Opinion of the Committee of the Regions on the "Communication from the Commission Investing efficiently in education and training: an imperative for Europe"
Date: 2003-11-20
Institutions: European Committee of the Regions
Subjects: European Employment Strategy, education policy, educational system, vocational training

23.3.2004

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Official Journal of the European Union

C 73/17

the indicators that are
greatly in the different countries,
developed should be based on a patient/user perspective,
which can largely be considered as being independent of, for
example, the way in which healthcare is organised in each
country;

believes that it is very important to provide the new
2.7.
Member States with plenty of support, so they can coordinate
their work within the proposed policy triangle with other
Member States. This support should also provide opportunities
for the exchange of experiences between countries.

Brussels, 19 November 2003.

The President

of the Committee of the Regions

Albert BORE

Opinion of the Committee of the Regions on the ‘Communication from the Commission
Investing efficiently in education and training: an imperative for Europe’

(2004/C 73/04)

THE COMMITTEE OF THE REGIONS,

having regard to the Communication on Investing efficiently in education and training: an imperative for
Europe (COM(2002) 779 final);

having regard to the decision of the Commission of 11 February 2003 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 Bureau of 19 November 2002 to instruct its Commission for Culture
and Education to draw up an opinion on this subject;

having regard to its opinion on European benchmarks in education and training: follow up to the Lisbon
European Council (CdR 349/2002 fin) (1);

having regard to its opinion on The eLearning Action Plan — Designing tomorrow’s education (CdR
212/2001 fin) (2);

having regard to the endorsement by the March 2002 European Council in Barcelona of the Detailed
work programme on the objectives for education and training systems and the specific objective Making
the most efficient use of resources, which is informed by the Lisbon Council’s call to increase investment
in human resources whilst ensuring fair, efficient distribution of the resources available;

(1) OJ C 244, 10.10.2003, p. 50.
(2) OJ C 19, 22.1.2002, p. 26.

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having regard to its opinion on the Action Plan for skills and mobility (CdR 138/2002 fin) (1);

having regard to its opinion on the Communication from the Commission — Towards a Europe of
knowledge (CdR 432/97 fin) (2);

having regard to its opinion on the Communication from the Commission — Making a European area of
lifelong learning a reality (CdR 49/2002 fin) (3);

having regard to its opinion on the Communication from the Commission: The eLearning Action Plan —
Designing tomorrow’s education (CdR 314/2000 fin) (4);

having regard to its opinion on the Adoption of a multi-annual programme (2004-2006) for the effective
integration of Information and Communication Technologies (ICT) in education and training systems in
Europe (eLearning Programme) (CdR 73/2003 fin) (5);

having regard to its opinion on the Community action programme in the field of education ‘Socrates’, the
Community vocational training action programme ‘Leonardo da Vinci’ and the Youth Community Action
Programme (CdR 226/98 fin) (6);

having regard to The Concrete Future Objectives of Education Systems (CdR 89/2001 fin) (7);

having regard to its draft opinion (CdR 86/2003 rev. 2) adopted on 11 July 2003 by its Commission for
Education and Culture (rapporteur: Mr Mastrocinque, Leader of Benevento Provincial Council (I/EPP));

whereas:

1)

2)

3)

4)

5)

6)

It is now clear that in today’s society, knowledge, skills and abilities all combine to make up ‘human
capital’ which, at a time when the global economy is eminently flexible, is the individual’s most
important asset.

Consequently, improving human capital helps to secure success and prosperity for citizens and
nations, and provides a means to ensure solid, mature democratic institutions, and a good level of
social cohesion.

Providing, quality education for all citizens has become a top priority for all governments and a key
factor in achieving the Member States’ strategic objective of becoming ‘the most competitive and
dynamic knowledge-based economy in the world’.

It is clear that the new demands of the knowledge-based society, the globalisation process, new basic
skills (digital literacy, multilingualism, entrepreneurial skills, social skills) and learning how to learn,
all require thorough structural reforms and a radical shift in education and training content and
approach.

The global increase in active lifespans is curtailing the useful life of training courses, thus demanding
a life-long learning approach.

The regional and local dimension of learning has been singled out as one of six key pillars for
lifelong learning strategies in Europe,

unanimously adopted the following opinion at its 52nd plenary session, held on 19 and 20 November
2003 (meeting of 20 November).

(1) OJ C 73, 26.3.2003, p. 30.
(2) OJ C 180, 11.6.1998, p. 49.
(3) OJ C 278, 14.11.2002, p. 26.
(4) OJ C 144, 16.5.2001, p. 34.
(5) OJ C 244, 10.10.2003, p. 42.
(6) OJ C 51, 22.2.1999, p. 77.
(7) OJ C 19, 22.1.2002, p. 23.

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1. Views of the Committee of the Regions

The implications of the ‘Objectives Process’ in terms of investment

The Committee of the Regions

The Committee of the Regions

1.1.
welcomes the Commission initiative to explore the
issue of investment in education and training from a broader
three key elements:
perspective, and taking into account
research,
lifelong learning and the European employment
strategy, within the general framework of the new demands
posed by the knowledge-based society, globalisation, EU
enlargement and adverse demographic trends;

agrees that with regard to general

1.2.
funding levels,
human resources are underfunded by both the public sector,
with no improvement in sight, and the private sector, which
provides totally inadequate funding in key sectors such as
higher education, adult education and continuous vocational
training;

1.3.
shares the concern that EU enlargement will lead to
even greater underfunding and widen the gap between Euro-
pean regions;

believes it is right that an increase in funding should
1.4.
come from better use of existing resources, and from new,
targeted public investment and larger private contributions;

1.5.
endorses the Commission’s view highlighting the need
to adhere to the agreed education and training objectives in
order to achieve the Lisbon strategic objective;

2.3.
believes it is essential for the Member States to conduct
an internal audit to identify areas of inefficiency and launch
procedures to make better use of resources;

agrees with the conclusions of the Detailed work
2.4.
programme on the objectives of education and training
systems, and with the investment areas deemed to be priority;

suggests that investment in the training and retention

2.5.
of teaching staff be included as a top priority area;

underlines the fact that the quality of education and

2.6.
training basically depends on the quality of teacher training;

suggests that teacher training should take account of

2.7.
the following basic tenets:

— the need for ‘learning for life’ schools, where students are
taught how to learn and to make informed choices about
their education,

— a teaching approach in which the teacher facilitates
learning within an interactive relationship with the pupil
that respects individual learning pace and style and guards
against maladjustment;

2. Recommendations of the Committee of the Regions

— ability to combine ICT, teaching/learning methods and

specific teaching environments;

Making the most efficient use of resources (5)

The Committee of the Regions

2.1.
considers it a fundamental objective to direct resources
horizontally throughout the whole spectrum of education,
from formal, through non-formal to informal, in an effective
and efficient way;

2.2.
notes that the conditions which cause students to fail
and drop out of the system are created right from the very first
years of study.

— use of ICT and eLearning for exchanges of experience
and dissemination of best practice in different learning
environments;

— ability to establish education tracks that prepare for

mobility, permeability and entrepreneurship;

2.8.
considers that investment in ICT is extremely pro-
ductive, and has significant potential to improve education
and training. This is because it facilitates access to continuous
education, encourages cultural exchanges and promotes
language learning, and involves all the other areas considered
as priorities, such as providing universal access to education
and inclusion in active citizenship;

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stresses that investment in these technologies, in ICT
2.9.
and eLearning is essential to adapting education and training
systems to the needs of the knowledge-based society and the
European model, because;

— using the Internet requires a sound knowledge of one’s
own and other languages, and basic computer skills;

— it can help geographically disadvantaged groups to
acquire the new skills required by the knowledge-based
society;

— it also enables schools to set up twinning arrangements
on the Internet, creating partnerships between schools in
different European countries and establishing intercul-
tural dialogue;

2.10.
counselling services.

underlines the case for investment in guidance and

Tackling areas of inefficiency

The Committee of the Regions

2.11.
considers that a common list of possible sources of
inefficiencies would help each Member State to carry out its
own analysis;

2.12.
highlights the fact that the common causes of all
areas of shortcomings can be found in rigid curricula, poor
quality teaching, poor links between training and production,
rigid administrative structures, and the widespread perception
that vocational training is a second-best option;

2.13.
endorses the need for an overhaul of curricula and
structures in order to improve the quality and relevance of
learning opportunities, which must be tailored to the needs of
a knowledge-based society that is open to all.

Efficient management of resources

The Committee of the Regions

2.14.
considers that transferring the authority to organise
education and training and to administer education resources
to the local and regional level (Devolution in education) makes
education and training more efficient. Attention must also be
given to increasing the diversity of courses offered and
improving the flexibility of
transferring the
responsibility for these matters, as well as for human resources
and financial management also to the self-governing of
schools.

syllabuses,

points to recent international research and surveys
2.15.
(TIMSS/PISA) which have shown the correlation between
students with the best results and schools’ internal ideology
and culture, as well as devolution in education. The Committee
calls for attention to be given to developing a culture of
flexibility within schools, e.g. the ability to select and adminis-
ter their own staff, take responsibility for spending the financial
resources available to them, and for adopting best practice in
teaching and organisational methods;

2.16.
calls for greater user involvement, including families
and firms operating in the local economy that benefit from
having better trained staff;

2.17.
suggests establishing systematic comparisons with
other schools and other school systems, with a view to
cooperation and mutual growth,
in order to encourage
responsibility, cooperation, emulation and innovation;

2.18.
equality and mainstreaming of the gender dimension;

believes that quality standards are needed to ensure

2.19.
underscores the need for quality to be translated
into methodology benchmarks, operational and organisational
plans, and any procedures that can offer suitable planning and
feedback instruments;

hopes to see local authorities, administrators and
2.20.
teachers investing more in training to use resources efficiently,
and to develop an assessment system able to guarantee and
monitor quality at every stage;

The Committee of the Regions

believes that another crucial

2.21.
in restoring
efficiency and achieving the objectives is the establishment of
partnership strategies to ensure quality of education in a
lifelong learning prospective;

factor

2.22.
believes it should be remembered that quality can
only exist if it is also regarded as such by others. Encouraging
families and businesses to volunteer more can help to spread a
perception of quality;

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stresses that the involvement of local partners who
2.23.
make a financial contribution, but who should in no way
be allowed to influence teaching content, could provide
productivity gains for students and teachers alike;

terms of progress towards the detailed objectives agreed for
European education and training systems.

Efficient investments need to be anchored in the European context

2.24.
staff constitutes an investment for everyone;

calls for promotion of the idea that better trained

The Committee of the Regions

2.25.
considers timely the proposal to encourage firms to
fund or co-fund equipment, study grants and training activities
to attract students and apprentices, especially in areas in which
there is a lack of suitably qualified workers.

Coordinating action

The Committee of the Regions

2.26.
sees, in the coordination of the ministries for edu-
cation, employment, research, and the environment, another
crucial factor in restoring efficiency, in order to avoid fragmen-
tation and dispersal of resources;

2.27.
feels that the coordinated approach between the
authorities responsible for education and training and for
research and innovation is particularly useful, in view of the
twin Barcelona objective to increase R&D expenditure and to
encourage businesses to fund 2/3 of it;

2.28.
considers that the setting of national and European
benchmarks is an indispensable means for each country to
situate its own achievements in comparison with others’, in

Brussels, 20 November 2003.

2.29.
reiterates the validity of the subsidiarity principle, but
feels it necessary to emphasise that individual reforms carried
out by the Member States must sit comfortably within the
wider European framework;

2.30.
considers useful the provision of a clear and stable
frame of objectives at European level, as a reference for all
players and an aid to national development in education. This
will also increase transparency, comparability and competi-
tiveness in education.

suggests that it would useful for every Member State
2.31.
to include citizens from other countries in the bodies tasked
with ensuring quality and compatibility of criteria: external
certification of proficiency (e.g. ECDL — Trinity, the Inter-
national Examinations Board);

2.32.
is convinced that the most urgently needed reform is
that of the syllabus, in order to provide for continuity and
permeability, to focus it on the new basic skills and to tailor it
to the needs of society and the economy;

2.33.
hopes that there will soon be a transparent, user-
friendly, reliable system for the recognition of qualifications
and certificates wherever they have been issued in the European
Union.

The President

of the Committee of the Regions

Albert BORE