Local view for "http://purl.org/linkedpolitics/eu/plenary/2000-09-08-Speech-5-031"
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"en.20000908.4.5-031"2
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"Mr President, Gutiérrez-Cortines’ report states that the Union administration’s besetting sin – its slow start to getting measures off the ground – afflicted the theme year of lifelong learning. National coordinating bodies suffered from such matters as materials arriving late and there not being enough of them. Furthermore, things moved slowly when it came to using the Internet. That naturally made it hard to implement the theme year programme. Unfortunately, the situation appears to be the same with the Socrates programme 2 that has just started. Messages of concern are coming from national agencies that the agreements between them and the Commission are still not finalised and there is a lack of certainty about payment. This cannot help but be reflected also in the implementation of the adult education component, Grundvik, which forms part of Socrates. That is a pity. The administrative problems associated with Socrates have to be resolved swiftly for the Union’s input into lifelong learning to come within reach of the people.
Training and education are being seen more and more clearly as European resources. They do not mean just vital items of expenditure. Hopefully the change in attitudes will also be reflected before long in the Union’s budget. But the Year of European Languages, organised for next year, will have to persevere in the same way, appropriations being as meagre as they were with the Year of Lifelong Learning. Parliament, however, did its best to establish a legal basis in time for the measures to be effected.
Although training comes under the principle of subsidiarity, its European dimension is strengthening all the time. European success in global competition is built on skilled and involved people. Lifelong learning is essential in the fight against unemployment and exclusion. It is justifiable that the report adopted by the Committee on Culture, Youth, Education, the Media and Sport should contain a request to the Commission to apply the notion of further education, not only at the level of advanced know-how and skills and universities, but also in traditional professions, particularly the craftsmen trades. Lifelong learning, as such, is often seen only as a necessary regeneration of the workforce. It should, however, be a fundamental right of every citizen, leading not just to improved professional skills, but also to human growth, happiness and understanding. The facilities modern technology offers for learning can be brought within everybody’s reach. That opportunity must be taken."@en1
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