29.8.2006   

EN

Official Journal of the European Union

C 206/40

1.1

notes that, in the Lisbon Strategy, Europe has identified life-long learning as a crucial element of human and professional growth. Education and training, not only in preparation for a career but throughout working life, will be crucial, in terms of technological innovation and competitiveness, for creating jobs and training the people who will take them up;

1.2

stresses that learning is more effective when it is planned and undertaken as an active research process rather than as a passive reception of facts. Training programmes for adults are more effective if the changes they bring about succeed in producing those skills and competences that meet the needs of contemporary society. Trainees can then consciously develop their own approaches and future careers, in their role as individuals and citizens. Participation in training programmes comes into its own once individuals take the initiative in planning their future careers and lives so as to contribute to both their own personal growth and society's development;

1.3

stresses that educational experience, vocational training and work placements in a foreign country are particularly effective tools which encourage individuals to explore their cognitive maps and strategies and, by applying and adapting their skills in different environments, also help them to fine-tune their approach to using their intellectual resources and developing and enhancing their autonomy and communication skills;

1.4

declares that vocational training or work placements in another country, provided they are adequately prepared, guided and supported, have an importance far beyond that of a successful conclusion to the individual's vocational training and are of much wider scope. If culture is taken to mean not only a range of knowledge but the full gamut of behavioural patterns, values and the combined practical knowledge of a given set of people, what better than an experience abroad to pave the way for developing a genuine culture of the European Union?

1.5

notes that, given that jobs and training provide the ideal environment to compare and contrast cultural differences and characteristics, a prerequisite to an intercultural approach to different situations is a feeling for exchange and empathy. Indeed, through the esteem in which jobs and training are held, the varied and flexible organisation procedures and interpersonal relations, prejudices and generalisations can be overcome;

1.6

believes that the effect of improving the quality of the mobility experience would be to create the conditions for the full recognition of the role of individuals in helping to raise the level of knowledge and qualifications in the home country, and in importing new expertise, cultural stimuli, customs and languages into the host country;

1.7

welcomes the Commission's proposal as, in line with the reasoning outlined here, it serves to raise the overall levels of European training quality by suggesting a model which, on the basis of an individual-centred approach, ensures that the individual concerned and society reap the best possible benefits from the training opportunity and that it has the best possible impact;

1.8

emphasises that the value which individuals attach to their exchange experience must be matched by the value that the home and host countries, in turn, attach to each experience and to the full range of mobility programmes. The guidelines set out in the European Quality Charter of Mobility are therefore a prerequisite for ensuring that participants have a positive experience not only in the host country but also upon their return home. As it is at the local and regional levels that mobility programmes are coordinated and managed, this paradigm can be brought into sharper focus;

1.9

believes that local and regional communities and authorities can ensure the grassroots dissemination of accurate information, motivate people to make use of the opportunity to travel abroad for learning purposes and ensure that it is an integral part of their professional development plans and that the skills acquired are adapted to the working situation in their home countries. Local administrations can therefore play a significant role in determining the quality and effectiveness of mobility programmes;

1.10

notes that regional and local authorities are best placed implement grassroots awareness measures for the public at large, and young people in particular, on the opportunities presented by mobility in terms of cultural and vocational development. In fact, mobility ensures that both economic and cultural obstacles to the professional fulfilment of an individual are overcome;

1.11

furthermore believes that individual participants must be offered not only adequate linguistic, educational and practical preparation, but also guided support with a view to developing their own cultural and professional development project. Now more than ever, European professional mobility programmes should be fully geared to the individual and seen as a resource to be brought to the employment market. To this end, assistance must be provided once the training period is over in order that the skills acquired are adapted to the workplace, not least by implementing the current instruments designed to recognise and promote acquired skills (for example, the Europass – Mobility instrument);

1.12

considers that in addition to the role of coordinating and liaising with organisations in the host countries, with a view to safeguarding the quality of the logistic and tutoring support, it is vital that there be careful and comprehensive monitoring and evaluation of the impact of the overall mobility experience on the general public and education and production systems. To this end, it is crucial to create synergies drawing in businesses, training institutions, schools and universities for them to promote, each in their respective areas, the formal and non-formal expertise acquired by the participants;

1.13

stresses that the fact that implementation of the European Quality Charter for Mobility creates an exchange of knowledge and encounters between local authorities and specialist services in various Member States, in such a way as to be able to outline a jointly shared modus operandi, cannot be underestimated. These processes will doubtlessly pave the way for constructive projects in a wide array of areas, from territorial economic development to training and worker exchanges, thereby creating new relations based on trust and cooperation which will lay the foundations for mutual recognition.