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1. Overall position of the Acquis
The provisions within Article 126 (Education) and 127 (Training) constitute the legal basis for the Community's activities in the field of Education and Training. The acquis on Education and TrainingYouth comprises the following issues:
Other related issues in list B include: multimedia and information technology in education, measures to combat failure at school, artistic aspects of education, matters relating to equal opportunities, integration of children and young people with disabilities into ordinary systems of education, open and distant learning, the response of educational systems to the problems of racism and xenophobia, co-operation in the field of mutual recognition of degrees and diplomas, the fight against illiteracy, education in specific areas such as health, environment and consumer affairs, multilingualism.
No problems are foreseen in accepting the acquis upon membership and no derogation or transitional periods are being requested.
2.1. Alignment with The Acquis on Chapter 18
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Educational Programmes (Socrates, Leonardo, Youth for Europe). |
The programmes incorporate most of the decisions, common positions, resolutions and conclusions found in the acquis of Chapter 18. The aim of the programmes is not to substitute national initiatives but to enhance them by promoting the European dimension of education and training through actions involving mobility, transnational networking and pilot projects. During 2000, Malta concluded its negotiations for Malta's participation in the three programmes and the Association Agreement was signed in September 2000. Since then Malta has successfully participated in all the three programmes.
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Council Directive 77/486/EEC of 25.7.1977 on the Education of Children of Migrant Workers. |
This directive shall apply to children for whom school attendance is compulsory under the laws of the host State, who are dependants of any worker who is a national of another Member State but employed in a host State. The directive requires Member States to take the appropriate measures to ensure free tuition and also the teaching of the language/s of the Host State. It also states that Member States shall take appropriate measures, in co-operation with the State of origin, to promote the teaching of the mother tongue and culture of the country of origin in order to facilitate the migrant family's return to the home country.
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Quality Assurance in Higher Education. |
This issue is dealt with in Council Recommendation of 24th September 1998. Member States agreed to support and, where necessary, establish transparent quality assurance systems. They also agreed to promote co-operation and networking among the competent authorities within the European Union as will as international organisations and associations active in the field of higher education.
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Free Movement of Students. |
This issue is regulated by Directive 93/96/EEC of 29th October 1993 on the right of residence for students and by case law. The directive speaks discusses of the right of residence for any student who is a national of a Member State and his/her dependents even if the latter are not nationals of a Member State. Article 3 of the directive is very clear in that the rights provided for under this directive do not establish any entitlement to the payment of maintenance grants by the host Member State.
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In-Service Training for Teachers Guidance and Counseling. |
The issue of in-service training for teachers features prominently in the Council Conclusions of 15 May 1987. Member States attach special importance to in-service training for teachers demanded by social and other changes. They also agreed that in-service training should have clear objectives, to include varied and flexible programmes, link training to professional development projects, increase resources and improve continuity between initial and in-service training.
Matters relating to guidance and counselling feature in several Council resolutions and conclusions in relation to measures to be taken to improve the preparation of young people for work and to facilitate their transition from education to working life.
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Vocational Training. |
(i) A Common Vocational Training Policy
The general principles for implementing a common vocational training policy are set in Council Decision 63/266/EEC of 2 April 1963. These include the provision of vocational training opportunities, the provision of facilities for training and re-training, the provision of training which meets industry needs, the forecast of labour requirements, the provision of vocational guidance, the training of trainers and the development of standards of occupational competence.
(ii) Europass Training (Council Decision 1999/51/EC of 21 Dec. 1998).
Europass Training is any period of vocational training, which is completed by a person in Member State (host Member State) other than the one (Member State of provenance), is a document where his/her work-linked training is based, which forms part of that work-linked training. The Europass training document establishes that the holder has completed one or more periods of work-linked training, including apprenticeship, in another Member State and under the conditions of the Decision mentioned above. Malta requested to participate in the system, which is presently open only to EU member states.
(iii) Vocational Training Committees and Organisations including the European Training Foundation (ETFFT) and European Centre for the Development of Vocational Training (CEDOFOP).
The ETFFT and CEDOFOP are pan-European organisations dealing with vocational training. Several parts of the acquis deals with concern the setting up of committees or the revision of procedures. Malta is participating in CEDEFOP as an observer and also on a number of study visits, whilst attends through the Ministry of Education to ETF meetings on a regular basis.
(iv) Transparency of Qualifications and Certification.
The issue of recognition of qualifications for employment purposes falls under the acquis of Chapter 2. However certain elements relating to transparency and academic recognition fall under Chapter 18. Subsidiary legislation has been prepared, the "Malta Professional and vocational Qualifications Regulations, 2000", which also provides for the setting up of the Malta Professional and Vocational Qualification Council. The Malta Professional and Vocational Qualifications Council (MPVQC) was set up on 25 October 2000 following the entry into force of the Malta Professional and Vocational Qualifications Regulations, 2000 (LN215/00). These regulations seek to ensure transparency of qualifications and certification.
In January 2001 Malta set up the Network of National Academic Recognition Information Centre (NARIC) within the Ministry of Education to promote transparency of qualifications and certification. A national co-ordinator was also appointed.
(v) Access to Continuing Training
The Commission's report of 1997 (based on Council Recommendation of 30 June 1993) emphasises the link between vocational training and employment, the importance of skills certification, measures to improve access to continuing training by disadvantaged groups and the need to keep statistics on progress on continuing vocational training.On 21 November 2001, the Commission adopted a Communication on "Making a European Area of Lifelong Learning a Reality". This Communication was jointly presented by Commissioners Reding and Diamantopoulou as a response to the mandate from the Feira European Council "to identify coherent strategies and practical measures with a view to fostering lifelong learning for all". In doing so, it makes an important contribution to achieving the strategic goal set at Lisbon for Europe to become the most competitive and dynamic knowledge-based society in the world.
The Communication is the result of a very broad European-level consultation in which some 12 000 people took part on the basis of a Commission Memorandum of Lifelong Learning published in November 2000. It makes proposals that contribute to the realisation of a European area of lifelong learning. The objectives of which are both to empower citizens to meet the challenges of the knowledge-based society; and to meet the goals and ambitions of the Member States and the candidate countries to be more prosperous, inclusive, tolerant and democratic.
The Ministry of Education has set up a Committee to organise the consultation process and the drawing up of a national plan of action on the Memorandum of Lifelong Learning proposed by the Commission. Malta has submitted its National Report to the Commission and will soon be embarking on the second phase, which will establish a National Commission on Lifelong Learning, made up of representatives of major stakeholder categories. Malta submitted the National Report requested by the Commission in June 2001.
(vi) Social Dialogue.
The issue of social dialogue (joint opinions in list B) deals with the importance of consultation and consensus
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International Co-operation. |
The acquis includes the agreements which the EU has with the Candidate Countries concerning the latter's participation in the educational programmes. The acquis also includes agreements, which the Community has with the United States, and and Canada .
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Youth |
Co-operation in the field of Youth is implemented through the Youth existing Youth for Europe and Youth Voluntary Service Programmes. Malta started participating in the Youth Programme in 2001. Malta had previously participated in the Euro-Med Youth Action Programme, which is open to Euro-Med countries. Both programmes have been incorporated into the Community Action Programme for Youth as from 1st January 2000.
EU Programmes on the Web
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