Opinion of the Committee of the Regions on the Proposal for a Recommendation of the European Parliament and of the Council on key competences for lifelong learning
Date: 2006-06-14
Institutions: European Committee of the Regions
Subjects: adult education, basic education, continuing vocational training, education policy

22.9.2006

EN

Official Journal of the European Union

C 229/21

assumes

2.2
for green public
that economic support
procurement is to be given to the municipal and regional level;

underlines the need for information and training initia-
2.3
tives to support and develop public sector procurement of
clean vehicles;

calls for a holistic approach to potential measures to

2.4
promote clean road transport;

2.5
suggests that the reporting system used to follow up a
possible directive on promoting clean road transport be coordi-
nated with other reporting systems. Coordination should be
inter alia with the reporting system proposed in the draft direc-
tive on air quality and cleaner air in Europe;

2.6
assumes that the municipalities and regions are to be
involved in further efforts to frame, implement, follow up and
evaluate the measures proposed in a possible directive.

Brussels, 15 June 2006.

The President

of the Committee of the Regions

Michel DELEBARRE

Opinion of the Committee of the Regions on the Proposal for a Recommendation of the European
Parliament and of the Council on key competences for lifelong learning

(2006/C 229/03)

THE COMMITTEE OF THE REGIONS,

Having regard to the Proposal for a Recommendation of the European Parliament and of the Council On
key competences for lifelong learning (COM(2005) 548 final — 2005/0221 (COD));

Having regard to the decision of the European Commission of 28 November 2005 to consult it on this
subject, under the first paragraph of Article 265 of the Treaty establishing the European Community;

Having regard to the decision of its President of 24 January 2006 to instruct its Commission for Culture
and Education to draw up an opinion on this subject;

Having regard to its opinion on the Proposal for a Decision of the European Parliament and of the
Council establishing An integrated action programme in the field of lifelong learning (CdR 258/2004 fin (1));

Having regard to its opinion on the Communication from the Commission — Making a European area of
lifelong learning a reality (CdR 49/2002 fin (2));

Having regard to its opinion on the Proposal for a Decision of the European Parliament and of the
Council concerning The seventh framework programme of the European Community for research, technological
development and demonstration activities (2007-2013) (CdR 155/2005 fin);

Having regard to its opinion on the Adoption of a multi-annual programme (2004-2006) for the effective inte-
gration of
in education and training systems in Europe
(eLearning Programme) (CdR 73/2003 fin (3));

Information and Communication Technologies (ICT)

Having regard to its opinion on the Communication from the Commission on Promoting Language
Learning and Linguistic Diversity: An Action Plan 2004-2006 (CdR 248/2003 fin (4));

(1) OJ C 164, 5.7.2005, p. 59.
(2) OJ C 278, 14.11.2002, p. 26.
(3) OJ C 244, 10.10.2003, p. 42.
(4) OJ C 73, 23.3.2004, p. 33.

C 229/22

EN

Official Journal of the European Union

22.9.2006

Having regard to its opinion on the Proposal for a decision of the European Parliament and of the
Council establishing the Culture 2007 programme (2007-2013) (CdR 259/2004 fin (5));

Having regard to its opinion on the Communication on the follow-up to the White Paper on a New
Impetus for European Youth. Proposed common objectives for voluntary activities among young people in
response to the Council Resolution of 27 June 2002 regarding The framework of European cooperation in the
youth field COM(2004) 337 final;

Having regard to the Communication on the follow-up to the White Paper on a New Impetus for Euro-
pean Youth — proposed common objectives for a greater understanding and knowledge of youth in response
to the Council Resolution of 27 June 2002 regarding the framework of European cooperation in the youth
field COM(2004) 336 final (CdR 192/2004 fin (6));

Having regard to the draft opinion of the Commission for Culture, Education and Research, adopted on 4
April 2006 (CdR 31/2006 rev. 2) (rapporteur: Ms Christina Tallberg, Member of Stockholm County
Council (SE–PES));

adopted the following opinion at its 65th plenary session, held on 14/15 June 2006 (meeting of
14 June):

Content of the Commission Communication

to knowledge-based economies.

The Lisbon European Council in March 2000 recognised that
Europe faces challenges in adapting to globalisation and the
‘Every
shift
citizen must be equipped with the skills needed to live and
work in this new information society’ and that ‘a European
framework should define the new basic skills (7) to be provided
through lifelong learning: IT skills, foreign languages, technolo-
gical culture, entrepreneurship and social skills’.

It stressed that

The Recommendation proposed therefore presents a European
reference tool for key competences and suggests how access to
these competences can be ensured for all citizens through life-
long learning.

The development of the knowledge society is raising demand
for the key competences in the personal, public and profes-
sional spheres.

However, the High Level Group on the Lisbon Strategy made it
clear in November 2004 that ‘far from enough is being done in
Europe to equip people with the tools they need to adapt to an
evolving labour market, and this applies to high- and low-
skilled positions’.

Many countries have begun basic skills programmes,
for
example on literacy, numeracy and ICT for adults, often
through NGOs. However, a number of countries are not yet in
a position that would allow all citizens to learn and update
their basic skills.

(5) OJ C 164, 5.7.2005, p. 65.
(6) OJ C 43 of 18.2.2005, p. 42.
(7) “Basic skills” is generally taken to refer to literacy and numeracy; the
Lisbon Council called for adding the new skills needed in a knowl-
edge society such as ICT and entrepreneurship.

The ‘Key Competences for Lifelong Learning — A European
Reference Framework’ includes knowledge, skills and attitudes
that lead people to be more involved in both sustainable devel-
opment and democratic citizenship. The eight key competences
are communication in the mother tongue, ability to communi-
cate in foreign languages, mathematical competence, digital
competence, learning to learn, interpersonal, intercultural and
social competences, entrepreneurship and cultural expression.

Importance for local and regional authorities

Throughout the European Union the local and regional level
has key responsibilities for education, training and developing
skills through lifelong learning.

Local and regional authorities are uniquely placed to enter into
constructive partnerships with the social partners, institutions
and organisations for general and continuing education in
order
training
to adapt general education and vocational
courses to specific local needs and requirements.

In addition, various regional and local cooperation projects act
as a significant driving force for growth and development.

Education programmes enable the EU to reach out to citizens
directly. No other EU endeavour affects so many people each
year. The programmes also help to modernise education
systems and help individuals update their skills. In view of the
local and regional
regional players
should be an important target group for programme activities
in the field of education and training (8).

responsibilities,

level's

(8) CdR 258/2004 fin.

22.9.2006

EN

Official Journal of the European Union

C 229/23

The Regional networks for lifelong learning (R3L initiative), set
up by the Commission in cooperation with the Committee of
the Regions,
is an excellent example of dissemination and
lifelong learning in Europe. This initially
development of
involved a pilot initiative with a separate budget from the main
programmes. This has now been included in the proposal for
the new Integrated Action Programme in the field of lifelong
learning 2007-2013.

1. Committee of the Regions' general views on the communication

learning. The Committee of

1.1
The Committee of the Regions can endorse much of the
European life-long learning strategy, which starts in early child-
hood and continues all through life, and welcomes the fact that
it embraces learning acquired in various ways such as formal,
non-formal and informal
the
Regions has on several occasions emphasised that the life-long
learning strategy concerns the local and regional level closely,
as it often shoulders political and economic responsibility for
the education and training sector
in the Member States.
Frequently local and regional authorities act, alongside the
social authorities, as coordinator for development and growth
with responsibility for public welfare and infrastructure. They
also exercise the role of employer, and are responsible for, as
well as having an interest in, upgrading the skills of their work-
force (9).

Education issues are crucial

1.2
if Europe is to mobilise
competitively in conditions that can safeguard welfare. Europe's
biggest asset — its people — must be equipped for a working
life and type of work that differ significantly from those of
previous generations and that will continue to transform
rapidly. Businesses and employees alike are facing changes that
are hard to assess in advance.

and the ability to be a team player are increasingly important
qualities for the individual. The current trend towards faster
trade flows, globalised markets and segmentation makes team-
work all the more necessary. This applies to different busi-
nesses/organisations
and between
regions. The different parts of Europe are increasingly mutually
dependent, as are Europe and the rest of the world.

and regionally

locally

Interplay between working life,

1.5
society and higher
education is an important prerequisite for innovation and
growth at local and regional level. An inclusive, non-discrimi-
natory infrastructure is needed to encourage active citizenship
and joint responsibility for social cohesion and sustainable
development.

1.6
The Committee of the Regions has on previous occa-
sions argued that it should play an active role in promoting
lifelong learning at local and regional level (10). Logically, this
includes issues relating to education objectives and key compe-
tences. The Committee of
the Regions considers it vitally
important
the issues addressed in the communication
that
should penetrate through to the local and regional level.

1.7
The Committee of the Regions wishes to take this work
forward in order to follow and support future development and
suggests it should work with the Commission on these issues,
for example on pilot projects and analyses.

lifelong learning networks

The Committee of the Regions would stress the benefits
1.8
(corre-
of developing regional
sponding to the R3L initiative)
to strengthen
networking amongst institutions and associations for compul-
sory, higher and vocational education and training and culture,
as a key factor in enhancing employability and active citizen-
ship.

in order

1.3
Naturally, the circumstances and initial situation against
which local and regional development takes place will differ,
but it can on no account be regarded as happening in isolation
from the surrounding environment. As old jobs disappear,
regions and communities need jobs in new production sectors
or risk facing stagnation, social exclusion in the form of unem-
ployment, etc., high rates of sick leave and an unwelcome
trend towards early withdrawal from the labour market.

1.4
People's skills and abilities therefore need to be devel-
oped in a way that corresponds to knowledge-based activity.
Good language proficiency, communicative skills in general

2. The Commission's proposed recommendations

to the Member

States

2.1
Seen from the above perspectives, it is extremely impor-
to focus on key competences for lifelong learning in
tant
current and future society and working life. This applies to
development support at local and regional, national and EU
level generally. The Committee of the Regions welcomes the
to the Member
Commission's proposed recommendations
States on key competences for lifelong learning.

(9) CdR 49/2002 fin.

(10) CdR 49/2004 fin.

C 229/24

EN

Official Journal of the European Union

22.9.2006

2.2
The Committee of the Regions finds it particularly posi-
tive that the Commission's proposals highlight the role and
importance of the regional and local
level. This constitutes
significant progress compared to earlier Commission proposals
which were almost exclusively limited to the European and
national level.

endorses these and would make a number of comments as
follows:

2.8 Commi ssi on r e comme ndat i on 1:

The Committee of

2.3
the Regions sees the integrated
programme for lifelong learning as an important way to
promote the learning sector and to strengthen key competences
for lifelong learning. Greater mobility for citizens leads to disse-
mination of knowledge and skills in the EU regions and muni-
cipalities and can help improve competitiveness and boost
employment.

One of the cornerstones of the Commission's recom-
2.4
mendations is to ensure that adults can update their key
competences throughout their lives and that special focus is
given to target groups that have been identified as priority
groups in a national, regional or local context. Local and
to motivate and inform the less well
regional
educated could make an important contribution here. It is a
question of building on people's knowledge, experience and
interests rather than starting with their shortcomings and fail-
ings.

initiatives

regional and local

The impact of the Commission recommendations on the
2.5
changes in economic, social, cultural and other processes will
depend on the concrete and immediate actions taken at
national,
the
Regions would therefore stress the need to reform formal and
informal education systems. These programmes must cover all
levels, with the aim of bringing these systems closer to the
needs of the EU labour market and the requirements of the life-
long learning strategy.

level. The Committee of

Gender differences

in educational participation and
2.6
achievement are important
factors to take on board and
address nationally, regionally and locally. This could take the
form of encouraging girls and women to study science and
technology. In other contexts it is men that need support. In a
number of regions and municipalities it is mostly men who
abandon their studies and show less motivation and propensity
for continuing education.

The Committee of

the Regions considers

suggested recommendations

the
2.7
to the Member
Commission's
lever to steer educational
States will provide an important
systems in Europe towards a faster, more focused approach,
with a view to achieving agreed objectives on competitiveness,
the Regions
welfare and participation. The Committee of

that

initial education and training offers all young
Ensure that
people the means to develop the key competences to a level
that equips them for adult life, and which forms a basis for
further learning and working life;

Committee of the Regions' comments:

it

The Committee of

the Regions stresses that

is
2.8.1
important
to provide even young children with effective
support for their focused development, whilst ensuring they do
not need to feel they have failed along the way. Moreover,
compulsory education lays the ground for continuous learning
throughout a lifetime through formal, non-formal and informal
learning. It is important to take note that children and young
people learn in different ways, mature at different rates and
often need different timescales to achieve objectives. This is a
big challenge in developing education systems and for teacher
training.

Children and young people with special needs such as
2.8.2
disabilities need particular support so that they can play an
active part along with other children.

2.9 Commi ssi on r e comme ndat i on 2:

Ensure that appropriate provision is made for those young
people who, due to educational disadvantages caused by
personal, social, cultural or economic circumstances, need par-
ticular support to fulfil their educational potential;

Committee of the Regions' comments:

2.9.1
The Committee of the Regions welcomes the fact that
the Commission document addresses the need for special
measures for those with shortcomings in their previous educa-
tion. The Committee agrees that educational shortcomings are
often a result of personal, social, cultural and economic factors,
and these should be remedied in cooperation with the various
sectors of society. It is essential to remove efficiently any obsta-
cles to employment, education or other opportunities.

2.9.2
The Committee of the Regions stresses that it is essen-
tial that all students regardless of background are given the
chance to achieve educational objectives and do not
leave
school early. Specific initiatives and special support that build
on the individual student's abilities and needs are required here.

22.9.2006

EN

Official Journal of the European Union

C 229/25

2.9.3
The EU will not be able to achieve the ambitious
objectives it has set itself if a number of people are excluded
from work and higher performance levels on the basis of
gender, disability, cultural or ethnic background, age etc. The
local and regional authorities have an important role to play in
promoting inclusive, non-discriminatory strategies and in
offering all people equal rights and equal opportunities.

2.9.4
The Committee of the Regions considers that cross-
border networking between European regions in order to share
experience and build knowledge, corresponding to the R3L
initiative, would be welcome. This is a question of getting the
issue onto the agenda, continuing to develop methodology,
skills transfers and garnering support.

2.10 Commi ssi on r e comme nda ti on 3:

Ensure that adults are able to develop and update the key
competences throughout their lives, and that there is a particu-
lar
focus on target groups identified as priorities in the
national, regional and/or local contexts;

Committee of the Regions' comments:

The CoR sees this proposal as important and notes
2.10.1
that needs often vary considerably between different regions
and communities, and that different approaches are needed if
all are to be catered for. There is therefore good reason to
stress that in many cases it is precisely at local and regional
level that prioritised groups must be identified. For example,
cooperation could be developed with organisations that have
experience of adult education and with the social partners.

The CoR considers that, of the target groups identi-
2.10.2
fied as priorities, particular attention should be paid to the cate-
gory of local and regional government employees, so that they
can develop and update key competences throughout their
working lives in line with the public duties they perform.

2.11 Commi ssi on r e comme nda ti on 4:

Ensure that appropriate infrastructure for continuing education
and training of adults is in place including teachers and trai-
ners, measures to ensure access, and support for learners that
recognises the differing needs of adults;

Committee of the Regions' comments:

The CoR has previously (11) emphasised that
to mobilise local and regional

2.11.1
is
essential
level resources to
support lifelong learning and stressed the need for discussions
to be launched at local and regional level. In its opinion, the

it

(11) CdR 19/2001 fin.

CoR stressed that geographical access should also be seen in
conjunction with other measures to improve access for the
individual, both in terms of structure and organisation. This
could be done by, for example, providing daytime/evening and
weekend courses; courses during summer and traditional
holiday periods; frequent course start dates, distance learning
and guided flexible learning. It could also involve providing
participants with the economic resources to take up their
studies. It is also a question of capitalising on the various forms
of learning that have taken place outside the formal school
system.

2.11.2 With regard to infrastructure, the CoR sees no need
for any standardised local
learning centres to be rolled out
across the board. As far as possible they should build on
existing structures and in accordance with local conditions and
requirements.

2.12 Commi ssi on r e comme nda ti on 5:

Ensure the coherence of adult education and training provision
for individual citizens via close links to employment and social
policies and other policies affecting young people and colla-
boration with social partners and other stakeholders;

Committee of the Regions' comments:

It

local and regional

labour market policy,

2.12.1
The Committee of the Regions would stress that this
point is extremely important to successful local and regional
development.
for the local and
is particularly important
regional level to be able to bring different policy areas together
level — economic policy, education
at
policy,
integration policy and social
policy — in order to avoid any ‘tunnel vision’. It is therefore
important that responsibilities and powers go hand in hand, as
far as possible. Here the Committee of the Regions sees a need
for economic resources and more flexible use of resources so
that initiatives can be implemented within the framework of
lifelong
the integrated action programme in the field of
learning. Cooperation between society, the world of work and
higher education is crucial to growth in regions and municipa-
lities.

2.13 Commi ssi on r e comme nda ti on 6:

Use the ‘Key Competences for Lifelong Learning — A European
Framework’ in the Annex as a reference tool in developing the
provision of key competences for all as part of their lifelong
learning strategies.

C 229/26

EN

Official Journal of the European Union

22.9.2006

Committee of the Regions' comments:

for

the Regions welcomes

The Committee of
for key competences

the
2.13.1
proposal
lifelong learning. This
focuses on the basic qualifications an individual needs to be
equipped with in a knowledge-intensive society. These key
competences can serve as a starting point for future compe-
tence requirements in discussions at EU, national, and local and
regional level. In Europe this is extremely relevant to efforts to
achieve the Lisbon Strategy objectives. It is precisely at local
and regional
level that these competence issues are put into
practice.

2.13.2
The Committee of the Regions takes the view that
these competences need to be the subject of lively, continuous
discussion and continuous dialogue and development. For
example, social and civic competences involve a number of
aspects that could eventually need to be developed further or
divided up. Furthermore, several of the key competences are
closely linked.

The Committee of

the Regions accepts that

2.13.3
the
Commission has worked continuously to develop further the
proposal on key competences. The Committee of the Regions
endorses the proposal on key competences drafted by the
Commission.

2.13.4
The Committee of the Regions makes more detailed
comments on each of the proposed key competences in the
following section.

3. Key competences

proficiency in the mother tongue are thus fundamental to the
learning process. Language paves the way for accessing infor-
mation and provides the basis for communication with others,
for participation and responsibility.

3.1.3
The Committee would point out that the Commission
and national agencies should work closely with local and
regional authorities in areas with less widely spoken languages
that have a lower profile in current education systems, to
encourage more people to learn these languages (12).

3.2 Commu ni c a t i on i n f or e i g n la ng u a g e s

3.2.1
In the Europe of the future it will be increasingly
necessary to master several languages. It creates opportunities
to establish closer contacts and to acquire a better under-
standing of other countries' cultures, customs and lifestyles. It
is also an important requirement for accessing higher education
and provides the basis for greater mobility in the labour
market. There is already a mutual dependency between
Europe's various language areas. Exchanges between countries
will increase, economies are ever more intertwined and goods
and services are increasingly being produced across national
and language borders. The Committee of the Regions would
stress that European language diversity must be seen as an
asset.

The European reference framework for key competences covers
eight areas:

3.3 Ma thema tic al compe te nce and basic c ompe ten c e

i n sc i e nc e a nd te chnolog y

— Communication in the mother tongue.

— Communication in foreign languages.

— Mathematical competence and basic competence in science

and technology.

— Digital competence.

— Learning to learn.

— Social competence and civic competence.

— Enterprise and entrepreneurship.

— Cultural expression.

3.1 Communi cati on i n th e moth e r tong u e

3.1.1
The Committee of the Regions agrees that it is neces-
sary to be able to communicate in the mother tongue, both
orally and in writing.

3.1.2
for continued
learning, self-expression and identity. A good knowledge of and

One's own language is

the basis

3.3.1
The Committee of the Regions sees it as important
that mathematical competence and competence in science and
technology should be developed in such a way that the student
feels it is meaningful and motivating. Mathematics can be a
tool for other subjects such as physics, chemistry, biology and
social studies. Knowledge in and about the subject can also be
a natural part of a modern approach to education. Scientific
competence is important inter alia to the ability to see and
understand the connection between cause and effect, and to
test propositions. Active citizenship requires a certain amount
of competence in mathematics and science. Competence in
technology should be built on the experience of both men and
women. It is also important to show how conceptions and
traditions shape perceptions of what is masculine and feminine
in the field of technology.

3.3.2
In the framework of the European research area, a
specific endeavour must be made to increase young people's
and women's interest in scientific and technological careers.
The confident and critical use of Information Society Tech-
nology must be accessible to all. The expansion of Science
Parks is an interesting approach to making science and tech-
nology studies more attractive.

(12) CdR 248/2003 fin.

22.9.2006

EN

Official Journal of the European Union

C 229/27

3.4 Di g i t a l co mp e t e n c e

tant in the working and social life typical of the information
society. It also involves inter-cultural understanding.

3.4.1
An inclusive, non-discriminatory information structure
for digital competence must be created for the EU as a whole.
The CoR attaches much importance to the promotion of a
information society
socially and geographically equitable
ensuring that all citizens are equipped with the skills they need
to live and work in this new digital age. The ability to handle
large information flows and complex issues thus becomes an
important quality that more and more people will need to
possess.

3.5 L e a r ni ng to le ar n

3.5.1
‘Learning to learn’ involves an outlook and approach
towards one's own education and a technique for acquiring
new knowledge. For each individual it involves self-awareness,
an awareness of how one reacts in various learning situations,
of one's best learning strategies, strong points and areas for
improvement. It is also a question of motivation and self-confi-
dence. The ‘lifelong learning strategy’ largely builds, of course,
on a learning perspective and on the fact that this learning
takes place in various ways and in different contexts. It involves
being able to relearn and being open to learning new things. It
also involves being able to build on existing knowledge, skills
and earlier experience and acquiring the ability to harness them
in a number of different situations.

3.6.2
This field of competence includes social aspects in the
sense that the individual sees himself as a resource for himself,
his family and his environment.

It also includes medicinal aspects such as an insight into
3.6.3
the importance of a healthy lifestyle, physical and mental
health and an active lifestyle. As medicine advances, the health
of children and young people is deteriorating in many societies,
owing to poor dietary and exercise habits. This will become
very serious unless something is done.

involves understanding democracy,

Another very important aspect is the role of civic citi-
3.6.4
zenship. This
individual
rights and responsibilities. All of these can be promoted at the
local and regional
level. The Committee proposes supple-
menting the definition so as to mention the need for citizens to
know the history of the EU, its objectives, the essential facts
relating to the Treaty on European Union and to the relations
that the Union maintains with its Member States, the problems
and progress made concerning the adoption of the European
Constitution and the principles underpinning the various policy
areas.

The importance of

3.6.5
sustainable development and an
understanding of our responsibility for our common environ-
ment is an aspect that the Committee of the Regions considers
should be clearly stated in this context.

that

teacher

3.5.2
The Committee of the Regions sets great store by this
attribute in the context of the knowledge society. It is particu-
larly important
training courses equip future
teachers to work in this way. The nature of this issue is such
that it differs from the other key competences and is connected
with the ability to develop them all. The Committee of the
Regions therefore considers that this key competence should be
singled out and placed before the others.

3.6 S o c i a l c o mp e t e nc e a n d c i v i c c om p e t e n c e

3.6.1
The expressions ‘social competence’ and ‘civic compe-
tence’ cover a spectrum of issues which the Committee of the
Regions considers should receive the utmost attention. It is
partly to do with developing personal qualities and the ability
to establish contacts with other people. A good communicative
ability — in the broad sense — is becoming ever more impor-

3.7 E nte r p r i se a nd e ntr e p r e n e u r sh i p

It

Enterprise and Entrepreneurship are essentially about
3.7.1
being pro-active,
is therefore
turning ideas into action.
important that from an early age the school system supports
and encourages this type of active approach and develops
methodologies for this. The Committee of the Regions would
highlight the importance of harnessing the potential of women
and ethnic groups with good business acumen who wish to
start a business. Women could also need active support from
various authorities in order to gain access to new technologies.
Such initiatives could, together with an active labour market
policy, reduce the employment gap between men and women
in many parts of Europe. The above is crucial to the future of
the EU's economy and wellbeing (13).

(13) CdR 151/2005 fin.

C 229/28

EN

Official Journal of the European Union

22.9.2006

3.9.2
The Committee of the Regions endorses the Commis-
sion's proposals on key competences for lifelong learning and
considers that they should be subject to continuous dialogue
and development.

The Committee of

the Regions suggests that

3.9.3
the
‘learning to learn’ key competence should be placed before the
others as it involves an approach to one's own learning and
various techniques for acquiring new knowledge. It thus high-
lights the requirements for all the other proposed key compe-
tences.

The ‘social competence and civic competence’ key
3.9.4
competence should also include the importance of sustainable
development and an appreciation of responsibility for our
common environment.

The Committee of the Regions stresses the importance
3.9.5
of becoming culturally aware; this is the very foundation of any
receptiveness
languages and
to the diversity of Europe's
cultures, and the key to understanding them and to the enrich-
ment that these may bring to each and every European citizen.

The President

of the Committee of the Regions

Michel DELEBARRE

3.8 Cu lt u r a l e x p r e ssi on

3.8.1
The Committee of the Regions agrees that it is very
important to understand the cultural and linguistic diversity of
Europe and to preserve it (14). This involves capitalising on
various forms of expression such as music, art, literature and
language as part of human learning and development. Gener-
ally speaking, it is important to capitalise on people's different
perspectives and approaches.

In this context, the Committee of the Regions would
3.8.2
stress the historical perspective,
i.e. how contacts between
different parts of Europe in different periods of time have
affected development, and that for at least five decades there
has been a well-founded idea of a European Community, which
the European Union currently expresses.

3.9 Commi tt e e of th e R e g i ons' p r oposals

3.9.1
The Committee of the Regions is keen to follow and
support developments ensuing from the Commission's recom-
mendations and proposes it should work with the Commission
on these issues in the future.

Brussels, 14 June 2006

(14) Key competence No 8: Cultural expression.