Opinion of the Committee of the Regions on Promoting the active citizenship of young people through education
Date: 2008-02-07
Institutions: European Committee of the Regions
Subjects: European Union, European citizenship, education policy, non-formal education, young person

25.4.2008

EN

Official Journal of the European Union

C 105/21

Opinion of the Committee of the Regions on ‘Promoting the active citizenship of young people
through education’

(2008/C 105/05)

THE COMMITTEE OF THE REGIONS

— finds that the EU's citizens are, broadly speaking, unfamiliar with the basic principles on which the

European Union is built, and its prospects for development.

— This unfamiliarity is particularly detrimental among young people, who will live out their social and
economic lives within the European Union. For the future of the EU, it is important that young
people adopt a democratic, civic approach to the Union.

— considers that, in this context, the Committee of the Regions has a part to play, owing to the responsi-
bilities that regional and local authorities in some countries have towards young people's education
and to their proximity to young people, in order to encourage them to begin to show civic involve-
ment.

— considers that, while it is essential for all young Europeans to receive an education that suits their
professional needs and personal development throughout their lives, it is equally important for them
to receive the knowledge that will enable them to feel like EU citizens.

— does not propose that the EU should take the place of education authorities in Member States, but
would encourage the Union to assess practices and propose objectives and measures for these to be
achieved.

— highlights the importance of the non-formal education initiatives that exist and should be developed
in tandem with formal education on Europe, as these initiatives generally lead to an initial, voluntary
assumption of responsibility — the precursor to active citizenship.

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Official Journal of the European Union

25.4.2008

Rapporteur: Claude du GRANRUT, Regional councillor for Picardy (FR/EPP)

Policy recommendations

THE COMMITTEE OF THE REGIONS,

1.
finds that the EU's citizens are, broadly speaking, unfami-
liar with the basic principles on which the European Union is
built, and its prospects for development;

2.
considers that this unfamiliarity is particularly detrimental
among young people, who will have to build their social and
economic lives within the European Union and that, in parallel,
it is important for the future of the EU that young people be
able to display an active, civic approach to the Union;

considers that European citizenship, as established by the
3.
in 1992 and refined by the Treaty of
Treaty of Maastricht
Amsterdam (Article 8.1) in 1997, provides all EU citizens with
certain important rights and privileges, some of which directly
affect young people in the EU: the right to travel, live, work or
study in any EU Member State, and the right to vote. European
citizenship does not replace national citizenship — it enhances
it;

4.
considers that, while it is essential for all young Europeans
to receive an education that suits their professional needs and
personal development throughout their lives, it is equally impor-
tant for them to receive, throughout their time at school, the
knowledge that will enable them to feel like EU citizens;

welcomes the recognition of

5.
the importance of active
European citizenship in the European Commission's recently
adopted communication on Communicating Europe in Partner-
ship (1), especially its practical approach to provide teachers with
publications and downloadable material on European themes.
Encourages the European Commission to make these available
as soon as possible;

acknowledges that, for young people to espouse European
6.
citizenship,
they must understand the basic aspects of a
European identity — in other words, they must receive a posi-
tive education on Europe: the discovery of shared values and a
common history, interaction between cultures, similar social and
political rights and duties. Moreover, they must understand that
Europe concerns them both in their daily lives and their future;

of

results

concludes,

from the

7.
survey
(Eurobarometer, July 2007) indicating that although it is rela-
tively easy for Europe's ‘elite’ to grasp the basic aspects of the
European identity, the same cannot be said for the EU's younger
citizens, that the basic idea of European citizenship must be
included on the school curriculum taught to all young people;

recent

a

8.
welcomes the Urbact II programme prioritising the social
integration of young people and information and communica-
tion campaigns by European institutions, and the positive
the Socrates programme; recognises the utility of
impact of
teachers' groups and associations of or for young people, which

(1) COM(2007) 568 final.

aim to initiate their students or members in the realities of
Europe;

welcomes the exchange of best practice at regional and
9.
local level in Europe, so that children and young people have
the opportunity to learn more about Europe and the Member
States. Remains nonetheless convinced that, to be truly effective,
an initiative aimed at all school-age children should be under-
taken in order to achieve a real sense of ownership of European
citizenship;

10.
to this end, highlights the importance of the non-formal
education initiatives that exist and should be developed in
tandem with formal education on Europe, as these initiatives
generally lead to an initial, voluntary assumption of responsi-
bility — the precursor to active citizenship;

11.
encourages the use of the Youthpass which allows for the
recognition of social work carried out by young people in the
context of
the Youth programme, and the Europass which
promotes the mobility of young workers in Europe;

12.
is aware that school education falls within the powers of
all governments of the EU Member States, but highlights the
decision of the EU's education ministers recommending that the
core subjects taught to schoolchildren include a basic knowledge
of the European Union;

13.
does not propose that the EU should take the place of
education authorities in Member States, but would encourage
the Union to assess practices for improving knowledge of the
European Union;

considers that,

in this context, the Committee of the
14.
Regions has a part to play, owing to the responsibilities that
regional and local authorities in some countries have towards
young people's education and to their proximity to young
people, in order to encourage them to begin to show civic invol-
vement;

15.
supports the communication measures that the Commis-
sion is expected to take in connection with the ratification of
the future Lisbon Treaty;

16.
emphasises that any modifications or additions of new
aspects to teaching in schools designed to promote active citi-
zenship would require careful thought and planning, and that
the effects would be felt over a number of years;

With regard to the espousal of active citizenship by young people

that

considers

17.
for young people to achieve active
European citizenship, they must grasp the diversity of European
identity, based on a knowledge of Europe's past and develop-
ment trends, its internal conflicts and values, its cultural wealth,
its democratic traditions and, more recently, the recognition of
the fundamental rights of its citizens;

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Official Journal of the European Union

C 105/23

18.
believes here that art and culture generally, and formal
and informal cultural education in particular, are very important
for the development of active citizenship among young people
in the Union;

firmly believes that

19.
through both formal and informal education;

this knowledge should be gained

calls on the European Commission to update the survey
in

20.
conducted by Eurydice on citizenship education at school
Europe;

21.
suggests that all relevant subjects taught formally include
a European dimension. This open teaching approach will help
to create citizens who have a realistic attitude to the utility of
the EU and ambitions for its development;

emphasises that the learning of several languages should
22.
be a necessity as young people see multilingualism as a career
asset; welcomes the conclusions of the High-Level Group on
multilingualism set up by Commissioner Orban, and the
Commission's forthcoming communication on multilingualism,
which should benefit young people first and foremost;

the administrative and political

23.
calls for the nature of the European institutions and the
powers and institutional workings of the EU to be taught as
part of the school curriculum. Just as all young people learn
about
their
country, so all young Europeans should know about the EU
equivalents. The local and regional authorities can promote the
concrete actions applied at their level, such as economic aid and
assistance from the Structural Funds provided by the EU;

institutions of

appreciates that particular attention should be given to
24.
young people from immigrant or underprivileged backgrounds
in order to respond to their specific needs; if they are well inte-
grated, they can bring cultural enrichment and solidarity to the
community. Indeed, 2008 has been designated the European
year of intercultural dialogue, to ensure greater knowledge and
understanding of the other countries of Europe and the world;

appreciates that a greater teaching focus on languages
25.
and Europe cannot be achieved without
the influence and
support of those responsible for the political, administrative and
economic sides of education, nor without the teachers them-
selves:
further
training, if required;

they be offered relevant

is important

that

it

endorses

the proposal

28.
to focus on developing and
encouraging possibilities for action in the field of non-formal
education for young people, which is at least as important as
formal education in creating a dynamic sense of European citi-
zenship;

considers that non-formal education is an important
29.
rung on the ladder towards active citizenship for young people:
the assumption of responsibility as volunteers in associations,
openness to others, acceptance of the common good, interest in
local political commitment leading to a sense of
public life,
accountability for the political future of the EU;

by focusing on the voluntary participation of young
30.
people and remaining closely linked to their centres of interest,
needs and aspirations, non-formal education enables young
people to acquire new skills (which may even enhance their
schooling) and specific qualifications. The range of initiatives
offered through non-formal education are particularly appro-
priate for young people from underprivileged backgrounds.
Lastly, it helps to encourage young people's awareness of the
need to adapt to the EU's economic and social development;

31.
believes that parents and their awareness of the EU play
a central role in the active citizenship debate. In general, some-
thing should be done to help increase the awareness of parents
because as the EU develops further, knowledge about it must be
constantly expanded and updated;

implementing initiatives for

calls on local and regional authorities

to become
32.
involved in supporting or
this
education about Europe, whether by organising school twinning
schemes, providing material encouragement for initiatives by
associations of or for young people, receiving classes of young
Europeans, opening up their leisure or sports facilities and their
own institutions and highlighting the powers that are shared
with European institutions;

33.
emphasises the need to encourage debate about the chal-
lenges and ways for young people to acquire active citizenship.
This will enable young Europeans to participate effectively in
the EU economy in a globalised world, and to assume responsi-
bility for its political development;

notes with interest the initiatives already taken by educa-

26.
tion associations outside the public education system;

With regard to actions

27.
suggests that new information and communication tech-
nologies be fully harnessed in EU- and Europe-related teaching
of languages — especially the Internet, which can be used to
involve young people more effectively in their education and
reach out to those who cannot enjoy a normal school educa-
tion;

34.
bases its proposals on the education ministers' decision
to bring key skills to all Europe's young people, including a real
knowledge of the European Union, on the Commission's recent
Europe for Citizens programme, adopted by the Parliament and
the European Council, and on the proposals of the Beazley
report on the measures needed to incorporate the European
dimension into school curricula;

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Official Journal of the European Union

25.4.2008

35.
believes that including a European dimension in school
teaching will help to lay the essential groundwork for real,
lasting espousal of active citizenship by all young Europeans in
the Member States. This European dimension has two compo-
nents: (a) incorporation into all relevant subjects taught of the
‘European connection’, i.e. the relationship between Europe and
each one of these subjects, and (b) specific teaching on the
construction of the European Union, its basic aspects, values,
institutions (including the way they work and their impact on
young people's daily lives), its development and its links with
the rest of the world;

the conclusions of

proposes, on the basis of

36.
the
High-Level Group on multilingualism, that young Europeans
should be encouraged to practice two European languages other
than their mother tongue. Multilingualism opens a door not
only to other cultures but also to economic and professional
exchanges and a community of research and innovation;

37.
it would also be useful to encourage the mobility of
young people and teachers and the provision for this in their
school or professional curriculum;

recommends that appropriate steps be taken with the
38.
active involvement of teachers, so that a safe learning environ-
ment can be established in schools, based on mutual respect
and cooperation, so as to prevent or nip in the bud any violence
or intolerance among young people;

recommends the development of

39.
initiatives targeting
school-age children by education associations outside the public
education system, and non-formal education, such as twinning,
school exchanges, sporting competitions, and sports or language
training during school holidays;

40.
encourages the development of schemes similar to the
Youth Ambassadors nominated in the context of Youth Summer
Schools, an initiative of the Assembly of European Regions.
Young people should be made responsible for communicating
the message to other young people on various topics, including
active citizenship. The work on exploring the concept of
citizenship in a multicultural Europe, and tackling issues such as
multi-faith societies, multiculturalism in schools and the work-
place and cultural responses to issues affecting young people
should be given increased focus;

41.
material encouragement

calls upon regional and local authorities to provide
for these initiatives targeting young

Brussels, 7 February 2008.

people, and to build on them with specific initiatives such as
role-playing scenarios based on the European institutions, along
the lines of municipal councils or regional assemblies for young
people so that they become aware of their European political
responsibilities;

42.
suggests that each of the actions recommended by the
Europe for Citizens programme incorporate initiatives from
or aimed at young people, whether they be ‘popular’ projects,
civil-society programmes, the creation of high-profile events or
actions to protect the European heritage;

suggests that the possibility be considered of assessing
43.
the impact of actions already undertaken by teachers' groups
and associations of or for young people, so that these bodies
can exchange and develop good practices which can be included
in the EU's programmes for action. The most effective way of
raising young people's awareness of active citizenship is through
practical experience, by putting them in a situation where they
feel that their decisions matter and directly impact on their lives.
Students' councils
in schools offer considerable scope for
putting this into practice; at a higher level, there are children's
and young people's local councils. The influence of the latter is
particularly noticeable in small towns and villages;

44.
this would represent the official recognition of the role
of non-formal education in promoting the social inclusion of
young people, helping them adapt to a changing labour market,
become involved in public life and, eventually, acquire active,
motivated citizenship;

stresses that teaching on Europe must match up to the
45.
aims, as it is essential for the future of the EU and its citizens. It
encourages the necessary renewal of
traditional educational
concepts in order to help young EU nationals adapt to their
professional futures and their social and political commitment
in a world dominated by economic globalisation.
It brings
formal and non-formal education a civic objective: to participate
in building a democratic Union;

explicitly points out

that active take-up of EU and
46.
national programmes, and of the many NGO projects, is essen-
tial for the development of a broad formal and informal cultural
education strategy in the EU, and that this should be further
stepped up.

The President

of the Committee of the Regions

Luc VAN DEN BRANDE