Parltrack

Activites

• 2006/12/30 Final act published in Official Journal
• 2006/12/18 Act adopted by Council after Parliament's 1st reading
• #2773
• 2006/12/18 Council Meeting
• 2006/12/18 End of procedure in Parliament
• 2006/09/26 Text adopted by Parliament, 1st reading/single reading
  • T6-0365/2006 summary

    The European Parliament adopted a resolution based on the report by Helga TRÜPEL (Greens/EFA, DE) and made some amendments to the Commission's proposal. (Please see the summary of 21/06/2006.)

  • Results of vote in Parliament
• 2006/09/26 Commission response to text adopted in plenary
  • SP(2006)4772
  • DG Education and Culture, FIGEĽ Ján
• 2006/09/25 Debate in Parliament
• 2006/07/25 Committee report tabled for plenary, 1st reading/single reading
  • A6-0262/2006
  • CULT CULT/6/31795 TRÜPEL Helga Verts/ALE
  • EMPL MANN Thomas PPE-DE
  • FEMM JÄÄTTEENMÄKI Anneli ALDE
  • ITRE PIRILLI Umberto UEN
• 2006/06/21 Vote in committee, 1st reading/single reading
  • CULT CULT/6/31795 TRÜPEL Helga Verts/ALE
  • EMPL MANN Thomas PPE-DE
  • FEMM JÄÄTTEENMÄKI Anneli ALDE
  • ITRE PIRILLI Umberto UEN
• 2006/06/14 Committee of the Regions: opinion
  • CDR0031/2006
• #2729
• 2006/05/18 Council Meeting
• 2006/05/17 Economic and Social Committee: opinion, report
  • CES0754/2006
• 2006/04/03 Committee draft report
  • PE371.967
• #2710
• 2006/02/23 Council Meeting
• 2005/11/17 Committee referral announced in Parliament, 1st reading/single reading
  • CULT CULT/6/31795 TRÜPEL Helga Verts/ALE
  • EMPL MANN Thomas PPE-DE
  • FEMM JÄÄTTEENMÄKI Anneli ALDE
  • ITRE PIRILLI Umberto UEN
• 2005/11/10 Legislative proposal
  • COM(2005)0548 summary

    PURPOSE: To present a European reference tool on key skills through lifelong learning. PROPOSED ACT: Recommendation of the European Parliament and of the Council. CONTENT: The mandate for this proposal can be traced back to the 2000 Lisbon European Council.  The heads of government recognised that in order for the EU to adapt to the challenges of globalisation and in order to shift the EU towards a knowledge-based economy every citizen must be equipped with the skills needed to live and work in the information society. The heads of government therefore called for the establishment of a European framework which would define the new basic skills that needed to be provided through lifelong learning, namely IT skills, foreign languages, a technological culture, entrepreneurship and social skills. The mandate to enact a European framework for the learning of key skills within the context of a knowledge-based economy was developed in the "Education and Training 2010" work programme (ET2010). The proposed Recommendation is linked to ET2010 in that it seeks to present a European reference tool for key competences and how they can be accessed by all of the EU's citizens through lifelong learning. In this context the Commission suggest that the term "competences" refers to a combination of knowledge, skills and attitudes. More concretely speaking, the objectives of the Recommendation are to: -         Identify and define the key competences necessary for personal fulfilment, social cohesion and employability in a knowledge society. -         Support Member States' work to guarantee that young people are equipped with certain key skills by the time their initial training and education has been completed and to support Member State's policies guaranteeing adults the ability to develop and update key skills throughout their lives. -         Provide a European level reference tool for policy makers, educational providers, employers and earners to facilitate national and European efforts towards commonly agreed objectives. -         Provide a framework for further action at Community level both within the Education and Training 2010 work programme and within the Community Education and Training programmes. The reference tool is outlined in Annex form to the Recommendation and is entitled "Key Competences for Lifelong Learning - A European Reference Framework". Eight key skills or competences are identified. They are: -         Communication in the mother tongue; -         Communication in foreign languages; -         Mathematical competence and basic competences in science and technology; -         Digital competence; -         Learning to learn; -         Interpersonal, intercultural and social competences and civic competence; -         Entrepreneurship; and -          Cultural expression. According to the Commission this proposal fulfils both the subsidiarity and proportionality principles in that the key competences are to be acquired by all citizens thereby creating a political commitment for reforms that can not be achieved by solely relying on the Community education and training programmes. Implementation of the reference framework is entirely up to the Member States.  Lastly, the proposal has no budgetary implication for the Community budget.

  • SEC(2005)1415 summary

    This Staff Working Document is Annexed to the Commission Communication on Modernising Education and Training in Europe and is a draft joint progress report on the implementation of the "Education and Training 2010 work programme". It is a comprehensive, all encompassing report, covering a number of diverse and wide-ranging issues relating to all aspects of education. The subjects under discussion include primary education, life-long learning and to the impact of the Bologna Process on higher education in Europe. The Paper charts progress in implementing the Education and Training Programme since 2004 and provides an update of the 2003 Commission Staff Working Paper covering the first two years of implementation. Each of the 32 countries participating in the work programme submitted a national report. They were based on a structure devised by the Commission in which concise information was requested and included, for example, the relationship between national policies and the Lisbon Agenda. As a starting point, the document refers to the Lisbon Declaration in which the EU's heads of state declared that Europe must renew its competitiveness, increase its growth and productivity, strengthen social cohesions and place a strong emphasis on knowledge, innovation and the optimisation of human capital. Clearly, education in all aspects, whether primary, secondary, higher or life-long plays a pivotal role in the relationship between innovation and competitiveness and the EU's desire to establish itself as the most dynamic, knowledge based economy in the world. However, if these ambitions are to be realised, urgent educational reforms are a must.  Indeed the mid-term review of the Lisbon strategy, carried out in 2005, reinforced the reform message. In order to examine these and other issues, the Paper has been organised through the analysis of cross-country national reports, which are outlined in Sections 2-7. Specifically, -         Section 2 examines the growing relationship between the Lisbon strategy and national education training policies. -         Section 3 gives an overview of Member States' priorities for reform and investment. It also takes stock of a country's effort to increase the efficiency of investments and to monitor how effective their education/training systems are. -         Section 4 assesses Member States' progress in adopting and implementing national strategies for lifelong learning taking account of the 2006 deadline set in the Interim Report. Both the coherence and competence of the strategies are discussed and national progress in relation to key lifelong learning objectives is reported. Also discussed are the challenges and obstacles faced by those wishing to pursue lifelong learning. -         Section 5 addresses higher education reform - both in relation to the Bologna Process and to the 2010 Education and Training programme. -         Section 6 examines how the Member Stats are improving the quality and attractiveness of VET, through the implementation of tools developed under the Copenhagen process. -         Section 7 concerns the European dimension of education and training both in terms of mobility and the kind of policies being implemented to promote student, pupil and teacher mobility. Also under scrutiny is what impact Europe has on national curricula at primary and secondary school level and in teacher education. -         Section 8 reports on the implementation of the 2010 Education and Training programme at a European level whilst at the same time making note of developments in the broader framework of the mid-term Lisbon strategy review. The Commission stresses that the picture emerging from the cross-country analysis is not a comprehensive overview of the huge diversity and complexity of national situations. Rather, it seeks to provide a synthetic account of the main priorities, concerns, areas of progress and results still to be achieved.

  • DG Education and Culture, FIGEĽ Ján

Documents

• Legislative proposal published: COM(2005)0548
• Document attached to the procedure: SEC(2005)1415
• Committee draft report: PE371.967
• Economic and Social Committee: opinion, report: CES0754/2006
• Committee of the Regions: opinion: CDR0031/2006
• Committee report tabled for plenary, 1st reading/single reading: A6-0262/2006
• Decision by Parliament, 1st reading/single reading: T6-0365/2006
• Results of vote in Parliament: Results of vote in Parliament
• Commission response to text adopted in plenary: SP(2006)4772

History

(these mark the time of scraping, not the official date of the change)