learning
learning a reality’,
for making available and managing new educational
opportunities to this end.

(7) OJ C 204, 20.7.2001, p. 3.

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(8) The conclusions of the European Council meeting held in
Barcelona in March 2002 called for a European-wide
school-twinning
the
followed by
twinnings via Internet,
Commission Report on school
its meeting in
presented to the European Council at
Seville, as well as an Internet and computer user's
certificate for secondary-school pupils.

action and were

(9) There is a need to address the problem of social exclusion
resulting from the inability of some individuals to take full
advantage of
the benefits offered by Information and
Communication Technologies (ICT) and the Internet in
so-called ‘digital divide’,
the
the knowledge
which often affects young people,
the disabled and
elderly, and social categories who are already victims of
other forms of exclusion.

society,

(10) Close attention needs to be paid to the education and
in-service training of teachers so that they are able to
use the Internet and ICT in the classroom in a critical
and educationally responsible manner.

(11) Close attention should be paid to gender differences in the
use of e-learning and the promotion of equal opportunities
in this field.

(12) e-learning has the potential to help the Union respond to
the challenges of the knowledge society, to improve the
quality of
to learning
to facilitate
resources, to address special needs, and to bring about
more effective and efficient learning and training at the
workplace, in particular in small and medium-sized enter-
prises.

learning,

access

(13) The need for a European dimension in higher education
was identified in the Bologna Declaration, signed by 29
European Ministers for Education on 19 June 1999,
together with the importance of developing an e-learning
dimension in this context.

(14) The European Union should pay close attention to the
effective promotion of virtual higher education campuses
to complement activities in mobility programmes within
the European Union and with third countries.

(15) There is a need to reinforce and complement existing
instruments and to consider the role of eLearning also in
the context of the preparation of the new generation of
instruments in the field of education and training.

other

between the actions implemented in the framework of this
Decision
policies,
and
in particular the Information
instruments and actions,
Society Technologies
sixth
research established by
framework programme
Decision No 1513/2002/EC (1).

relevant Community

thematic priority of

the

for

(17) The candidate countries for accession to the European
Union and EEA-EFTA states should be able to participate
in the eLearning programme. Experts and educational
institutions from other third countries should be able to
in the
participate
exchange of
third
framework of
countries.

existing cooperation with these

experience

in the

(18) The eLearning programme should be regularly monitored
and evaluated in cooperation between the Commission
and the Member States in order to allow for readjustments,
particularly
the
measures. The evaluation should include an external
impartial
evaluation to be conducted by independent,
bodies.

in the priorities

implementing

for

(19) Since the objective of the proposed action, namely the
promotion of European cooperation to improve the
quality and accessibility of education and training by an
effective use of e-learning, cannot be sufficiently achieved
by the Member States and can therefore by reason of the
the actions and measures
transnational dimension of
necessary be better achieved at Community level,
the
Community may adopt measures, in accordance with the
principle of subsidiarity as set out in Article 5 of the
Treaty. In accordance with the principle of proportionality,
as set out in that Article, this Decision does not go beyond
what is necessary in order to achieve that objective.

(20) This Decision lays down for the entire duration of the
eLearning programme a financial framework constituting
the prime reference, within the meaning of point 33 of the
Interinstitutional Agreement of 6 May 1999 between the
European Parliament, the Council and the Commission, on
budgetary discipline and improvement of the budgetary
procedure (2),
the budgetary authority during the
annual budgetary procedure.

for

(21) The measures necessary for the implementation of this
Decision should be adopted in accordance with Council
Decision 1999/468/EC of 28 June 1999 laying down the
implementing powers
the exercise of
procedures
conferred on the Commission (3),

for

(1) Decision No 1513/2002/EC of the European Parliament and of the
Council of 27 June 2002 concerning the
sixth framework
programme of the European Community for research, technological
development and demonstration activities, contribution to the
creation of the European Research Area and to innovation (2002
to 2006) (OJ L 232, 29.8.2002, p. 1).

(16) In order to reinforce the added value of Community action
it is necessary to ensure coherence and complementarity

(2) OJ C 172, 18.6.1999, p. 1.
(3) OJ L 184, 17.7.1999, p. 23.

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HAVE DECIDED AS FOLLOWS:

Article 1

Establishment of the programme

1.
This Decision establishes the eLearning Programme, a
multiannual programme for the improvement of the quality
and accessibility of European education and training systems
through the effective use of information and communication
technologies (ICT), hereinafter referred to as ‘the programme’.

2.
The programme shall be implemented over a period
starting on 1 January 2004 and ending on 31 December 2006.

Article 2

Objectives of the programme

1.
The overall objective of the programme is to support and
develop further the effective use of ICT in European education
and training systems, as a contribution to a quality education
and an essential element of their adaptation to the needs of the
knowledge society in a lifelong learning context.

2.

The specific objectives of the programme are:

(a) to identify the actors concerned and inform them of ways
and means of using e-learning for promoting digital literacy
and thereby contribute to strengthening social cohesion
and personal development
and fostering intercultural
dialogue;

(b) to exploit the potential of e-learning for enhancing the

European dimension in education;

(c) to provide mechanisms for supporting development of
European quality products and services, and for exchange
and transfer of good practice;

(d) to exploit the potential of e-learning in the context of
view to
and

innovation in teaching methods with
improving the quality of
fostering the autonomy of learners.

learning process

the

a

Actions in this area will address the contribution of ICT in
school and more broadly in a lifelong learning context, in
particular
for those who, owing to their geographical
location, social situation or special needs, do not have
easy access to those technologies. The objective is to
identify good examples and build synergies between the
many national and European activities, which address
these target groups;

(b) European virtual campuses:

Actions in this area will pursue a better integration of the
virtual dimension in Higher Education. The objective is to
encourage the development of new organisational models
for providing higher education in Europe (virtual campuses)
and for European exchange and sharing schemes (virtual
mobility), building on existing European cooperation
frameworks (Erasmus programme, Bologna process), and
providing an ‘e-learning dimension’
to their operational
tools (ECTS, European Masters, quality assurance, mobility);

(c) e-twinning of schools in Europe and promotion of teachers'

training:

Actions in this area will support and further develop
networking in schools, to make it possible for all schools
in Europe to build pedagogical partnerships with schools
elsewhere in Europe, to promote innovative cooperation
methods and transfer quality educational approaches and
reinforce language learning and intercultural dialogue;
Actions in this area will also address the update of
teachers' and trainers' professional skills in the pedagogical
and collaborative use of
ICT through an exchange and
dissemination of good practices and the setting up of trans-
national and multidisciplinary cooperation projects;

(d) transversal actions:

in this area will address

Actions
the promotion of
e-learning in Europe, building on the monitoring of the
eLearning Action Plan. The objectives are the dissemination,
promotion and transfer of good and innovative practices
and results from the projects and programmes and to
cooperation
reinforce
actors
between
involved,
in particular by fostering public-private part-
nerships.

various

the

Article 3

Areas of intervention of the Programme

1.
The objectives of the programme shall be pursued in the
following areas of intervention, in accordance with the action
lines described in the Annex:

(a) promoting digital literacy:

2.
These actions shall be implemented in accordance with
the procedures set out in the Annex, and through the following
approaches, which may be combined where appropriate:

(a) support
impact
prospects for long-term sustainability;

for pilot projects, with potential
for strategic
in education and training practice, and clear

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(b) support

for

tools, and
the development of methods,
practice and for the analysis of trends in the design and
use of ‘e-learning’ models for education and training;

(c)

the
the measures
programme and for the dissemination and transfer of
results.

for monitoring

evaluating

and

(c) support for innovative actions by European networks and
partnerships designed to foster innovation and quality in
the design and use of products and services, based on the
relevant use of ICT for education and training;

2.
All other measures necessary for the implementation of
this Decision shall be adopted in accordance with the advisory
procedure referred to in Article 6(3).

(d) support

for European networks and partnerships

that
promote and strengthen the pedagogical and educational
use of Internet and ICT and for the exchange of good
practice. These activities are designed to ensure that
teachers and pupils are not only technically proficient at
using Internet and ICT but are also proficient in a peda-
gogical, critical and responsible sense;

(e) support for European cooperation, transfer of e-learning
products, and dissemination and exchange of good practice;

Article 6

Committee

1.

The Commission shall be assisted by a Committee.

2. Where reference is made to this paragraph, Articles 4 and
7 of Decision 1999/468/EC shall apply, having regard to the
provisions of Article 8 thereof.

(f)

technical and administrative assistance.

The period laid down in Article 4(3) of Decision 1999/468/EC
shall be set at two months.

Article 4

Implementation of the programme and cooperation with
the Member States

1.

The Commission shall:

(a) ensure the implementation of

the Community actions
covered by the programme in conformity with the Annex;

(b) ensure synergies with other Community programmes and
actions in the field of education, research, social policy and
regional development;

(c)

foster and facilitate cooperation with international organi-
sations developing activities in the field of e-learning.

The Member States

2.
identify appropriate corre-
shall
spondents who shall cooperate closely with the Commission
as regards
information about e-learning use and
practice.

relevant

Article 5

Implementing measures

The following measures necessary for the implementation
this Decision shall be adopted in accordance with the

1.
of
management procedure referred to in Article 6(2):

(a) the annual plan of work,

including priorities, and the

selection criteria and procedures and results;

(b) the annual budget and the breakdown of funds among the
in accordance with

different actions of the programme,
Articles 9 and 10;

3. Where reference is made to this paragraph, Articles 3 and
7 of Decision 1999/468/EC shall apply, having regard to the
provisions of Article 8 thereof.

4.

The Committee shall adopt its rules of procedure.

Article 7

Consistency and complementarity

1.
The Commission shall, in cooperation with the Member
States, ensure overall consistency and complementarity of the
programme with
policies,
other
Community
instruments and actions,
in particular with the Socrates,
Leonardo da Vinci education and training programmes and
the Youth programme.

relevant

The Commission shall ensure efficient linkage and, where
2.
appropriate, coordinated actions, between this programme and
the programmes and actions in the area of new technologies
for education and training,
in particular with the relevant
actions for research, technological development and demon-
stration activities under the sixth framework programme.

Article 8

Funding

1.
The financial framework for the implementation of the
programme for the period specified in Article 1 is hereby set at
EUR 33 million.

Annual

2.
budgetary
perspective.

appropriations

shall be

authority within the

authorised by the
financial

the

limit of

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Article 9

Budget distribution

Article 12

Monitoring and evaluation

Budgetary distribution between the actions shall be as

1.
follows:

(a) e-learning for promoting digital

literacy: around 10 % of

total budget;

(b) European virtual campuses: around 30 % of total budget;

(c) e-twinning of schools in Europe and promotion of teacher

training: around 45 % of total budget;

(d) Transversal actions and monitoring of eLearning action

plan: maximum 7,5 % of total budget;

(e) Technical and administrative assistance: maximum 7,5 % of

total budget.

Article 10

Participation of EEA-EFTA States, and candidate countries
for accession to the European Union

The conditions and detailed rules for the participation of
EEA-EFTA States and candidate countries for accession to the
European Union in the programme shall be established in
accordance with the relevant provisions of the instruments
governing the relations between the Community and these
countries.

Article 11

Cooperation with third countries

1.
The Commission shall regularly monitor the programme
in cooperation with the Member States. This monitoring shall
include the report referred to in paragraph 2 and specific
activities.

The Commission shall ensure external evaluation of the
2.
programme at the moment of its completion. This evaluation is
intended to assess the relevance, effectiveness and impact of the
different actions, and it shall also consider the overall impact of
the programme. Special attention shall be paid to social
cohesion issues and to equal opportunities issues.

evaluation shall also examine

This
between action under
under other relevant Community policies,
actions.

complementarity
the programme and that pursued
instruments and

the

The Commission shall submit to the European Parliament, the
Council, the European Economic and Social Committee and the
Committee of the Regions an ex-post evaluation report by the
end of 2007.

Article 13

Entry into force

This Decision shall enter into force on the twentieth day
following that of its publication in the Official Journal of the
European Union.

On the initiative of
the Commission, experts from third
countries other than those referred to in Article 10 may be
invited to participate in conferences and meetings with the
exception of meetings of the Committee.

Done at . . .

The funds allocated for
travel and
subsistence expenses, under the applicable Commission regu-
lations, shall not exceed 0,5 % of the programme's total budget.

the reimbursement of

For the European Parliament

For the Council

The President

The President

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1. ACTION LINES

ANNEX

The action lines are a means to implement the general objective of the programme: to foster the development and
appropriate use of e-learning in Europe, and to accompany Member States' efforts in this field. They are structured
according to the four areas of intervention of the programme.

Action Line 1:

‘Promoting digital literacy’

Action in this field must cover both conceptual and practical
literacy to
identification of remedial actions for specific target groups. Digital literacy is one of the essential skills and competencies
needed to take an active part in the knowledge society and the new media culture. Digital literacy also relates to Media
Literacy and Social Competence, as they have in common objectives such as active citizenship and the responsible use of
ICTs.

issues, from the understanding of digital

(a)

Identification and dissemination of good practice in the promotion of digital literacy. Particular attention will be paid
to improving access to learning resources for those who have no easy access to ICT, to addressing different cognitive
and didactic approaches, and different learning styles, to addressing special needs, for example, those of immigrants,
hospitalised children or disabled users; and to exploring the use of engaging and motivating approaches;

(b) Awareness actions via European networks in this field. The programme will support actions carried out by European
networks, associations, public authorities, public-private partnerships, etc.; supporting contacts and exchange of
good practice between them.

Action Line 2:

‘European virtual Campuses’

This action line aims at providing an ‘eLearning dimension’ to European initiatives in the field of Higher Education,
contributing to the creation of a European Area of Higher Education.

(a) Development of existing instruments in particular those concerning virtual mobility as a complement and rein-
forcement for physical mobility (virtual Erasmus); recognition and validation schemes (based on ECTS); information
and guidance services, and any other synergies between virtual and traditional models. These projects should be
based on institutional agreements, whenever possible extending or complementing existing cooperation agreements
in the context of the Community mobility programmes;

(b) Transnational virtual campuses. The programme will support strategic projects to be proposed by higher educational
establishments from, at
three Member States. Cooperation models for e-learning should be developed
regarding: design of joint curricula development by several universities, including agreements for the evaluation,
large scale experiments of
validation and recognition of acquired competences, subject to national procedures;
virtual mobility in addition to physical mobility; and development of innovative dual mode curricula – based on
both traditional and on-line learning methods;

least,

(c) European e-learning models for Higher Education. These projects should develop new models for cooperation
in particular addressing the provision of continuous training
between European Higher Education institutions,
learning support services as well as for training
and professional development, and in the development of
teachers,
in the pedagogical use of e-learning; examining quality
trainers and other educational personnel
assurance methods; the development of a better understanding of organisational change and possible risks associated
with implementing e-learning in Higher Education; and the development of European models for public-private
partnerships in the field of eLearning in Higher Education, as well as developing the opportunities opened by new
partnerships and funding models.

Action Line 3:

‘e-twinning for primary and secondary schools in Europe and promotion of teachers' training’

This action line should facilitate school twinnings via the Internet, and promote teachers' training, while stimulating
European schools to build pedagogical partnerships with schools elsewhere in Europe, fostering language learning and
intercultural dialogue. The action will address primary and secondary schools.

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(a)

Identification and analysis of existing initiatives. This action should analyse existing practices. It will identify good
demonstration projects on the contribution of educational multimedia and of communication networks for
supporting school twinning, especially in the area of multilingual and multicultural projects. It will provide case
studies, evaluation materials and methods with a view to helping teachers to exploit the potential of ICT for
innovative cooperation methods, such as, for example, virtual classrooms,
joint curricula developments for the
in-service training of teachers, multidisciplinary approaches or the use of common teaching tools and resources;

(b) e-twinning support network. This network would be formed by teachers or educators with experience in the area of
European cooperation. It will provide pedagogical support and guidance; tools and services for partner search;
methods for exchange of experience as well as an Internet hub, based on existing websites, for the twinning action;

(c) Support for cooperation networks in the field of in-service training of teachers and of other educational personnel.
These networks will be based on institutions responsible for the pedagogical use of information and communication
technologies. These networks will focus on priority areas of cooperation as outlined in the context of the Report on
the concrete and future objectives of the education and training systems. Particular attention will be given to setting
up favourable conditions for exploiting the potential of ICT for innovative cooperation methods, for the exchange of
educational resources and approaches, and for the joint development of training materials;

(d) Promotion and communication actions. Success of the initiative depends on a dynamic communication action,
anchored in the website, and including, inter alia, design of an attractive visual image, publications, press releases,
preparation of fact-sheets on schools projects, launching and closing events, competitions and awards.

Action Line 4: Transversal actions and monitoring of the eLearning Action Plan

In addition, funding will be given to transversal actions, such as:

(a) Support for active monitoring of the eLearning Action Plan. This action would provide increased coherence and
visibility to EU actions on e-learning, via the dissemination of relevant material, such as reports and studies, the
clustering of projects addressing similar objectives or using similar methodologies; and the support for exchange of
experience, networking and any other possible synergies within the Action Plan activities;

(b) Maintenance of an eLearning Portal, providing an easy, one-stop access to European activities in the fields of
e-learning and to existing information sources, directories, databases, or knowledge repositories; and facilitating
user-friendly access to EU programmes, projects, studies, reports and working groups;

(c) Awareness and information actions via European networks. This action would support European networks in the
field of e-learning, and relevant activities such as focused conferences, seminars, or workshops on key e-learning
themes such as quality assurance; and foster European debate and exchange of good practice in this field;

(d) Design and development of monitoring, analysis and forecasting tools for e-learning in Europe, in cooperation with

Eurostat and the European Investment Bank.

This programme may also contribute to cross-actions with international projects related to good and effective use of ICT
for education and training, such as, for example, those under way at the OECD or Unesco.

Technical support actions

In addition, the programme execution will be supported by actions aiming at the dissemination of results (e.g. publi-
cations, Internet referencing, showcasing projects and events), and transfer, if necessary, by strategic studies addressing
emerging problems or opportunities, or any other key issues for e-learning evolution in Europe. The programme will
also support continuing feedback by users and participants, and its final external evaluation.

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2. METHODS OF IMPLEMENTATION AND ARRANGEMENTS FOR BUDGET INTERVENTION

Funding will be granted following calls for tenders and calls for proposals.

There will be 100 % financing for purchased services (such as case studies, or experts) and possibly for the contribution
to a future Executive Agency, which is under consideration.

Actions will be funded through:

— Subsidies covering a maximum of 80 % of the eligible costs with other sources in the public and/or private sector

for cooperation projects such as, for example, innovative projects of a structuring nature (all action lines),

— Subsidies covering a maximum of 80 % of the eligible costs for eLearning partnerships led by Higher Education
institutions, aiming at providing an eLearning dimension and new models for European Higher Education (action
line 2),

— 100 % financing of a support structure for school twinning, including an internet hub; a European network for
pedagogical support,
in cooperation with Member States; promotion and dissemination actions; and any other
necessary support action such as, for example, review of existing twinning schemes or production of an ad hoc
partner search tool. Subsidies between 50 % and 80 % are provided to support the promotion and dissemination
actions undertaken by Member States (action line 3),

— Subsidies between 50 and 80 % of the costs linked to information and communication actions, such as seminars,
joint reports, peer reviewing and similar dissemination and knowledge sharing actions (all action lines).

visits,

The delivery mechanisms provided for in the proposal follow broadly the usual Community approach to grants and
co-funding on the basis of a detailed financial request. There will also be parts that are fully financed by the Community,
such as the support network and the central web site for the school twinning action. Funding will be granted following
calls for proposals and tenders.

The programme will be managed by the Commission, with possible assistance from a future Executive Agency, the
creation of which is currently under study. The appropriation is intended to cover expenditure for studies, meetings of
experts, information, conferences and publications directly linked to the objective of the programme, plus any other
expenditure on technical and administrative assistance not involving public authority tasks.

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STATEMENT OF THE COUNCIL'S REASONS

I. INTRODUCTION

1. On 20 December 2002 the Commission submitted to the European parliament and to the Council a
proposal for a decision, based on articles 149(4) and 150(4) of the EC Treaty, adopting a multi-
annual programme (2004-2006) for the effective integration of Information and Communication
Technology (ICT) in education and training systems in Europe (‘eLearning’ programme).

2. The European Economic and Social Committee and the Committee of the Regions delivered their

opinions on 26 March 2003 and 10 April 2003 respectively.

3. The European Parliament delivered its opinion on 8 April 2003.

4. In the light of the European Parliament's opinion, the Commission submitted an amended proposal

for decision on 29 April 2003.

5. On 16 June 2003, the Council adopted its common position in accordance with Article 251(2) of

the EC Treaty.

II. AIM OF THE PROPOSAL

The proposal aims to support and develop the effective use of information and communication tech-
nologies in European education and training systems, as a contribution to quality education and as an
essential element of their adaptation to the needs of the knowledge society.

1. GENERAL COMMENTS

In its common position the Council has approved the Commission's proposal in principle, while
making certain amendments which it thought desirable, and which in the majority of cases are in
line with the European Parliament's opinion as well as the Commission's amended proposal.

2. SPECIFIC COMMENTS

2.1. Amendments made by the Council to the Commission's proposal

2.1.1. Role of eLearning

The Council has introduced a new recital 15 which stresses the significance of the programme
both in complementing existing programmes and in helping to prepare the new generation of
education and training programmes.

2.1.2. Co-operation, complementarity and synergy

With a view to greater clarity and concision with respect to the above considerations, the
former articles 4, 7 and 8 have been merged into two: Article 4 (Implementation of the
programme and co-operation with the Member States) and Article 7 (consistency and comple-
mentarity).

2.1.3. Funding (Article 8)

The Council is of the opinion that a financial framework of EUR 33 million would enable the
programme to meet its objectives, while bearing in mind the need to exercise budgetary
restraint.

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2.1.4. Budget distribution (Article 9)

In relation to distribution, a greater proportion of the budget (45 %) has been allocated to
eTwinning and teacher training, while ‘promotion of digital
(initially designated
‘fighting the digital divide’ ) has been allocated 10 % as this action is considered as essentially
exemplary.

literacy’

2.1.5. Promoting digital literacy (Action Line 1)

This action line has been clarified and simplified in accordance with the new budget
distribution.

2.1.6. European Virtual Campuses (Action Line 2)

This Action Line has been consolidated into 3 actions. The concept of developing existing
instruments has been preferred to referring to the ‘Bologna Process’ as such since this is an
ongoing process and susceptible to change.

2.1.7. eTwinning for primary and secondary schools in Europe and promotion of teachers'

training (Action Line 3)

The Council has introduced a series of amendments to reinforce the aspect of eTwinning
between schools.
It has also underlined the importance of e-learning in the context of
teacher training (cf Article 3 and Annex, Action Line 3).

2.1.8. Transversal actions and monitoring of eLearning (Action Line 4)

This Action Line has been redrafted in the interests of clarity. For example, the organisation of
an annual conference was not considered necessary, in view of the relatively short duration of
the programme. The role of international projects can be considered as of general relevance in
the context of the programme, and is indicated as such.

2.2. European Parliament amendments

2.2.1. Parliament amendments adopted by the Commission

The Commission adopted in full, in part or in essence 24 of the 26 amendments adopted by
the Parliament.

2.2.2. Parliament amendments adopted by the Council

The Council adopted in full, in part or in essence 14 of the amendments proposed by the
Parliament and adopted by the Commission. Those amendments are: 1, 2, 3, 6, 9, 11, 14, 17,
18, 19, 20, 22, 24 and 25.

2.2.3. Parliament amendments not adopted by the Council

In addition to the amendments not adopted by the Commission, and which were not accepted
by the Council, the Council did not accept the following amendments for the reasons stated: 7,
8, 10, 12, 13, 15, 21, 26 and 27.

— Amendment 7

Establishment of the programme (Article 1 paragraph 2)

The Council cannot accept the establishment of a link between the financial and adminis-
trative basis of the programme and the preparatory actions.

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Official Journal of the European Union

30.9.2003

— Amendments 8, 10, 15 and 21

References to gender equality, disability and geographical location

The Council considers that the question of gender equality is addressed as a general
principle in recital 11, and it is not therefore necessary to refer to it elsewhere in the
text. As far as the question of persons with disabilities is concerned (amendment 10), this is
already covered by the reference to ‘special needs’ in Article 3 paragraph 1(a). Concerning
the specification of rural areas (amendments 10 and 21) the Council believes that it is not
appropriate to identify particular kinds of geographical locations which may all, for various
reasons, experience particular difficulties.

— Amendment 12

Promotion of high quality software

The Council does not consider it feasible or appropriate for the programme to promote
educational software, content or services.

— Amendment 13

Long-term sustainability of strategic pilot projects

The Council does not consider that the additional text proposed adds to the clarity of this
paragraph.

— Amendment 26

Design of projects related to translating and interpreting languages (Annex Action 1)

The Council is of the view that this amendment goes beyond the scope and possibilities of
the programme.

— Amendment 27

Participation in international projects (Annex, Section 1.4(e)

The Council does not believe that it is appropriate in this context to make mention of
specific countries (i.e. Australia, New Zealand, Canada).

III. CONCLUSIONS

The Council considers that its common position reflects a good balance between the various actions
envisaged in the context of the contribution of eLearning to enhancing the European dimension of
education and promoting cooperation between Community programmes and instruments as well as
Member State actions.
It will moreover complement existing programmes and contribute to the
preparation of future instruments in the field of education and training.