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The Governments  of the  Member States and  the Commission  of the  European
Communities were represented as follows:

Belgium:
Mr Luc VAN den BOSSCHE        Flemish   Minister  for   Education  and   the
                              Civil Service 

Denmark:
Mr Ole VIG JENSEN             Minister for Education

Germany:
Mr Jürgen RÜTTGERS            Minister for Education, Science and Research

Mr F. SCHAUMANN               State  Secretary   at  the  Ministry   of
                              Education and Science

Mr Dieter BREITENBACH         Minister   for   Science   and   Culture,
                              Saarland

Greece:
Mr Georgios PAPANDREOU        Minister for National Education  and Religious
                              Affairs

Spain:
Mr Gustavo SUÁREZ PERTIERRA   Minister for Education and Science

France:
Mr Pierre SELLAL              Deputy Permanent Representative

Ireland:
Mr John F. COGAN              Deputy Permanent Representative

Italy:
Mr Francesco D'ONOFRIO        Minister for Education

Luxembourg:
Mr Marc FISCHBACH             Minister for National Education

Netherlands:
Mr L.J. HANRATH               Deputy Permanent Representative

Portugal:
Mrs Manuela FERREIRA LEITE    Minister for Education

United Kingdom:
Mr Tim BOSWELL                Parliamentary   Under-Secretary   of    State,
                              Department of Education

Commission:
Mr Antonio RUBERTI            Member

The  following  representatives   of  the  acceding  countries  attended  as
observers:

Austria
Ms Judith GEBETSROITHNER      Deputy  Head   of  Austria's Mission  to   the
                              European Union

Finland
Mr Olli-Pekka HEINONEN        Minister for Education

Sweden
Mr Carl THAM                  Minister for Education

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COMMUNITY ACTION PROGRAMME "SOCRATES"

Having   established   that    it   was   unable    to   accept    all   the
European Parliament's amendments to its common position on  the proposal for
a Decision  establishing  the  Community  Action Programme  "SOCRATES",  the
Council proposed to the European Parliament that  the Conciliation Committee
provided  for in  Article 189b of  the Treaty be  convened  to discuss  this
subject.

An initial meeting  of the Conciliation Committee was held today  to discuss
this subject and the  "Youth for Europe III" programme.   The discussions on
these two programmes  will continue  at a  later  date to  be  agreed.   The
Conciliation Committee has six weeks in which to agree on a draft text.

The  aim of the  SOCRATES programme is to  contribute to  the development of
quality  education  and  of  an  open  European  area   for  cooperation  in
education.

EUROPEAN YEAR OF EDUCATION AND TRAINING

The  Council  took  note  of an  interim  report  by  the Presidency  on the
proposal  for  a  Decision  of   the  European Parliament  and   the Council
establishing a European Year of Education and Training.

The aim  of this Year (1996)  is to  step up  the promotion and  qualitative
growth  of education  and training,  through a  series  of specific  actions
(involving among other things information,  coordination and motivation)  at
both national and Community level.

The  Council  will  be   able  to  adopt   its  common  position  once   the
European Parliament, the Economic  and Social Committee and the Committee of
the Regions have delivered their Opinions on the matter.

EC/UNITED STATES EC/CANADA AGREEMENTS

The Council  took note  of  an  interim report  from the Commission  on  the
negotiation of  the EC/United States and  EC/Canada agreements in the  field
of higher education and training, in accordance with  the negotiating briefs
adopted by the Council on 21 November 1994.

The  agreements are  intended, in  particular, to supplement  the scientific
and technical cooperation  agreement recently  negotiated with Canada and  a
future agreement in the same field with the United States.

COOPERATION IN THE FIELD OF EDUCATION WITH THE CCEEs

The Council  took note  of  an  information paper  on cooperation  with  the
associated CCEEs and with the  Russian Federation in the field of education,
drawn up by the Presidency.

EDUCATION  ASPECTS OF A GLOBAL STRATEGY OF THE EUROPEAN UNION AGAINST RACISM
AND XENOPHOBIA

At the end  of its debate on education aspects  of a global  strategy of the
European Union  against  racism  and xenophobia,  the  Council approved  the
general lines of  a note on this subject  for the attention of the  European
Council Consultative Commission preparing the  global strategy the  creation
of  which was decided by the Corfu European  Council; this should be subject
to  a  further  examination  by the  Education  Committee  in  the  light of
suggestions made during the Council debate.

EDUCATION AND TRAINING  IN THE FACE OF TECHNOLOGICAL, INDUSTRIAL  AND SOCIAL
CHALLENGES

The Council noted  the Commission's presentation of a communication entitled
"Education and training in the face of technological,  industrial and social
challenges: first thoughts".

The communication aims  to lay the foundations for a  prospective initiative
on education  and training policy intended  to implement the guidelines  set
out   in  the   White Paper,  in   view  of   the   objectives  of   growth,
competitiveness and  employment, without prejudice  to the  fundamental role
of education  in preparing for  citizenship and  integration into a  working
life.

The Council noted  the Commission's intention of submitting a  communication
on the  recognition of diplomas  for academic  and professional purposes  in
the near future.

QUALITY AND ATTRACTIVENESS OF VOCATIONAL TRAINING - COUNCIL RESOLUTION

Following   a  debate  on  the  quality  and  attractiveness  of  vocational
training, the Council adopted the following Resolution:

"INTRODUCTION [1] 

1. Full  employment,  economic  growth  and  an  innovative  and competitive
   economy are key  goals of the European Union and of each Member State, to
   the achievement  of which vocational education  and training can make  an
   important contribution.

2. Increasing  complementarity   and  cross-fertilization  between   general
   education and vocational training are now an established fact.

3. Furthermore, vocational  training should not be  seen solely in terms  of
   its economic  and employment  objectives as  it also  contributes to  the
   development of personal and professional  competence; this principle also
   corresponds to future developments in  qualification requirements on  the
   job markets of the Member States of the European Union.

4. According to many forecasts, the proportion of jobs for unskilled  labour
   will drop considerably, whereas on the  other hand the proportion of jobs
   requiring high-quality  education and training will  continue to grow  in
   many areas.

5. Because of  rapid structural  and technical  changes and  changes in  the
   organization of  work,  the qualification  profile  of  workers who  have
   acquired skills through training  is also changing in almost all  spheres
   of   activity,  with   the  proportion   of  skilled  jobs   involving  a
   comprehensive  range  of  tasks  and   requiring  greater  practical  and
   theoretical   knowledge  together   with  the   ability  to    apply  new
   subject-related technologies  continuing to grow.   Furthermore,  general
   "key skills"  such as  initiative, a  willingness to  take decisions  and
   assume  responsibility,  communication skills  and  teamwork will  become
   ever more important.

6. At  the   same  time,  professional  knowledge   and  skills  remain   of
   practicable value  for a shorter and  shorter time, requiring an  ability
   and willingness  constantly to  update  professional  skills and  further
   develop  general  qualifications  by   means  of  continuing   vocational
   training throughout a whole career.

7. In addition, the European  internal market is  leading to an increase  in
   the  number  of jobs  requiring  a  knowledge of  foreign  languages  and
   cultures.

8. These  challenges  can only  be met  by high-quality  vocational training
   which  responds to  the  needs and  aspirations of  all young  people and
   adults.   This means training  courses at  different levels.  It  is also
   vital  that vocational training should attract the  most hard-working and
   capable people.

 9.  Although  the task of  creating the conditions for  achieving this is a
     matter for the  vocational training policies of the  Member States, the
     European Union supports and supplements  these efforts in the framework
     of  its policy,  with  strict regard  to  the  responsibilities of  the
     Member  States.  Such policies are the  basis for action at Union level
     aimed  at   improving  the   exchange  of  information   and  promoting
     cooperation between  Member States.   The  Union can therefore  provide
     considerable   impetus  for   new   channels   and  common   innovative
     developments, helping  to  enhance the  quality  and attractiveness  of
     vocational training in all the Member States.

10.  The efforts  to improve  the quality  and attractiveness  of vocational
     training may also  be backed by  a dialogue between social  partners at
     European level.  Both  sides of industry can make  a vital contribution
     at national level.

11.  Using  the  means available  in each  case, the  Member States  and the
     Union  are pursuing the  goal of providing  sufficient high-quality and
     highly attractive  vocational  training in  all  the European  regions.
     Without such a basis it will not be  possible in the long run to ensure
     sustained economic  development, social cohesion and social progress in
     Europe.     Technical  and  vocational  training  should  therefore  be
     constantly improved, particularly in the less developed regions  of the
     Union, in  order  to give  young  people more  choice  in the  type  of
     training  they opt  for and  make  the careers  guidance services  more
     effective.

   Having regard  to these  considerations,  THE COUNCIL  hereby adopts  the
following Resolution:

PRINCIPLES

1. All  young  men  and  women  should  have  access  to  recognized   basic
   vocational training.   In the transition  from basic training to  working
   life, men and women should have equal opportunities.

   Equal  opportunities  for  all   as  regards  access   to  and  obtaining
   high-quality vocational  training means  in  addition  a multiplicity  of
   structures and establishments offering such training.  Action to  achieve
   this  should be  intensified, particularly in the  less developed regions
   where  the  lack  of  such structures  seriously  affects  young people's
   training  and entry into employment  as well as economic  potential.  The
   use  of modern  teaching methods,  educational media  and  new technology
   could also facilitate access to vocational training.

2. High-quality vocational training should prepare  young people for skilled
   employment,   and  open   up  job   opportunities  while   meeting  their
   preferences  and aptitudes  and giving  them the  desire and  ability  to
   undertake continuing vocational training throughout  their careers.  Such
   training should  therefore be widely  based, provide  transferable skills
   and broaden young people's general education.

   In parallel, young people in  the Community who so  wish should have  the
   opportunity  of receiving one or  if possible two  or more years of basic
   vocational training in addition to  their compulsory full-time education,
   leading  to  a  vocational  qualification  recognized  by  the  competent
   authorities of the Member State where it was obtained.

3. The  job market  requires  a wide  spectrum of  differentiated vocational
   training opportunities, available as  part of a flexible and open  system
   of  basic and  continuing education  and training,  and thus at  the same
   time meeting  the needs  of young  people.   On  the  one hand,  training
   programmes  should   be  available - if  necessary   with  the   help  of
   additional  support -   which  enable  young  people  with  learning  and
   motivation difficulties, individual or social  problems, or young  people
   with disabilities, to take  up vocational training and gain a  recognized
   qualification.    On the  other hand,  basic  vocational training  should
   remain attractive to highly able and  motivated young people and  lay the
   foundations for a successful career.   Careers guidance,  information and
   counselling should be available to all young people.

4. The  prospect of a fulfilling  job is a  vital incentive for young people
   to  take up  vocational training.    The main  indication of  quality and
   attractiveness  in vocational  training is  a successful  transition from
   training into working life.  Essential factors in this  are the continual
   updating  of vocational  training programmes,  their suitability  for the
   employment market and the guarantee  of a high level  of quality in  each
   Member State.

   Procedures  which  provide  in  national  regulations  and  practice  for
   appropriate   participation  by   the  two sides   of  industry   in  the
   development,  recognition  and   modernization  of   vocational  training
   programmes have proved  successful in this connection, and can  encourage
   the  acceptance  of vocational  training in  industry  and amongst  young
   people.

   Responsible  participation by  undertakings  in vocational  training,  in
   alternating, "sandwich"  or integrated schemes,  can be  another favoured
   method of encouraging vocational training  programmes to keep  up-to-date
   and relevant to practical needs.

5. In order to provide a  constant supply of highly qualified employees with
   wide  practical  experience,  vocational  training  should  become   more
   attractive to the most able  and ambitious young people and thus lose its
   image  as a second-rate alternative in the eyes of those young people who
   are  now  in  increasing  numbers  aspiring  to  university  or   further
   education.    This  would mean  high-quality vocational  training  with a
   substantial practical and industrial component.

   It  is also  important to  encourage  men and  women to  choose  training
   opportunities  which break  with traditional  labour market  patterns and
   focus on equal opportunities training for men and women.

   To achieve this,  the aid  should first  be sought  of the  undertakings,
   firms and public administrations which require this continuing supply  of
   skilled  workers.    They  should,  by  dint  of  appropriately  targeted
   measures, offer  suitable career prospects  and attractive  opportunities
   for male  and  female employees  who  have  successfully completed  their
   training and  who are  willing to  undergo  further training  at a  later
   stage  of  development  equivalent  to those  open  to  higher  education
   graduates.

   At the  same time, the  vocational education  and training  opportunities
   for  such young people and young adults should be  extended.  For example
   existing  vocational training  programmes  could  be  broadened to  cover
   appropriately  targeted higher  qualifications recognized  as such.   The
   adequate training  of instructors  may help  considerably  in this  area.
   Links between basic and continuing  vocational training could,  moreover,
   create new recognized channels offering  access to attractive employment.
   In addition, types  of skills-based alternating training courses could be
   developed at an advanced level,  combining industrial training and higher
   education.

6. In addition,  the attractiveness  of vocational  training and  its social
   prestige  are largely  dependent on  recognition of  the equal  value  of
   general educational and vocational training  and society's recognition of
   skilled  occupations.   For this reason also,  vocational training should
   be  more than  just "making  you suitable  for employment".    Vocational
   training  should  be developed  as  an  equally valid  component  of  the
   education  system and  accordingly, like  general education,  should have
   the constant objective of promoting  general qualifications and  personal
   and social  skills in general as  well as their professional  competence.
   Vocational training  therefore needs  to be  broadened but  its intrinsic
   nature should remain unchanged.

   Equivalence between vocational training and  general education also means
   that  there  should   continue  to  be  opportunities  for  graduates  of
   vocational  training  courses to  gain  access  on an  equal  footing  to
   further  training   programmes.    For   example,  basic   or  continuing
   vocational  qualifications  should   thus  open   up  opportunities   for
   university study.   Recognized channels  between vocational  training and
   general education should also be developed.

   Recognition by  society and the attractiveness  of training courses  also
   depend on the support  such courses receive.  Vocational training  should
   therefore be given  an appropriate status in the promotion schemes of the
   Member States and at Community level.

7. The  possibilities  for  advancement  which  continuing  training  offers
   workers  who  have  acquired  skills  through  training  make  vocational
   training  highly attractive.   Existing,  recognized continuing  training
   schemes  offering  possibilities  for  advancement  should  therefore  be
   extended,  in   particular  to  enable  more   workers  to  obtain   jobs
   traditionally  reserved  for  graduates  of  other  forms  of  education,
   especially higher education.

   It would be desirable to press for continuing training with  accompanying
   possibilities  of advancement  to be  accepted by  industry and  for  its
   attractiveness and  value for  trainees to  be increased.   The  measures
   required to achieve that aim should be planned with  the participation of
   both sides  of industry in  accordance with the  Member States' laws  and
   practice, should meet  clearly accepted quality standards in each  Member
   State and deliver recognized qualifications.

8. In the European internal market, having a skilled job increasingly  means
   being able to communicate and cooperate across borders.  The teaching  of
   skills appropriate  for European  and  international  work is  therefore,
   increasingly,   a   further   important   factor   in the   quality   and
   attractiveness  of  vocational  training.    Learning  foreign  languages
   should as far  as possible  be part  of basic  and continuing  vocational
   training.  Periods  of education and vocational training in other  Member
   States,  including  those for  instructors, and  the integration  of such
   periods  into   national  vocational   training   programmes  should   be
   intensified.

9. Vocational  training policy  should play  an important  part in  bringing
   about the freedom  of movement and promoting  the mobility of workers  in
   the  European internal  market.  This is  also an important  element in a
   policy  for  increasing  the  attractiveness   of  basic  and  continuing
   vocational   training.     It  includes   not  only   the  imparting   of
   "European skills" but also the possibility  of using national  vocational
   certificates and diplomas across borders in the European job market.

   National regulations which make  access to professions conditional on the
   formal  recognition  or equivalence  of vocational  qualifications should
   therefore  be kept to  a necessary minimum.   Skills  and knowledge which
   may  be  acquired  and  also authenticated  by  certificate  outside  the
   educational system  should be  taken into account  as well  in access  to
   jobs  and  professions  throughout  Community   territory.    This  means
   establishing transparency in  national training diplomas and  encouraging
   cooperation on the part of those involved in the training market.

10.  The  appropriate  way to  create  transparency is  the  development and
     introduction of internationally  comprehensible vocational certificates
     and diplomas  for workers wishing  to apply  for jobs  in other  Member
     States.  Ways should be devised of describing in several languages  the
     vocational skills  acquired in basic or  continuing training in  such a
     way that they  are clearly  recognizable and can  be compared with  the
     requirements of the  job advertised.  Efforts should  be intensified to
     examine whether  it is  possible to  create an  individual "portfolio",
     following the  Council Resolutions of 1990 and 1992 on the transparency
     of qualifications.

     It  would also  be necessary  to  step up  national and  Community-wide
     efforts to improve information and advice  for persons wishing to study
     or work in  another Member State and to  further encourage cross-border
     cooperation between the bodies dealing with this in the Member States.

THE COUNCIL, with a view to promoting these principles, calls upon

the Member States, taking  into account the  areas of responsibility of  the
competent  authorities, of  undertakings and  of the  two sides of  industry
respectively, and taking into account national laws and practice:

-  to  increase  their efforts  at  both  national and  Community  level  to
   improve  the quality  and attractiveness  of vocational  training  and in
   particular to  endeavour to secure the  participation of undertakings  in
   the vocational training of young people;

-  to take account of measures to improve the quality and attractiveness  of
   vocational training in the reports they submit in the European context;

   the Commission  to give  lasting support  to  the efforts  of the  Member
   States and  the two sides  of industry  with a  view  to achieving  these
   goals, in particular by making use of education and training  programmes,
   including  those  of the  European  Social  Fund, as  well  as  promoting
   dialogue on these matters within the European Union."

PROMOTION OF EDUCATION AND TRAINING STATISTICS: COUNCIL RESOLUTION

Following a  debate on the promotion  of education and training  statistics,
the Council adopted the following Resolution:

"INTRODUCTION [2] 

1. The growing economic and  social interdependency of the Member States  of
   the European Union means that political decision-makers at both  European
   and national  level rely increasingly  on statistics which are comparable
   on a Union-wide basis.

     Experts in the  field also have a considerable  interest in comparative
     education and training statistics in the European Union.

2. The development  of an open  European area for  cooperation in  education
   requires the  continuing improvement  of  statistical  bases to  underpin
   common action  at Union level and be taken into consideration when taking
   educational policy decisions at national or regional level.

3. The  development  of  education  and   training  statistics  within   the
   framework of the  European Union should continue  to take account of  the
   existing  and   sometimes  worldwide   collections  of   data  undertaken
   by UNESCO   and  the OECD   in   particular,  as   well  as   to  involve
   collaboration with these bodies where possible.

     Statistical surveys  at  European level  continue,  furthermore, to  be
     dependent  on  the  results  of collections  of  data  carried  out  at
     national or regional level.

4. The European Union's  task of encouraging mobility throughout the  entire
   area  of education  and vocational  training means that  specific surveys
   should be made  if the bases are to  be laid for a balanced  distribution
   between the various disciplines and regions.

5. Respect  for  the variety  of  education  systems in  the  Member  States
   requires  that   when  statistical   surveys  are  carried  out   in  the
   educational sphere in the individual Member States of the European  Union
   a range  of methods and  differences of emphasis  will continue to  exist
   and  the idea  of systematic  harmonization of  legal and  administrative
   provisions on educational statistics  should be abandoned.  On the  other
   hand, it is necessary when carrying  out surveys to work  towards greater
   compatibility of statistical criteria and comparability of data.

6. Within  the  framework of  the Treaty  the  Commission has  the right  to
   collect information  so  as  to fulfil  the tasks  assigned  to it;  this
   includes the statistical bases  necessary to realize the European Union's
   contribution  to high-quality  education and  vocational training  in the
   Member States.

7. With  the  framework programme  for  priority  actions in  the  field  of
   statistical  information 1993 to 1997 the Council adopted a comprehensive
   statistical   programme  of   work  which   included  projects   for  the
   development of education and training statistics.

8. The  Community's  Socrates  and   Leonardo Programmes,  which  should  be
   decided on shortly, provide for  the promotion of the  collection of data
   on  education  and  training systems  and  for  studies  and  comparative
   analyses.

     In  Council Decision  of 29 May 1990  establishing an  action programme
     for  the development of continuing  vocational training in the European
     Community (FORCE), regular exchanges  of comparable data  on continuing
     vocational training and the collection  of statistics focusing on  this
     particular area were provided for.

9. It is essential  to make use of  the rapid advances in telecommunications
   services in  full compliance with the  findings of the specific  European
   Union   programme   for    research,   technological    development   and
   demonstration in  the area of  telematic applications  of common interest
   so as to network the statistical services in the Member States.

10.  In order to  prepare definitions and procedures and  interpret the data
     obtained,  on-going   cooperation  is   required  between   the  bodies
     responsible for education and  training statistics and the  educational
     research institutions in the European Union.

   PRINCIPLES  AND PROCEDURES

1. Cooperation   in   education   and  training   on   the   basis   of  the
   Maastricht Treaty and  education policy and  educational practice  in the
   Member States  increasingly require a  common basis of information, which
   should  be  provided  by  improved  comparative  education  and  training
   statistics at  the European level.   This requires  increased efforts  in
   this field, focusing on the quality  of the data and their comparability,
   and  the  topicality of  the  statistics  and their  accessibility.    In
   addition to  the recording of the  data needed to form  a picture of  the
   education and training  field, the  preparation of  codes and  indicators
   appropriate for education and training statistics is necessary.

2. Use  should  be  made  of  the Member  States'  existing  infrastructures
   together with the available  regular surveys and evaluations by Eurostat,
   and by the OECD, Unesco and other international organizations.

3. The  compilation  of  statistical  data  on  education  and  training  at
   European  Union  level  should,  in  accordance  with  the  principle  of
   subsidiarity, be  based on the recording  of data organized at  different
   levels, and possibly also  on a regional basis, allowing for  differences
   in survey procedures  and emphasis, whilst ensuring the comparability  of
   the data. 

4. Statistical  bases are  required  in  particular  to produce  systematic,
   comparative pictures of  education and vocational training in the  Member
   States of the  European Union.  For  such purposes agreed definitions  of
   the  situations statistically  portrayed  should be  drawn  up so  as  to
   ensure that the results are directly usable.

5. As  well  as developing,  extending  and  supplementing data  by  way  of
   official statistics, opportunities should be  available for carrying  out
   periodic sample surveys.

6. To improve  statistics and accelerate  the conduct of  surveys and  their
   evaluation, the networking of existing  infrastructures, in particular by
   means of the latest available technology, should continue to develop.

7. The  statistical data on  education and  training collected and processed
   in the  European Union  framework should  be published  regularly and  be
   made available in  a form  which is  as up-to-date  as possible to  those
   with  responsibilities or  interests in this field  at European, national
   or regional level.

GOALS, TASKS AND PRIORITIES

1. Laying  the  foundations  for the  comparative portrayal  of  initial and
   continuing education  and training in the  Member States of the  European
   Union, by means of official statistics and by supporting educational  and
   training statistics research.

2. Further development of European Union  education and training  statistics
   in  all areas of education  and training in  the light of requirements at
   European  and  Member State  level  and  in the  framework  of  financial
   possibilities.
  
3. Further  development   of  common   survey   instruments   such  as   the
   joint UNESCO, OECD  and EU  questionnaire  on  education  and  vocational
   training   in  schools   and  technical   colleges  and   their  targeted
   enhancement for specific purposes in the European Union.

4. Contributions  to   the   revision   of   the   "International   Standard
   Classification  for  Education" (ISCED)  with  the  aim  of  achieving  a
   balanced record  of education and  training, a closer  match between  the
   classification  and  the  specific  features   of  the  national   higher
   education  systems  and   the  additional  consideration  of   continuing
   education and training. 

5. Continual  consideration of  which of  the jointly  developed educational
   indicators require  further development  in  the OECD  framework for  the
   pursuit of education-policy assignments in  Member States and at European
   Union  level; development  of additional  educational indicators specific
   to the EU, which are required with a view to  achieving the objectives of
   the EU Treaty, e.g. the promotion of mobility  and research into regional
   disparities.

6. Further development  of a  programme of  basic statistical  data for  the
   educational  sphere  in the  European Union  and targeted  enhancement of
   that  basic programme,  for example  through periodic  sample surveys and
   individual inquiries on priority topics.

     Sample surveys comparing  countries appear appropriate for  information
     on:

     -  the transition  from education  and training to  the world of  work,
        vocational integration and mobility and re-entry into training;

     -  continuing education and training;

     -  the social and  economic situation of students  and participants  in
        continuing vocational training.

7. Analysis of the different national  structures and classification systems
   of educational expenditure and their funding,  with special attention  to
   direct and indirect transfers.

8. Steps  towards  speeding  up  educational  statistical  surveys  and  the
   processing of them within the EU framework.

9. Coordination  of the development  of networks for statistical surveys and
   information in the  promotional measures  and research programmes of  the
   European Union and in the Member States.

10.  Encouraging  the  exchange  of  experience   on  the  carrying  out  of
     statistical surveys  and  assessments, in  particular  the exchange  of
     experience on  the  implementation  of  longitudinal  studies  and  the
     promotion of  common development work in  this field; use  of the "TES"
     (Training of European Statisticians)  programmes for technical training
     and  further   training  in  education  and  training  statistics,  and
     the "ARION" programme for study visits in this field.

Having regard to the foregoing,

the Council requests:

-  the  Member  States  and their  statistical  offices  to  pay  particular
   attention   to  the   need  for   cooperation  when   developing  further
   comparative education and  training statistics in  the European Union and
   beyond;

-  the European  Commission in close cooperation  with the Member States  to
   expedite the  development  of education  and training  statistics in  the
   light  of the  priorities set  out above  and the  five-year  Statistical
   Programme;

-  those responsible for the statistical  services at Union level (Eurostat)
   and the Working Party  of Education Statistics to expedite the  necessary
   development work  to ensure supply  of quality data  which is  comparable
   and  as up-to-date as possible, account being taken of the data bases and
   instruments  already in  existence and  observing the  principle of  data
   collection organized on a decentralized basis."

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[1]  This   Resolution  takes  into   account  the   Council's  conclusions,
     Resolutions,  Recommendations   and  Decisions   concerning  vocational
     training, in particular:

     Council  conclusions of 9 March 1987 concerning vocational training for
     young people in the European Community; OJ No C 73, p. 2.
     Council   Resolution   of   5 June 1989    on   continuing   vocational
     training; OJ No C 148, p. 1.
     Council Decision  of 28 July 1989  establishing an action  programme to
     promote         foreign         language         competence          in
     the EC (LINGUA); OJ No L 239, p. 24.
     Council conclusions  of 14 December 1989  on  technical and  vocational
     education and initial training; OJ No C 27, p. 4.
     Council Decision  of 29 May 1990  establishing an action  programme for
     the  development  of continuing  vocational  training  in the  European
     Community (FORCE); OJ No L 156, p. 1.
     Council   Decision   of   22 July 1991   amending   Decision 87/569/EEC
     concerning  an action  programme for  the vocational training  of young
     people    and    their    preparation    for    adult    and    working
     life (PETRA II); OJ No L 214, p. 69.

     Council    Resolution   of    3 December 1992   on    transparency   of
     qualifications; OJ No C 49, p. 1.
     Council  Resolution  of  11 June 1993   on  vocational  education   and
     training in the 1990s;
     OJ No C 186, p. 3.
     Council  Recommendation   of  30 June 1993  on   access  to  continuing
     vocational training;
     OJ No L 181, p. 37.
[2]   This Resolution relates to:
   -  the Resolution of the Council and the Ministers for Education meeting
      within  the Council of 25 November 1991  [OJ No C 321, 12.12.1991] on
      education research and statistics in the European Community;
   -  the  Decision of  the  Council  of the  European  Communities  on the
      framework programme for priority actions in the  field of statistical
      information 1993 to 1997 [OJ No L 219, 28.8.1993].

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