1.4.2006 EN  Official Journal of the European Union C 79/3   

COUNCIL

Modernising Education And Training: A Vital Contribution To Prosperity And Social Cohesion In Europe 

(selected pages)

2006 joint interim report of the council and of the commission on progress under the ‘education & training 2010’ work programme (2006/C 79/01)  

Many countries are stimulating private investment from individuals and households, particularly in areas where there are high private rates of return, for example through incentives such as vouchers or individual learning accounts (e.g. AT, NL, UK ([1])) ([2]), tax incentives (e.g. CY, FI, HU, LT, PT, SI) or tuition fees (e.g. AT,CY, PL, RO, UK).  

There is little evidence of an overall increase in employer investment in continuing training. As a result, greater efforts are required to encourage employers to invest more. Enhancing efficiency through improving quality is a major theme for reform for most countries, with emphasis also being placed on decentralisation and improving institutional management. While most coun­tries make use of international comparative data on outcomes to assess their system performance, many have not developed adequate national performance indicators or arrangements to collect the necessary data.  

It is thus difficult to measure the impact of actions taken.  All countries emphasise the crucial importance of developing the skills needed for the knowledge-based economy and society, and for economic competitiveness. Achieving higher quality in provision and improving standards are also major priorities for most countries, along with teacher training, expanding higher education participation and implementing the Bologna process reforms ([3]), enhancing the attractive­ness of VET, and ensuring access to ICT.  

In relation to social inclusion, all countries indicate that access and the employability of target groups are defining components of their policy. A number of countries (e.g. CY, CZ, EL, ES, LV, MT, PT, RO) empha­sise that financial constraints limit their capacity to implement all necessary policies.  Several countries underline that in their education and training policies economic and social objectives are mutually supportive. Others argue that if the economic and employment agenda is successful, the social goals (equity and social cohesion) can be addressed more readily. These issues are particularly relevant to the discussion on the European social model.

 2.1.2. Progress in defining lifelong learning strategies, but implementation remains the challenge  

Progress has been made since 2003 towards the goal, agreed by the European Council, that lifelong learning strategies ([4]) should be put in place in all Member States by 2006 ([5]). This is a key dimension of the new Lisbon integrated guidelines. Many — but by no means all — countries have now developed life­long learning policy statements, for example strategy documents or national action plans. Others have put in place framework legislation (e.g. EL, ES, FR, RO).  

It is still the case, however, as demonstrated in 2003, that strategies are imbalanced. There is a tendency either to focus on employability or on re-engaging those who have become alienated from the systems. Some countries like Sweden, Denmark, Finland and Norway are well on their way to achieving a national approach which is coherent and comprehensive, and are making strong progress on implementation.  

Nonetheless, it is encouraging that cornerstone policies for lifelong learning are gaining ground in Europe. For example, a few countries (e.g. FI, FR, PT) have well-established systems for validation of non-formal and informal learning, while several others have recently introduced measures, or are in the process of doing so (e.g. BE, DK, ES, NL, NO, SE, SI, UK). Lifelong guidance is also being tackled by an increasing number of countries (e.g. BE, DK, FR, IE, IS, LI), as is the development of single national qualifications frameworks (e.g. IE). This latter issue is also a key priority for some new Member States and candidate countries (e.g. CY, EE, HR, LV, PL, RO, SI, TK).  

About 11 % of adults in the EU, aged 25-64 ([6]), take part in lifelong learning, representing some progress since 2000, with significant variations between countries.

The need to increase participation rates in further learning remains a major challenge for Europe, particu­larly in the southern European countries and the new Member States. Greater numbers of adults in lifelong learning would increase active participation in the labour market and contribute to strengthening social cohesion.  

Across Europe, insufficient priority and funding is being dedicated to increasing access to adult learning opportunities, especially for older workers, whose numbers are set to increase by around 14 million by 2030, and for the low skilled. Most of the countries that record the highest levels of participation have given a high priority to adult learning strategies as part of an integrated and comprehensive lifelong learning strategy.  

Almost 15 % of young people in the EU still leave school early, reflecting only slight progress towards the EU 2010 benchmark of 10 %.  Nearly 20 % of 15 year-olds continue to have serious difficulty with reading literacy, reflecting no progress since 2000 against the EU benchmark of reducing the share by one fifth.

About 77 % of 18-24 year olds complete upper-secondary education, still far from the EU benchmark of 85 %, despite good progress in some countries.  The persistently high numbers of young people leaving school without a basic level of qualifications and competences are a worrying signal that initial education systems are not always providing the necessary foundations for lifelong learning. This concern is also reflected in the new Lisbon integrated guidelines and in the European Youth Pact.

Several countries are responding to this by reforming curricula and study programmes, aiming to ensure that key, transversal competences are acquired by all (e.g. AT, CY, DE, FR, IT, NO, UK), and that young people — especially those from disadvantaged backgrounds — do not ‘slip through the net’ (see also section 2.1.4).   

2.1.3. Higher Education reforms increasingly support the Lisbon agenda  

The Bologna process is continuing to drive reforms in higher education structures, particularly in relation to introducing the three-cycle structure of degrees and enhancing quality assurance. The Bologna process, rather than the Lisbon strategy, tends to be at the foreground of national policy development in this sector. Nonetheless, there are signs that countries are beginning to tackle the challenges of governance, funding and attractiveness, which should help to ensure universities' contribution to competitiveness, jobs and growth ([7]). Several countries mention initiatives to establish centres or poles of excellence (e.g. AT, BE, DE, DK, FI, FR, IT, NO).