Local view for "http://purl.org/linkedpolitics/eu/plenary/2000-09-08-Speech-5-029"
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"en.20000908.4.5-029"2
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"Lifelong learning is something we all look upon with the greatest benevolence. We can hear that especially from this discussion. When it comes to taking action, however, the situation is often the reverse. I agree with the rapporteur who criticises the Commission’s efforts on behalf of lifelong learning during 1996, the year of the relevant campaign, together with the slipshod evaluation which followed.
Lifelong learning is a phenomenon requiring a lot of resources. It demands new thinking on educational policy and calls for financial resources to be prioritised. Allow me to begin by commenting on the new thinking required. In our education systems, we specialise in the contrary, that is to say self-enclosed educational courses, limited by time and with heavy emphasis upon the final examination. Lifelong learning requires the opposite, namely continuity and courses of long duration. It is no longer enough to educate for the immediate needs of the workplace. Now, it is a matter of educating people for life. We therefore need new forms of organisation in education. We need new educational ideas and tools.
Perhaps the greatest problem is that which many other speakers have raised, namely access to money. We need to allocate much greater resources to education than we have done up until now, both to the workplace and to the public education system, as well as to other areas. There must be money to pay for the costs of education and also to replace income in the form of wages, especially in the case of those who need to study full-time. It is especially important to be able to finance the fairly long study periods which may be required if people are to be able to move from traditional sectors to new areas of the labour market. Because access to money is always a problem, I think that quantitative objectives are required in connection with expenditure on adult education. Consideration might be given to earmarking a certain proportion of companies’ production costs for this purpose, a specific percentage of the State budget, a particular portion of normal working hours or, if appropriate, a certain number of the individual’s working hours. Alternatively, other similar quantitative measures might be made use of.
The Swedish Presidency, which will begin on 1 January 2001, has said that lifelong learning will be one of its priorities. I think we could call upon the Swedish Government to propose just such quantitative objectives for lifelong adult education. Many speakers here in the Chamber have agreed about the need to set financial priorities. Perhaps we could issue a joint statement to the Swedish Presidency on this issue."@en1
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