Communication from the Commission to the Council, the European Parliament, the European Economic and Social Committee and the Committee of the Regions - A New Framework Strategy for Multilingualism
Date: 2005-11-22
Institutions: European Commission
Subjects: European Union, competitiveness, economic development, globalisation, language teaching, multilingualism

COMMISSION OF THE EUROPEAN COMMUNITIES 

Brussels, 22.11.2005 
COM(2005) 596 final 

COMMUNICATION FROM THE COMMISSION TO THE COUNCIL, THE 
EUROPEAN PARLIAMENT, THE EUROPEAN ECONOMIC AND SOCIAL 
COMMITTEE AND THE COMMITTEE OF THE REGIONS 

A New Framework Strategy for Multilingualism 

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COMMUNICATION FROM THE COMMISSION TO THE COUNCIL, THE 
EUROPEAN PARLIAMENT, THE EUROPEAN ECONOMIC AND SOCIAL 
COMMITTEE AND THE COMMITTEE OF THE REGIONS 

A New Framework Strategy for Multilingualism 

Koľko jazykov vieš, toľkokrát si človekom.  
The more languages you know, the more of a person you are.  
(Slovak proverb) 

I 

INTRODUCTION 

For the first time, the portfolio of a European Commissioner explicitly includes responsibility 
for  multilingualism.  This  document  is  the  first  Commission  Communication  to  explore  this 
policy  area.  It  complements  the  Commission’s  current  initiative  to  improve  communication 
between European citizens and the institutions that serve them. It also: 

•  reaffirms the Commission’s commitment to multilingualism in the European Union; 

•  sets out the Commission’s strategy for promoting multilingualism in European society, in 

the economy and in the Commission itself; and 

•  proposes a number of specific actions stemming from this strategic framework. 

I.1 

MULTILINGUALISM AND EUROPEAN VALUES 

The  European  Union  is  founded  on  ‘unity  in  diversity’:  diversity  of  cultures,  customs  and 
beliefs - and of languages. Besides the 201 official languages of the Union, there are 60 or so 
other  indigenous  languages  and  scores  of  non-indigenous  languages  spoken  by  migrant 
communities.2  

It  is  this  diversity  that  makes  the  European  Union  what  it  is:  not  a  ‘melting  pot’  in  which 
differences  are  rendered  down,  but  a  common  home  in  which  diversity  is  celebrated,  and 
where our many mother tongues are a source of wealth and a bridge to greater solidarity and 
mutual understanding.  

Language is the most direct expression of culture; it is what makes us human and what gives 
each  of  us  a  sense  of  identity.  Article  22  of  the  Charter  of  Fundamental  Rights  of  the 
European Union3 states that the Union shall respect cultural, religious and linguistic diversity. 
Article  21  prohibits  discrimination  based  on  a  number  of  grounds,  including  language. 
Together  with  respect  for  the  individual,  openness  towards  other  cultures,  tolerance  and 

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21 with the inclusion of Irish from 2007; 23 when Bulgarian and Romanian are added. 
See the Euromosaic study at 
http://europa.eu.int/comm/education/policies/lang/languages/langmin/euromosaic/index_en.html 
Official Journal C 364, 18.12.2000, p. 1. 

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acceptance of others, respect for linguistic diversity is a core value of the European Union4. 
Action by the Union and the Member States to uphold multilingualism therefore has a direct 
impact on the life of every citizen. 

I.2 

What is multilingualism? 

Multilingualism refers to both a person’s ability to use several languages and the co-existence 
of  different  language  communities  in  one  geographical  area.  In  this  document,  the  term  is 
used to describe the new field of Commission policy that promotes a climate that is conducive 
to  the  full  expression  of  all  languages,  in  which  the  teaching  and  learning  of  a  variety  of 
languages can flourish. 

The Commission’s multilingualism policy has three aims:  

•  to encourage language learning and promoting linguistic diversity in society; 

•  to promote a healthy multilingual economy, and 

•  to give citizens access to European Union legislation, procedures and information in their 

own languages.  

Responsibility for making further progress mainly rests with Member States (be it at national, 
regional  or  local  level),  but  the  Commission  will  also  do  all  within  its  remit  to  reinforce 
awareness  of  multilingualism  and  to  improve  the  consistency  of  action  taken  at  different 
levels.  

II 

A MULTILINGUAL SOCIETY 

II.1 

Language learning 

II.1.1 

Language skills  

The  ability  to  understand  and  communicate  in  more  than  one  language  –  already  a  daily 
reality for the majority of people across the globe - is a desirable life-skill for all European 
citizens.  It  encourages  us  to  become  more  open  to  other  people’s  cultures  and  outlooks5, 
improves cognitive skills and strengthens learners’ mother tongue skills; it enables people to 
take advantage of the freedom to work or study in another Member State.  

In  March  2002,  the  Heads  of  State  or  Government  of  the  European  Union  meeting  in 
Barcelona6  called  for  at  least  two  foreign  languages  to  be  taught  from  a  very  early  age. 

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4 

See  the  Resolution  of  the  European  Parliament  and  the  Council  concerning  the  European  Year  of 
Languages 2001 (1934/2000) of 17/07/2000. 
Understanding  of  other  cultures  comes  from  learning  the  languages  that  give  expression  to  those 
cultures;  that  is  why  the  Commission  does  not  promote  the  use  of  artificial  languages  which,  by 
definition, have no cultural references. 
Barcelona European Council, 15 and 16 March 2002, Presidency Conclusions, part I, 43.1. 

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The  Commission’s  long-term  objective  is  to  increase  individual  multilingualism  until  every 
citizen has practical skills in at least two languages in addition to his or her mother tongue.7 

As a recent Eurobarometer survey shows8 half of the citizens of the European Union state that 
they  can  hold  a  conversation  in  at  least  one  language  other  than  their  mother  tongue.  The 
percentages  vary  between  countries  and  social  groups:  99%  of  Luxemburgers,  93%  of 
Latvians  and  Maltese,  and  90%  of  Lithuanians  know  at  least  one  language  other  than  their 
mother  tongue,  whereas  a  considerable  majority  in  Hungary  (71%),  the  UK  (70%),  Spain, 
Italy and Portugal (64% each) master only their mother tongue. Men, young people and city 
dwellers  are  more  likely  to  speak  a  foreign  language  than  women,  old  people  and  rural 
inhabitants, respectively. 

The percentage of primary school pupils learning a foreign language is increasing.9However, 
the average number of foreign languages taught in secondary schools is still some way from 
the  target  set  in  Barcelona.  Furthermore,  there  is  a  growing  tendency  for  ‘foreign  language 
learning’  to  mean  simply  ‘learning  English’;  the  Commission  has  already  pointed  out  that 
‘English is not enough’.10 

II.1.2  How  does  the  Community  help  to  develop  language  skills  and  promote  linguistic 

diversity?  

In  2003,11the  Commission  committed  itself  to  undertake  45  new  actions  to  encourage 
national,  regional  and  local  authorities  also  to  work  for  ‘a  major  step  change  in  promoting 
language learning and linguistic diversity’. These actions complement the many other forms 
of support given by the Commission for many years, beginning with the pioneering LINGUA 
programme  in  1990.  It  has  invested  over  €30  million  a  year  through  the  Socrates  and 
Leonardo da Vinci programmes in: bursaries to enable language teachers to be trained abroad, 
placing foreign language assistants in schools, funding class exchanges to motivate pupils to 
learn languages, creating new language courses on CDs and the Internet and projects that raise 
awareness  of  the  benefits  of  language  learning.  Through  strategic  studies,  the  Commission 
promotes debate, innovation and the exchange of good practice.12In addition, the mainstream 
actions of Community programmes which encourage mobility and transnational partnerships 
motivate participants to learn languages. 

Youth exchanges, town twinning projects and the European Voluntary Service also promote 
multilingualism.  Since  1997,  the  Culture  programme  has  financed  the  translation  of  around 
2 000 literary works from and into European languages.  

The new programmes proposed for implementation from 2007 (Culture 2007, Youth in Action 
and Lifelong Learning) will continue and develop this kind of support.  

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7 

COM (2003)449: Promoting Language Learning and Linguistic Diversity: an Action Plan 2004 – 2006; 
COM (1995)590: White Paper ‘Teaching and Learning’ 
Eurobarometer 63.4 
Key data on teaching languages at school in Europe, Eurydice, 2005, ISBN 92 894 8681-3. 
COM(2003)449 
COM(2003)449 
http://europa.eu.int/comm/education/policies/lang/key/studies_en.html 

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In addition, the Community provides the main financial support to the European Bureau for 
Lesser-Used Languages13 (a non-governmental organisation which represents the interests of 
the over 40 million citizens who belong to a regional and minority language community), and 
for  the  Mercator  networks14  of  universities  active  in  research  on  lesser-used  languages  in 
Europe.  Following  a  request  from  the  European  Parliament,  the  Commission  in  2004 
launched  a  feasibility  study  on  the  possible  creation  of  a  European  Agency  for  Language 
Learning  and  Linguistic  Diversity.  The  study15  concludes  that  there  are  unmet  needs  in  this 
field,  and  proposes  two  options:  creating  an  agency  or  setting  up  a  European  network  of 
“Language Diversity Centres”. The Commission believes that  a network  would  be  the  most 
appropriate next step and, where possible, should build on existing structures; it will examine 
the possibility of financing it on a multi-annual basis through the proposed Lifelong Learning 
programme. 

II.1.3  Key areas for action in education systems and practices  

The  Member  States  agreed  in  Lisbon  in  2000  to  establish  an  effective  internal  market,  to 
boost  research  and  innovation  and  to  improve  education  to  make  the  European  Union  “the 
most dynamic and  competitive  knowledge-based  economy  in  the  world”  by  2010.  This  was 
further  underlined  in  the  Commission  Communication  ‘Working  together  for  Growth  and 
Jobs  –  a  new  start  for  the  Lisbon  strategy’16  and  the  Integrated  Guidelines  for  Growth  and 
Jobs  (2005  –  2008).17  Through  the  ‘Education  and  Training  2010’  process,  Member  States 
agree  common  objectives  towards  which  they  work  by  setting  indicators  and  benchmarks, 
sharing good practice and undertaking peer reviews. They have identified the improvement of 
language  skills  as  a  priority,  and  a  Group  of  national  experts  on  languages18  has  produced 
recommendations  to  Member  States19  which  have  inspired  some  of  the  following  proposals 
concerning key areas for action. 

National strategies  

Experts have identified a need for national plans to give coherence and direction 
to  actions  to  promote  multilingualism  amongst  individuals  and  in  society 
generally. These plans should establish clear objectives for language teaching at the 
various  stages  of  education  and  be  accompanied  by  a  sustained  effort  to  raise 
awareness  of  the  importance  of  linguistic  diversity.  The  teaching  of  regional  and 
minority  languages  should  also  be  taken  into  account  as  appropriate,  as  should 
opportunities for migrants to learn the language of the host country (and the teaching 
of migrant languages). 

Better teacher training 

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http://www.eblul.org 
http://www.mercator-central.org/ 
Feasibility Study concerning the Creation of a European Agency for Linguistic Diversity and Language 
Learning, Final Report, May 2005;   
http://europa.eu.int/comm/education/policies/lang/doc/linguistic_diversity_study_en.pdf 
COM (2005) 24 of 02 02 2005. 
http://europa.eu.int/growthandjobs/pdf/integrated_guidelines_en.pdf 
The Group of Experts on Languages was established in the framework of the Education and Training 
2010 process and comprises one expert nominated by most Member States. 
The most recent report is available at: 
http://europa.eu.int/comm/education/policies/2010/doc/lang2004.pdf 

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The  curricula  and  structures  for  training  teachers  of  a  foreign  language  need  to 
respond  to  changing  demands  about  the  language  skills  that  pupils  and  students 
should  acquire.  The  Commission  has  funded  a  new,  independent  study  drawing  on 
good  practice  from  across  Europe20  which  has  proposed  a  common  core  of 
competencies  and  values  for  language  teachers  in  Europe.  The  Commission  will 
facilitate a debate on this issue, leading to a Recommendation.  

Early language learning 

In  most  countries  at  least  half  of  all  primary  school  pupils  now  learn  a  foreign 
language.21However, as the Commission has previously22 made clear, the advantages 
of the early learning of languages only accrue where teachers are trained specifically 
to teach languages to very young children, where class sizes are small enough, where 
appropriate  training  materials  are  available,  and  where  enough  curriculum  time  is 
devoted to languages.  

Content and language integrated learning 

A  recent  conference  organised  by  the  Luxembourg  Presidency  of  the  European 
Union discussed developments in Content and Language Integrated Learning (CLIL) 
in  which  pupils  learn  a  subject  through  the  medium  of  a  foreign  language.  This 
approach is being used increasingly across Europe and provides greater opportunities 
within the school curriculum for exposure to foreign languages.  

Languages in higher education  

Higher  education  institutions  could  play  a  more  active  role  in  promoting 
multilingualism amongst students and staff, but also in the wider local community. It 
needs  to  be  recognised  that  the  trend  in  non-English-speaking  countries  towards 
teaching through the medium of English, instead of through the national or regional 
language, may have unforeseen consequences for the vitality of those languages. The 
Commission intends to study this phenomenon in more detail shortly. 

Developing the academic field of multilingualism 

Over the past few years, a number of universities have introduced chairs in fields of 
study  related  to  multilingualism  and  interculturalism  in  European  society.  Current 
Commission support for research into linguistic diversity could be complemented by 
networks of such Chairs, along the lines of the successful Jean Monnet action.  

European Indicator of Language Competence 

Work on the European Indicator of Language Competence, which is the subject 
of  a  recent  Communication,23is  already  well  advanced;  it  will  gather  reliable  data 

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20 

European Profile for Language Teacher Education – A Frame of Reference by Michael Kelly, Michael 
Grenfell et al., Southampton University, UK 
Key Data on Teaching Languages at School in Europe, Op cit. 
COM(2003)449 
COM(2005)356 

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about  the  actual  foreign  language  skills  of  young  people  and  supply  invaluable 
information to policy-makers. 

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II.2 

Research and development in multilingualism 

The EU research programmes addresses multilingualism in two areas in particular, in which 
they invest around €20 million per annum. The Information Society Technologies programme 
includes research to overcome language barriers through new information and communication 
technologies, such as: 

•  productivity tools for translators (translation memories, on-line dictionaries and thesauri); 

•  interactive semi-automatic translation systems for fast, high-quality translation of texts in 

specific fields; 

•  fully automatic systems for translations of low-to-medium quality; and 

•  artificial speech recognition and synthesis, dialogue and translation. 

The social sciences and humanities research programme supports research on language issues 
in relation to social inclusion and exclusion, identity, political participation, cultural diversity 
and cross-cultural understanding. This includes questions of linguistic diversity, minority and 
regional languages, and language issues for migrants and ethnic minorities. 

II.3 

Action for a multilingual society 

The Commission will: 

•  implement,  in  cooperation  with  Member  States,  the  European  Indicator  of  Language 

Competence;  

•  promote discussion and produce a recommendation on ways of bringing language teacher 

education up to date; 

•  publish a study of best practice in early language learning in 2006; 

•  provide  support  through  the  proposed  Lifelong  Learning  Programme  for  studies  on  the 
state of multilingualism in higher education and the creation of chairs in fields of study 
related to multilingualism and interculturalism;  

•  continue  to  support  the  teaching  and  learning  of  languages  through  its  cooperation 

programmes in the field of education, training, youth, citizenship and culture;  

•  investigate  ways  of  supporting  language  diversity  networks  through  the  new  integrated 

Lifelong Learning programme; and 

•  reinforce  in  the  7th  Framework  Research  Programme  the  research  and  technological 
development  activities  on  language-related  information  society  technologies,  with  a 
specific focus on new technologies for machine translation, and study the ways in which 
the  European  Union  could  encourage  further  cooperation  in  new  translation  and 
interpretation technologies. In the same framework, linguistic issues will form an integral 
part of the activities supported in the fields of social sciences and humanities. 

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Member States are invited to: 

•  establish  national  plans  to  give  structure,  coherence  and  direction  to  actions  to  promote 
multilingualism,  including  increasing  the  use  and  presence  of  a  variety  of  languages  in 
daily life;24  

•  review their current arrangements for foreign language teacher training in the light of the 

findings of the study ‘European Profile for Language Teacher Education’;25  

•  review their current arrangements for early language learning in the light of best practice 

from across Europe; and 

•  implement  the  Conclusions  of  the  Luxembourg  Presidency  concerning  Content  and 
Language  Integrated  Learning,  including  raising  awareness  of  the  benefits  of  this 
approach,  exchanging  information  and  scientific  evidence  on  good  CLIL  practice  and 
specific CLIL training for teachers. 

III 

THE MULTILINGUAL ECONOMY 

III.1 

The contribution of language skills to the competitiveness of the EU economy  

The  European  Union 
is  developing  a  highly  competitive  economy.  Intercultural 
communication  skills  are  assuming  an  ever-larger  role  in  global  marketing  and  sales 
strategies. To trade with companies in other Member States, European businesses need skills 
in  the  languages  of  the  European  Union  as  well  as  in  the  languages  of  our  other  trading 
partners  around  the  globe.  This  is  particularly  true  for  medium-sized,  high-growth,  job-
creating  companies  which  are  the  main  drivers  for  innovation,  employment  and  social  and 
local integration in the Union. However, there is some evidence that European companies lose 
business because they cannot speak their customers’ languages.26 

For  the  Single  Market  to  be  effective,  the  Union  needs  a  more  mobile  workforce.  Skills  in 
several languages increase opportunities on the labour market, including the freedom to work 
or  study  in  another  Member  State.  Therefore,  the  Commission  intends  to  strengthen  the 
follow-up of its 2002 Action Plan on Skills and Mobility.27Language skills will be among the 
issues addressed during the European Year of Workers’ Mobility in 2006.  

III.2  Multilingualism and consumers 

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These plans should be based upon Integrated Guideline N° 23 and form part of the national plans that 
Member  States  are  producing  in  the  context  of  the  Lisbon  Action  Plan  for  growth  and  jobs. 
(http://europa.eu.int/growthandjobs/pdf/integrated_guidelines_en.pdf)  
European  Profile 
Language 
http://europa.eu.int/comm/education/policies/lang/doc/profile_en.pdf 
language 
study  by  CILT, 
E.g.: 
http://www.cilt.org.uk/key/talkingworldclass.pdf  
COM(2002)72 final. 

Teacher  Education 

the  UK  national 

–  A  Frame 

of  Reference 

in  2005: 

released 

centre, 

the 

for 

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In the Single Market, customers can choose from a wide variety of products from all Member 
States,  which  brings  them  into  contact  with  products  from  other  language  communities.  To 
protect  consumers’  interests,  there  are  regulations  concerning  the  languages  used  on  the 
packaging  of  such  products.  Labelling  should  provide  clear,  accurate  information  in  a 
language easily understood by the consumer and must not mislead the purchaser to a material 
degree28.  The  recently  adopted  Unfair  Commercial  Practices  Directive29  strengthens 
safeguards concerning the language used in after-sales service.  

III.3  Multilingualism in the information society 

In Europe’s information society, linguistic diversity is a fact of life. Web TV, online music, 
and movies on mobile phones are a reality for European businesses and citizens, emphasising 
the importance of being able to access and use information in a number of languages. 

The  Commission  is  working  to  promote  multilingualism  as  part  of  the  i2010  initiative  to 
foster  growth  and  jobs  in  the  information  society  and  media  industries.  The  first  task  is  to 
create  "a  single  European  Information  Space,  offering  rich  and  diverse  content  and  digital 
services”.  Several  European  Union  programmes30  support  the  creation  and  circulation  of 
multilingual European content and knowledge.  

A multilingual information society requires the deployment of standardised and interoperable 
language  resources  (dictionaries,  terminology,  text  corpora,  etc.)  and  applications  for  all 
languages,  including  the  less  widely  used  languages  of  the  Union.  European  Commission 
programmes  have  encouraged  coordination  and  standardisation  efforts  in  this  area  by 
supporting  professional  networks  and  platforms.  The  Commission  has  established  a  science 
and  technology  forum  on  multilingualism  which  comprises experts from industry, academia 
and policy-making bodies.  

III.4 

The language-related professions and industries 

Whilst  there  is  some  evidence  that  the  language  industry  in  Europe,  and  its  employment 
potential, are growing, there is as yet no organisation capable of developing standards for this 
sector or providing reliable data about its size.31 

The  language-related  industries  include  translation,  editing,  proofreading,  précis-writing, 
interpreting,  terminology,  language  technologies  (speech  processing,  voice  recognition  and 
synthesis),  language  training,  language  teaching,  language  certification  and  testing  and 
research. These industries are rapidly evolving in most European countries. Furthermore, the 
language  professions  are  becoming  less  clearly  defined,  with  linguists,  translators  or 
interpreters  being  called  upon  to  do  a  range  of  multifaceted  jobs  that  involve  language 
expertise.  Some  universities  are  putting  on  specialist  courses  in  “Language  industries”.  A 

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Article 16 (1) of Directive 2000/13/EC of the Parliament and of the Council of 20 March 2000 on the 
approximation of the laws of the Member States relating to the labelling, presentation and advertising of 
foodstuffs,  Official  Journal  109,  6.5.2000,  p.  29;  Communication  of  10  November  1993  concerning 
language use in the information of consumers in the Community: COM (1993)456 final. 
2005/29/EC 
eContent, eContent plus, Media and eLearning 
However, it has been estimated that the world’s top 20 companies providing translation services employ 
over 10 000 people and have an annual revenue of over €1 200 million; around two fifths of this activity 
is estimated to take place in the European Union. 
(see http://www.commonsenseadvisory.com/en/research/top_20.htm). 

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good  command  of  foreign  languages  is  also  necessary  for  sales,  logistics,  subtitling,  public 
relations,  marketing,  communication,  cinema,  advertising,  journalism,  banking,  tourism  and 
publishing. Training programmes in higher education and elsewhere need to be continuously 
updated to ensure that students acquire the right skills, are offered the right tools and are given 
insight into real working conditions.  

III.5 

Translation services 

The markets for translation services in the Member States are extensive, providing services to 
international  organisations,  governments,  public  authorities,  the  courts,  the  business  sector, 
publishers, the media and the advertising and entertainment industries.  

There  are  numerous  developments  in  translation-related  technology,  especially  translation 
memories  and  machine-aided 
translation,  speech  processing,  multilingual  document 
management and web content localisation. Multilingual websites are growing in number and 
offer such services as on-line translation, e-mail translation, dictionaries and banks of unusual 
characters.  Major  search  engines  offer  free  translations  of  web  information  and  account  for 
many  millions  of  translated  pages  per  day;  all  major  web  portals  are  investing  in  improved 
multilingual services. 

The increased use being made of on-line machine translation demonstrates that an essentially 
mechanical function of that kind cannot replace the thought processes of a human translator, 
and  thus  emphasises  the  importance  of  translation  quality.  Developments  such  as  the 
“European  Standard  for  Translation  Services”32should  give  clients  a  higher  level  of  quality 
assurance and traceability. 

III.6 

Interpretation services 

Demand  for  trained  interpreters  is  increasing  in  an  expanding  market.33Supranational 
institutions  like  the  EU  and  the  UN  employ  large  numbers  of  conference  interpreters,  both 
staff  and  freelance,  all  trained  at  graduate  or  postgraduate  level,  with  international 
benchmarking.  Interpreters  also  help  the  institutions  of  multilingual  societies  to  function. 
They  support  immigrant  communities  in  courts,  hospitals,  police  and  immigration  services. 
Properly trained, interpreters thus contribute to safeguarding human and democratic rights. 

III.7 

Language teaching, testing and certification 

Though the picture varies from country to country, language teaching and training - and hence 
language  testing  and  certification  -  are  growth  industries  in  many  Member  States.  For 
example, the 2005 budget of the British Council alone is around €750 million; the income of 
the  Alliance  Française  from  language  classes  in  2004  was  around  €110  million;  Berlitz’s 
turnover in 2004 was over €279 million.  

Language certification has become such big business that consumers have difficulty choosing 
the most appropriate courses and certificates available on the market. The Commission wishes 

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32 

Translation  services  —  Service  requirements,  document  WI  CSA07001,  prepared  by  the  Technical 
Committee CEN/BTTF 138. 
The  International  Association  of  Conference  Interpreters  has  around  3  000  individual  members,  of 
whom around half are in the European Union. 

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to contribute to making this supply more transparent by publishing on the web an inventory of 
the systems currently available.  

III.8  Action for the multilingual economy 

The Commission will: 

•  publish a study on the impact on the European economy of shortages of language skills in 

2006; 

•  publish  on  the  web  an  inventory  of  the  language  certification  systems  available  in  the 

European Union in 2006; 

•  launch  a  study  on  the  potential  for  greater  use  of  sub-titles  in  film  and  television 

programmes to promote language learning; 

•  publish  the  inter-institutional,  multilingual  database  IATE  (Inter-Agency  Terminology 
Exchange) as a service to anyone needing validated terms from EU-related contexts; 

•  organise a conference on translator training in universities, in 2006; 

•  Launch under i2010 a flagship initiative on digital libraries making multimedia sources 
easier  and  more  interesting  to  use,  and  building  on  Europe’s  rich  heritage  combining 
multicultural and multilingual environments,34 and 

•  Bring  together  and  coordinate  the  work  of  European  research  teams  in  the  fields  of 
human  language  technologies,  machine  translation,  and  the  creation  of  language 
resources  such  as  dictionaries  and  thesauri,  and  set  technical  challenges  specific  to  the 
European  context  (such  as  the  focus  on  the  quality  of  multilingual  applications  and 
machine translation systems). 

Member States are invited to: 

•  review  training  programmes  at  universities  to  ensure  that  they  equip  students  in  the 

language professions with the right skills for rapidly changing working conditions. 

IV  MULTILINGUALISM  IN  THE  COMMISSION’S  RELATIONS 

WITH CITIZENS  

IV.1  Accessibility and transparency 

The European Union adopts legislation which is directly binding on its citizens. It is therefore 
a prerequisite for the Union’s democratic legitimacy and transparency that citizens should be 
able to communicate with its Institutions and read EU law in their own national language, and 
take part in the European project without encountering any language barriers. The very first 

•                                                   
34 

COM (2005) 229 and 465 

EN 

12 

   EN 

 
 
Regulation  adopted  by  the  Council35  therefore  defines  the  European  Community  as  a 
multilingual entity, stipulates that legislation must be published in the official languages and 
requires  its  institutions  to  deal  with  citizens  in  the  official  languages  of  their  choice.  In  the 
interests of equity and transparency, the Union maintains  a substantial online public service 
giving access to the law and jurisprudence of the Union; this is the EUR-Lex service, which is 
fully multilingual and covers all 20 official languages36.  

IV.2  Multilingualism makes the EU special 

Specialist  linguists  in  the  field  of  translation  and  interpretation  guarantee  cost-effective 
communication  and  make  decision-making  democratic  and  transparent.  Interpreters  enable 
delegates  to  defend  their  countries’  interests  in  their  own  language(s),  and  to  communicate 
with other delegates. In this way, citizens can be represented by their best experts, who may 
not be the best linguists. Similarly, the translation and interpretation services ensure that the 
European and national institutions can effectively exercise their right of democratic scrutiny. 
Translators and interpreters guarantee that citizens can communicate with the Institutions and 
have access to decisions in their national language(s). 

The  EU  institutions  must  strike  a  balance  between  the  costs  and  the  benefits  of  being 
multilingual.  The  translation  and  interpreting  services  of  all  institutions  together  cost  the 
equivalent of 1.05% of the EU’s total budget for 2004, or €2.28 per citizen per year. For this 
price,  all  citizens  get  universal  access  to  all  EU  legislation  and  the  right  to  communicate, 
contribute and be informed.  

The system that makes multilingualism function in the European Union does, of course, have 
a  cost  attached;  but,  without  it,  a  democratic and  transparent  European  Union  is  simply  not 
possible. 

With proper planning, foresight and allocation of the required resources, the EU could in the 
future operate in yet more official languages, with the help, for example, of new technologies 
and by exploiting economies of scale to the maximum. 

IV.3  Action for multilingualism in the Commission’s relations with citizens 

Over  the  past  ten  years,  the  Commission  has  developed  several  multilingual  initiatives 
(Citizens  First,  Dialogue  with  Citizens,  Your  Europe  -  Citizens  and  the  Citizens  Signpost 
Service) to help citizens understand how European legislation affects them, what their rights 
are when they move to another country and how they can exercise their rights in practice.37 

The  Commission  proposes  to  build  on  these  initiatives  by  establishing  a  pro-active 
multilingual  communication  policy,  complementing 
the 
Commission’s wider initiative to improve communication with European citizens and specific 
groups such as journalists, the language industry, schools and universities. The Commission 
will  further  enhance  its  on-line  information  in  the  official  languages  and  improve  the 
multilingual  nature  of  its  many  websites.  The  advent  of  web  content  management 
technologies will also open up new possibilities for multilingual web publication. Moreover, 

through  practical  action 

•                                                   
35 
36 
37 

No 1 of 1958, determining the languages to be used by the European Economic Community. 
http://europa.eu.int/eur-lex/lex 
http://europa.eu.int/youreurope  
http://europa.eu.int/citizensrights/signpost 

EN 

13 

   EN 

 
in order to ensure internal consistency on multilingualism matters, the Commission will set up 
an internal network. 

The Commission will: 

•  ensure, through an internal network, that all departments apply its multilingualism policy 

in a coherent way;  

•  continue to foster multilingualism on its Internet portal (Europa) and in its publications; 

•  launch a Languages portal on Europa providing information about multilingualism in the 
European  Union  and  accommodating  new  portals  dedicated  to  language  learners  and 
language teachers; 

•  give  a  greater  role  to  its  translation  field  offices  in  the  Member  States  in  promoting 
multilingualism,  particularly  through  the  customisation  of  the  Commission’s  messages 
for local target audiences;  

•  organise  high-level  seminars  on  multilingualism  in  the  Member  States,  targeted  at 

journalists and other opinion multipliers;  

•  continue  to  offer  universities  grants  and  teaching  assistance  in  the  field  of  conference 
interpreting, help develop distance learning tools and fund student bursaries and training 
visits;  

•  continue  to  develop  cost-effective  multilingual  conferencing  and  communication  tools 
under  the  Commission’s  project  on  the  interoperable  delivery  of  pan-European  e-
government services to public administrations, businesses and citizens;38  

•  support the European Master’s in Conference Interpreting and the European Master’s in 
Conference  Management,  thereby  enhancing  co-operation,  pooling  expertise  and 
disseminating best practice in these fields; 

•  continue  to  play  a  full  part  in  the  International  Annual  Meeting  on  Language 
Arrangements,  Documentation  and  Publication,  a  body  which  discusses  new  job  and 
skills requirements;  

•  continue  to  provide  universities  with  a  model  curriculum  of  a  Master’s  degree  in 

translation and supply visiting translators to help train students in translation; and 

•  organise  an  international  translation  competition  between  schools  in  Member  States,  to 

promote language knowledge and the language professions. 

•                                                   
38 

http://europa.eu.int/idabc/ 

EN 

14 

   EN 

 
V 

CONCLUSIONS 

Multilingualism  is  essential  for  the  proper  functioning  of  the  European  Union.  Increasing 
citizens'  language  skills  will  be  equally  important  in  achieving  European  policy  goals, 
particularly against a background of increasing global competition and the challenge of better 
exploiting  Europe's  potential  for  sustainable  growth  and  more  and  better  jobs.  Aware  of  its 
own responsibilities and of those of the other Institutions, the Commission considers that the 
situation  can  and  must  improve  and  therefore  urges  Member  States  to  take  additional 
measures  to  promote  widespread  individual  multilingualism  and  to  foster  a  society  that 
respects all citizens’ linguistic identities.  

The Commission has already invited Member States to report in 2007 on the actions they have 
taken towards the objectives of the Action Plan 'Promoting Language Learning and Linguistic 
Diversity'. This Communication highlights further steps that are necessary if Member States 
are to achieve the objectives they have set themselves, and the Commission invites Member 
States  to  report  also  on  the  actions  they  have  taken  on  the  key  areas  outlined  in  this 
Communication in 2007. 

•  The  Commission  will  set  up  a  High  Level  Group  on  Multilingualism,  made  up  of 
independent experts, to assist it in analysing the progress made by Member States, and 
to  provide  support  and  advice  in  developing  initiatives,  as  well  as  fresh  impetus  and 
ideas. 

•  A  ministerial  conference  on  multilingualism  will  be  held  to  allow  Member  States  to 

share the progress they have made so far, and to plan future work. 

•  On  the  basis  of  Member  States’  reports  and  the  advice  of  the  High  Level  Group,  the 
Commission  will  present  a  further  communication  to  Parliament  and  the  Council, 
proposing a comprehensive approach to multilingualism in the European Union. 

EN 

15 

   EN 

 
 
Languages most commonly used in the European Union: %.  

English

13%

34%

German

18%

12%

French

12%

11%

Italian

13%

2%

Spanish

9%

5%

Polish 

9%

1%

Dutch

5%

1%

Russian 

1%

5%

Other
(SPONTANEOUS)

2%

3%

Mother tongue

Foreign language

Ability to hold a conversation in a foreign language  

Annex39 

TOTAL

47%

30%

23%

15%

14%

10%

6%

6%

5%

•                                                   
39 

Eurobarometer Report 63.4; http://europa.eu.int/comm/public_opinion/archives/eb/eb63/eb63_en.htm 

EN 

16 

   EN 

 
 
Respondents able to participate in a conversation in another language than their mother tongue  

% Country

99% 

93% 
93% 

91% 
90% 
89% 
88% 
88% 
87% 

72%

71%

69%

66%

62%

60%

58%

50%

49%

49%

45%

41%

36%

36%

36%

30% 
29% 

LU 
LV 
MT 
NL 
LT 
SI 
DK 
SE 
EE 
CY 
BE 
SK 
FI 
DE 
CZ 
AT 
EU25 
EL 
PL 
FR 
IE 
ES 
IT 
PT 
UK 
HU 

EN 

17 

   EN 

 
 
 
1. 

NAME OF THE PROPOSAL:  

FINANCIAL STATEMENT 

Commission Communication ‘A new framework strategy for multilingualism’ 

2. 

ABM / ABB FRAMEWORK 

This proposal concerns several policy areas and associated activities: 

DG EAC:  Culture and languages  

DG SCIC: 

Interpretation and linked activities. 

DGT: aaaaaaaCommission’s  administration:  Administrative  expenditure  of  Commission’s 
aaaaaaaaaaaaaadministration policy area 

DG INFSO:  RTD on Information Society and eEurope. 

3. 

3.1 

BUDGET LINES 

Budget lines (operational lines and related technical and administrative assistance lines (ex- 
B..A lines)) including headings : 

DG EAC 

15.02.02.02 Socrates 

15.03.01.02 Leonardo da Vinci 

From 2007, the budget line corresponding to the Lifelong Learning programme, for which 
the Commission adopted proposals in July 2004.  

DGT 

26.010211.Autres  dépenses  de  gestion  du  domaine  politique  administration  de  la 
commission 

26.010700 Inter-institutional cooperation activities in the language field 

DG SCIC 

XX01021107: Actions de formation et de perfectionnement des interprètes 

XX01021102: reunions and conferences organised  

EN 

18 

   EN 

 
 
DG INFSO: 

09.04 "RTD on Information Society"  

09.03 "eEurope" 

3.2 

Duration of the action and of the financial impact: 

2005  and  following  years:  the  activities  have  different  starting  points  and  are  of  different 
durations.  Some,  such  as  the  proposed  European  Indicator  of  Language  Competence  are 
designed  to  be  permanent  and  should  therefore  be  seen  as  open-ended;  others,  such  as 
studies or conferences or projects funded under cooperation programmes are, by their nature 
limited to less than three years. 

4. 

SUMMARY OF RESOURCES 

4.1 

Financial Resources 

4.1.1 

Summary of commitment appropriations (CA) and payment appropriations (PA) 

EUR million (to 3 decimal places) 

Expenditure type 

Section 
no. 

2005 

2006 

2007 

2008 

2009 

Total 

2010 
and 
later 

Operational expenditure40 
Commitment 
Appropriations (CA) 
15.02.02.02 Socrates 
15.03.01.02 Leonardo da 
Vinci 
implement the European 
Indicator of Language 
Competence;  
promote discussion and 
bring forward a 
Recommendation on ways of 
bringing language teacher 
education up to date; 
publish an inventory of the 
language certification 
systems available in the 
European Union in 2006; 
15.02.02.02 Socrates 

publish a study of best 
practice in early language 
learning in 2006; 

0.2 

0.2 

See (*) 

See (**) 

0.2 
See (**) 

0.2 
See (**) 

•                                                   
40 

Expenditure that does not fall under Chapter xx 01 of the Title xx concerned. 

EN 

19 

   EN 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
0.04 

0.08 

0.12 

0.16 

0.15 

0.2 

0.4 
See (**) 

See (**) 

See (**) 

0.15 
See (**) 

0.2 
See (**) 

See (**) 

See (***)  

The budget line 
corresponding to the 
proposed Lifelong 
Learning programme.  

support through the proposed 
Lifelong Learning 
Programme the creation of 
Chairs of multilingualism 
and interculturalism;  
continue to support the 
teaching and learning of 
languages through its 
cooperation programmes in 
the field of education, 
training, youth, citizenship 
and culture; 
investigate ways to support 
language diversity networks 
through the new integrated 
Lifelong Learning 
programme;  
ministerial conference  

15.03.01.02 Leonardo da 
Vinci 
publish a study on the impact 
on the European economy of 
shortages of language skills 
in 2006; 
DG ENTR 
continue to develop cost-
effective multilingual 
conferencing and 
communication tools within 
the framework of the 
Interoperable Delivery of 
pan-European e-government 
services to public 
Administrations, Businesses 
and Citizens; 
09.04 "RTD on Information 
Society"  
09.03 "eEurope" 
launch a digital library 
project demonstrating the 
integration of multimedia 
and multilingual European 
cultural content by 2007; 
reinforce in the 7th 
Framework Research 
Programme the activities on 
language-related Information 
Society technologies, and 
study the ways in which the 
European Union could 
encourage further 
cooperation  

EN 

20 

   EN 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
a 

b 

0 

0 

0.4 

0.4 

study on the potential for 
greater use of sub-titles to 
promote language learning; 
ensure all departments apply 
multilingualism policy (via 
an internal network);  
phase in a specific 
multilingualism policy for 
Europa, the Internet portal 
and for publications; 
Commitment 
Appropriations (CA) 
Payment Appropriations 
(PA) 
Administrative expenditure within reference amount41 
Technical & 
administrative assistance 
(NDA) 
26.010701 – Inter-
institutional cooperation 
activities in the language 
field 
publish the inter-
institutional, multilingual 
database of EU terminology, 
Inter-Agency Terminology 
Exchange 
26.010211.02.02.40 – 
Conference and meeting 
costs 
organise a conference on 
translator training in 
universities, in 2006; 
organise a series of high-
level seminars on 
multilingualism in the 
Member States, targeted at 
journalists and other opinion 
multipliers;  
international translation 
competition between schools 
in Member States 
establish a High Level 
Reflection Group on 
Multilingualism 
26.010211.01.01.10 – 
Missions 
greater role for translation 
field offices 

0.15 

0.003 

0.04 

0.04 

0.257  0.279 

0.19 

0.08 

0.12 

0.16 

0.95 

0.19 

0.08 

0.12 

0.16 

0.95 

0.165 

0.165 

0.165 

0.165 

1.196 
See (**) 

0.15 
See (**) 

0.003 
See (**) 

0.04 
See (**) 

0.2 
See (**) 

0.312 
See (**) 
1.242 
See (**) 
See (****) 

0.04 

0.04 

0.04 

0.04 

0.144 

0.024  0.144 

continue to provide 
universities with a model 
curriculum of a Master’s 
degree in translation and 
provide visiting translators  

0.207  0.207 

0.207 

0.207 

0.207 

0.207 

•                                                   
41 

Expenditure within article xx 01 04 of Title xx. 

EN 

21 

   EN 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
26.010211.02.05 - 
Development of 
management and 
information systems 
launch a Languages portal 
on Europa accommodating 
new portals dedicated to 
language learners and 
language teachers; 

0.08 

0.05 

0.13 
See (**) 
See (°) 

TTOOTTAALL  RREEFFEERREENNCCEE  AAMMOOUUNNTT  

Commitment 
Appropriations 

Payment 
Appropriations 

c 

0.568  0.913 

0.556 

0.412 

0.412 

0.412 

3.273 

0.968  0.913 

0.746 

0.492 

0.424 

0.428 

0.968  0.913 

0.746 

0.492 

0.424 

0.428 

4.223 

4.223 

a+c 

b+c 

Administrative expenditure not included in reference amount42 
Human resources and 
associated expenditure 
(NDA) 
Administrative costs, other 
than human resources and 
associated costs, not 
included in reference amount 
(NDA) 

8.2.6 

8.2.5 

d 

e 

TOTAL INDICATIVE FINANCIAL COST OF INTERVENTION  

(*)  La  mise  sur  pied  de  l'indicateur  n'entraînera  pas  de  dépense  opérationnelle 
supplémentaire  à  charge  du  budget  de  l'Union:  les  dépenses  correspondantes  seront 
supportées  par  les  programmes  Socrates  et  Leonardo  da  Vinci  (puis  Lifelong 
Learning)  sans  augmentation  des  dotations  globales  de  ces  programmes;  de  là  la 
mention  "*"  reprise  ci-dessus.  Pour  information,  la  contribution  annuelle  de  ces 
programmes  au  financement  de  l'indicateur  devrait  être  globalement  de  l'ordre  de  € 
2,5 Mio. 

(**)  The implementation of this item will involve no additional operational expenditure to 
the Union budget. The relevant costs will be met from within existing programmes or 
their successors without increasing the global allocations to these programmes. 

(***) The implementation of this item will involve no additional operational expenditure to 
the  Union  budget.  The  relevant  costs  will  be  met  from  within  existing  Research 
programmes  or  their  successors  (eContent  plus  Programme  /  proposed  specific 
Programmes 2007-2013 implementing FP7) without increasing the global allocations 
to these programmes. 

•                                                   
42 

Expenditure within chapter xx 01 other than articles xx 01 04 or xx 01 05. 

EN 

22 

   EN 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  
  
  
  
  
  
  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
(****)The  cost  of  €207  000  per  year  charged  to  the  mission  budget  relates  solely  to  the 
provision  of  visiting  translators  (where  DGT  translators  will  be  on  a  one  months 
mission to universities). 

(°)  This  expenditure  for  2005  and  2006  relates  to  the  assistance  of  IT  specialists  in  the 
technical design and development of the web-portal. The content of the portal will be 
managed by Commission staff. 

TOTAL CA including 
cost of Human 
Resources 

TOTAL PA including 
cost of Human 
Resources 

a+c
+d+
e 

b+c
+d+
e 

Co-financing details 

None. There will be no co-financing of the actions proposed. 

4.1.2  Compatibility with Financial Programming 

(cid:133) 

Proposal is compatible with existing financial programming. 

For the 2007 and subsequent budgets, the appropriations will be subject to the approval of 
the  financial  perspective  for  2007-2013  and 
the  resulting  multiannual  financial 
programming. 

Proposal  will  entail  reprogramming  of  the  relevant  heading  in  the  financial 

(cid:133) 
perspective. 

Proposal  may  require  application  of  the  provisions  of  the  Interinstitutional 

(cid:133) 
Agreement43 (i.e. flexibility instrument or revision of the financial perspective). 

4.1.3.  Financial impact on Revenue 

(cid:58) 

(cid:133) 

Proposal has no financial implications on revenue 

Proposal has financial impact – the effect on revenue is as follows: 

NB:  All  details  and  observations  relating  to  the  method  of  calculating  the  effect  on 
revenue should be shown in a separate annex. 

4.2. 

Human Resources FTE (including officials, temporary and external staff) – see detail under 
point 8.2.1. 

•                                                   
43 

See points 19 and 24 of the Interinstitutional agreement. 

EN 

23 

   EN 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
2005 

2006 

2007 

2008 

2009 

1 

1 

22.6 

80.2 

80 

1 

80 

1 

80 

2010 
and 
later 

1  
see (i)  
80 
see (ii)  

22.6 

81.2 

81 

81 

81 

81 

Annual requirements 
Total number of human 
resources: 
EAC 

DGT 

SCIC 
INFSO 
Total 

Notes:  

(i)  These  proposals  involve  the  recruitment  of  1  additional  FTE  at  grade  A*  [as  set  out  in  COM 
(2005) 356] 

(ii)  All  other  staff  referred  to  in  the  table  above  are  internal  redeployments  within  existing  staff 
allocations. 

5. 

CHARACTERISTICS AND OBJECTIVES 

Details  of  the  context  of  the  proposal  are  required  in  the  Explanatory  Memorandum.  This 
section  of  the  Financial  Statement  should  include  the  following  specific  complementary 
information: 

5.1. 

Need to be met in the short or long term 

The Communication identifies a series of needs in the field of Multilingualism in European 
Union society, economy and Institutions. 

5.2. 

Value-added of Community involvement and coherence of the proposal with other financial 
instruments and possible synergy 

The  added-value  is  provided  by  the  Commission  taking  the  lead  in  identifying  areas  in 
which  action  needs  to  be  taken,  and  proposing  action  either  by  Member  States  or  by  the 
Commission, in pursuit of objectives that will benefit the whole Union.  

5.3. 

Objectives,  expected  results  and  related  indicators  of  the  proposal  in  the  context  of  the 
ABM framework 

The main objectives are: an improvement in the extent to which citizens are multilingual; a 
better understanding of the role of multilingualism in the European Union economy and a 
more  coherent  approach  to  multilingualism  in  the  relations  between  the  Commission  and 
citizens. 

A review of progress towards these objectives is proposed for 2007. 

EN 

24 

   EN 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
5.4 

Method of Implementation (indicative) 

Show below the method(s)44 chosen for the implementation of the action. 

(cid:133)  Centralised Management 

aaaaaa(cid:58) 

Directly by the Commission 

aaaaaa(cid:133) 

Indirectly by delegation to: 

aaaaaaaaaaaa(cid:133)aaaaaaExecutive Agencies 

aaaaaaaaaaaa(cid:133)aaaaaaBodies  set  up  by  the  Communities  as  referred  to  in  art.  185  of  the 
aaaaaaaaaaaaaaaaaaaaFinancial Regulation 

aaaaaaaaaaaa(cid:133)aaaaaaNational public-sector bodies/bodies with public-service mission 

(cid:133) 

Shared or decentralised management 

aaaaaa(cid:133)aaaaaWith Member states 

aaaaaa(cid:133)aaaaaWith Third countries 

(cid:133) 

Joint management with international organisations (please specify) 

Relevant comments: 

6. 

MONITORING AND EVALUATION 

6.1. 

Monitoring system 

The actions referred to in this Communication will be monitored by means of the systems 
already in operation for the programmes and budgets lines to which they relate.  

6.2. 

Evaluation 

6.2.1.  Ex-ante evaluation 

No ex-ante evaluation has taken place. The Communication is, of its nature, an assessment 
of the current state in key aspects of multilingualism. 

6.2.2.  Measures taken following an intermediate/ex-post evaluation (lessons learned from similar 

experiences in the past) 

•                                                   
44 

If more than one method is indicated please provide additional  details in  the  "Relevant comments"  section of 
this point 

EN 

25 

   EN 

 
- 

6.2.3.  Terms and frequency of future evaluation 

see 6.1. 

7. 

ANTI-FRAUD MEASURES  

The anti-fraud measures for the actions referred to in this Communication will be the same 
as those already in operation for the programmes and budgets lines to which they relate.  

8. 

DETAILS OF RESOURCES 

8.1. 

Objectives of the proposal in terms of their financial cost 

Commitment appropriations in EUR million (to 3 decimal places) 

Typ
e of 
out
put 

A
v. 
co
st 

Year 
n 
No. 
outp
uts 

Year 
n+1 
No. 
outp
uts 

Year 
n+2 
No. 
outp
uts 

Year 
n+3 
No. 
outp
uts 

Year 
n+4 
No. 
outp
uts 

Year n+5 
and later 
No. 
outp
uts 

Tot
al 
cos
t 

TOTAL 

No. 
outp
uts 

Tot
al 
cos
t 

Tot
al 
cos
t 

Tot
al 
cos
t 

Tot
al 
cos
t 

Tot
al 
cos
t 

Tot
al 
cos
t 

(Headings 
of 
Objectives, 
actions and 
outputs 
should be 
provided) 
OPERATI
ONAL 
OBJECTI
VE No.1 
45……… 
Action 
1…………
……. 
- Output 1 

- Output 2 

Action 
2…………
……. 
- Output 1 

Sub-total 
Objective 1 
OPERATI
ONAL 
OBJECTI
VE 
No.21……
… 

•                                                   
45 

As described under Section 5.3 

EN 

26 

   EN 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Action 
1…………
……. 
- Output 1 

Sub-total 
Objective 2 
OPERATI
ONAL 
OBJECTI
VE No.n1 
Sub-total 
Objective n 
TOTAL 
COST 

EN 

27 

   EN 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
8.2. 

Administrative Expenditure 

8.2.1.  Number and type of human resources 

Types of 
post 

Staff to be assigned to management of the action using existing and/or additional 
resources (number of posts/FTEs) 

2005 

22.6 

2006 
0,5 

79.7 

2007 
0,5 

79.5 

2008 
0,5 

79.5 

2009 
0,5 

79.5 

2010 and 
later 
0,5 
see (i) 
79.5 
see (ii)  

B*, 
C*/AST 

A*/AD 

Officials 
or 
temporary 
staff46 
(XX 01 
01) 
Staff financed47 by 
art. XX 01 02 
Other staff48 
financed by art. XX 
01 04/05 

TOTAL 

22.6 

81.2 

81 

81 

81 

81 

Notes:  

The  needs  for  human  and  administrative  resources  shall  be  covered  within  the 
allocation granted to the managing DG in the framework of the annual allocation 
procedure.  

(i)  These  proposals  involve  the  recruitment  of  1  additional  FTE  [as  set  out  in 
COM (2005) 356] 

(ii)  All  other  staff  referred  to  in  the  table  above  are  internal  redeployments 
within existing staff allocations. It should be noted that one option for resourcing 
the  proposed  Multilingualism  network  would  involve  the  redeployment  of  23 
existing A* staff from DGT to other DGs. The individuals would be seconded to 
the other DGs, but their posts would remain with DGT. These redeployments are 
included in this table. 

8.2.2.  Description of tasks deriving from the action 

8.2.3.  Sources of human resources (statutory) 

(When  more  than  one  source  is  stated,  please  indicate  the  number  of  posts 
originating from each of the sources) 

•                                                   
46 
47 
48 

Cost of which is NOT covered by the reference amount 
Cost of which is NOT covered by the reference amount 
Cost of which is included within the reference amount 

EN 

28 

   EN 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Posts  currently  allocated  to  the  management  of  the  programme  to  be 

(cid:133) 
replaced or extended 

(cid:58) 

(cid:133) 

Posts pre-allocated within the APS/PDB exercise for year n 

Posts to be requested in the next APS/PDB procedure 

Posts  to  be  redeployed  using  existing  resources  within  the  managing 

(cid:58) 
service (internal redeployment) 

Posts required for year n although not foreseen in the APS/PDB exercise 

(cid:133) 
of the year in question 

8.2.4.  Other  Administrative  expenditure  included  in  reference  amount  (XX  01  04/05  – 

Expenditure on administrative management) 

EUR million (to 3 decimal places) 

Year 
n 

Year 
n+1 

Year 
n+2 

Year 
n+3 

Year 
n+4 

Year 
n+5  
and 
later 

TOTAL 

Budget line 
(number and heading) 

1 Technical and administrative 
assistance (including related staff costs) 

Executive agencies 

Other technical and administrative 
assistance 

- intra muros  

- extra muros 

Total Technical and administrative 
assistance 

8.2.5.  Financial  cost  of  human  resources  and  associated  costs  not  included  in  the 

reference amount 

Type of human resources 

Year n 

Year n+1  Year n+2  Year n+3  Year n+4 

Year n+5  
and later 

EUR million (to 3 decimal places) 

Officials and temporary staff 
(XX 01 01) 

Staff financed by Art XX 01 02 
(auxiliary, END, contract staff, 
etc.) 
(specify budget line) 
Total cost of Human 
Resources and associated 
costs (NOT in reference 
amount) 

EN 

29 

   EN 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Calculation– Officials and Temporary agents 

Reference should be made to Point 8.2.1, if applicable 

Calculation– Staff financed under art. XX 01 02 

Reference should be made to Point 8.2.1, if applicable 

8.2.6.  Other administrative expenditure not included in reference amount 

EUR million (to 3 decimal places) 

2005 

2006 

2007 

2008 

2009 

2010
and 
later 

TOTAL 

0.01 

0.01 

0.01 

0.01 

0.01 

0.01 

0.06 

0.935 

0.935 

0.935 

0.935 

0.935 

0.935 

5.61 

0.082 

0.082 

0.082 

0.082 

0.082 

0.082 

4.92 

1.027 

1.027 

1.027 

1.027 

1.027  1.027 

10.59 

XX 01 02 11 01 – Missions 

XX 01 02 11 02 – Meetings & 
Conferences 
continue to play a full part in the 
International Annual Meeting on Language 
arrangements, documentation and 
publication 

XX 01 02 11 03 – Committees49  

XX 01 02 11 04 – Studies & consultations 

XX 01 02 11 05 - Information systems 

XX01021107 Actions de formation et de 
perfectionnement des interprètes 
offer universities grants and teaching 
assistance in the domain of conference 
interpreting, help develop distance 
learning tools and fund student bursaries 
and training visits; 
support the European Master’s in 
Conference Interpreting and Conference 
Management 
 2 Total Other Management Expenditure 
(XX 01 02 11) 
3 Other expenditure of an administrative 
nature (specify including reference to 
budget line) 

Total Administrative expenditure, other 
than human resources and associated costs 
(NOT included in reference amount) 

Calculation - Other administrative expenditure not included in reference amount 

•                                                   
49 

Specify the type of committee and the group to which it belongs. 

EN 

30 

   EN