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Despite their highly divergent situations, young people largely share the same values, ambitions, and difficulties. Despite the more complex social and economic context in which young Europeans are currently living, they are well equipped to adapt. National and European policymakers must facilitate this process of change by making young people stakeholders in their societies. Youth must be regarded as a positive force in the construction of Europe rather than as a problem. Although the European Union's individual member states must still bear the brunt of putting various youth-related measures into practice, it is important to give a European dimension to youth-related activities. A new framework for European cooperation must be developed and must comprise these two main aspects: applying the open method of coordination in the specific field of youth and taking better account of the "youth" dimension in other policy initiatives. The framework must also include provisions for listening to what young people have to say and must offer a forum for local initiatives while encouraging member states to cooperate more effectively and develop concrete ideas under existing European programs. (Appendixes constituting approximately 75% of this document contain a detailed discussion of the results of the consultation and an overview of European action on the youth front.) (MN)

During the last 5-10 years, a number of countries have introduced methods and systems for identifying, validating, and recognizing prior and nonformal learning that can be viewed as tools for improving the transparency and transfer of skills. In most cases, they have been operational for a comparatively short time, which makes it difficult to decide whether expectations regarding them are justified. Some of the most important initiatives and innovations connected with the identification and validation of prior and nonformal learning include examples from Australia, Finland, France, Germany, Ireland, Japan, and United Kingdom. The French, Australian, Irish, and British methodologies are based on related principles, introducing different versions of portfolios, dossiers, or passports. Finland, Germany, and Japan have been reluctant to introduce the portfolio method. In spite of similarities in design, countries tend to apply the methodologies in different ways. This difference may be seen as a difference between centralized and decentralized systems. Initiatives and ideas on a European level are the Individual Portfolio Project and the Personal Skills Card and the European Skills Accreditations system. Some basic questions related to the legitimacy of the new methods and systems deal with the institutional basis, flexibility versus fragmentation, transparency and visibility, and transfer. (German, English, and French versions appear in side-by-side columns. Appendixes contain 27 references and 18 notes.) (YLB)

This publication is comprised of 43 papers on the topic of promoting lifelong learning. The papers in Part 1, Overcoming False Dichotomies, are "Lifelong Learning in the North, Education for All in the South" (Torres); "Practice of Lifelong Learning in Indigenous Africa" (Omolewa); "Gender and Information Societies" (Youngs); and "Lifelong Learning for a Modern Learning Society" (Somtrakool). Part 2, Scanning Developments in the Regions, consists of these papers: "Challenges of Lifelong Learning in Africa" (Tapsoba); "Promoting Community-Based Learning Centers in Asia-Pacific" (Oyasu); "European Union (EU) Memorandum on Lifelong Learning" (Smith); "Hungarian Response to the EU Memorandum on Lifelong Learning" (Istvan); "Regional Framework for Action for Adult and Youth Education in Latin America and the Caribbean (2001-10)" (Jauregui de Gainza); and "Lifelong Learning" (Essefi). Part 3, Promoting Democratization, contains these papers: "Learning in a Global Society" (Alexander); "Citizenship and Democracy in Socrates' and Grundtvig's Europe" (Ronai); "Education for Non-Discrimination" (Millan); "Lifelong Learning and Work in Developing Countries" (Pieck); "Globalization, Lifelong Learning, and Response of the Universities" (Peng); and "Combining the World of Work with the World of Education" (Romijn). The papers in Part 5, Making Lifelong Learning Work for Women, are "Gender Equality in Basic Education" (Messina); "Women as Lifelong Learners" (Benaicha); and "Lifelong Learning for Elimination of Violence Against Women" (Kuninobu). The papers in Part 6, Learning Across Generations, are "Achieving Youth Empowerment Through Peer Education" (Wissa); and "Role of Intergenerational Programs in Promoting Lifelong Learning for All Ages" (Ohsako). The papers in Part 7, Learning Across Cultures, are "Cultural Contexts of Learning: East Meets West" (Yang); "Building Community Through Study Circles" (Oliver); "Culturally-Based Adult Education" (Smith); and "Perspective of Lifelong Learning in South Asia" (Bordia). In Part 8, Laying Foundations and Sustaining Achievements Through Literacy and Nonformal Education, are "Literacy Linked Women Development Programs" (Usha); "Lifelong Learning Policy and Practices in the Laos People's Democratic Republic" (Mithong Souvanvixay); "Distance Learning and Adult Education" (Wilson, White); "Role of Partnerships in the Promotion of Lifelong Learning" (Lin); and "Toward the Eradication of Illiteracy Among Youth and Adults in China" (Guodong). Part 9, Creating Environments Conducive to Lifelong Learning, has these papers: "Learning Cities/Region in the Framework of Lifelong Learning" (Doukas); "Adult Education and Lifelong Learning in Sweden" (Salin); "Promoting Lifelong Learning in Beijing for a Learning Society" (Shuping); and "Reorienting Teachers as Lifelong Learners" (Tiedao). (YLB)

It is suggested that despite its simplicity, neutrality, and practical nature, Esperanto is at risk of extinction because of the growing dominance of English as an international language. It is further proposed that in order to assure its maintenance, Esperantists must federate into a state with political autonomy. The first section of the document examines risks to less commonly spoken languages and their cultures, particularly in Europe, and the encroachment of English and other common modern languages. Problems associated with these language shifts are discussed, especially ways in which English is poorly suited as a universal lingua franca. The second section advances an argument for a politically-based alternative to the spread of English, arguing that Esperanto is the only language ready for the role of universal lingua franca, has a substantial body literary and scientific texts, and has a flexibility unequalled by other existing languages. The third part outlines a short-term linguistic strategy to advance the role of Esperanto. An addendum to the paper is provided specifically for Europeans. (MSE)

Potential policies and strategies for building the information society (IS) in countries that are candidates for admission to the European Union were explored at a workshop attended by 39 experts from the European Commission (EC), the EC's Institute for Prospective and Technological Studies, and outside the EC. The workshop focused on the specific context for IS developments in candidate countries, paying special attention to the following topics: infrastructures; info-structures; capabilities and skills; and assessment of the present IS in candidate countries. The workshop also examined transferable lessons from selected information and computer technology (ICT)- related experiences in the European Union's 15 member states. After concluding that a simple scenario for the road forward does not exist, the workshop participants presented a series of provisional conclusions regarding how to put IS policy strategies at the service of countries' democratic development while optimizing their resources and economic output. (Sixty-eight endnotes, a 14-item bibliography, and a list of experts from the panel workshop are included. The following items are appended: lists of policy and research implications by the experts in the workshop's concluding session; a list of structural indicators for evaluating countries' needs; an action plan for creating an IS for all of Europe; definitions of ICT activity; and a list of ICT goods in the Standard International Trade Classification.) (MN)

To benefit the European Union(EU) and its citizens, the EU has set education and training(ET) goals to be achieved by 2010 that will reflect the diversity of languages, cultures, and systems that are an inherent part of the identity of its countries and their regions. Diversity is valued, but need for cooperation and mobility in ET is growing. The open method of coordination has been defined as a way to enable mutual comparison and learning and limit risks inherent in change and reform. In the detailed work program, 3 identified strategic objectives are broken down into 13 objectives and 42 key issues that must be addressed to achieve them. Strategic objective (SO) 1 (improve quality and effectiveness of ET systems), has five objectives; SO 2 (facilitate access of all to ET systems) has three; and SO 3 (open up ET systems to the wider world) has five. For each objective, key issues are set out and an indicative list is provided of the instruments that will be used to foster and monitor progress. An integrated approach to policy development will be steered and monitored. (An appendix lists 16 key documents and web sites.)(YLB)

The next 10 years provide an opportunity for the European Union (EU) to renew the science and technology (S&T) base and build necessary knowledge-society capacities and capabilities in Pre-Accession Countries (PACs). Applied research has faced a major downsize; redressing the balance in the research and development systems is urgently needed. Stated research priorities in national policy frameworks in PACS indicates a mirroring of priorities found across EU member states. The central challenge concerns ways in which S&T demand and supply are balanced. Research suggests PACs have the potential to sustain high-level research systems. Upgrading and updating applied research capacity and connecting it to the industrial demand side are urgent priorities; developments reveal promising trends that could provide a starting point. Direct technology transfer is limited and impacts survival of companies dependent on the speed of change in their productivity and competitiveness. A brain drain has led PACs to devote attention to attracting youth into research careers. Aspects of the process of building human capital and learning capabilities are to meet present skills gaps in the labor market; guarantee medium-term capacity of the S&T training system to deliver technical specialists, researchers, and teachers; and ensure longer-term sustainability of society and economic growth by opening good-quality education to all citizens. (Appendixes include an 89-item bibliography, S&T priorities, and S&T framework and priorities in PACs.) (YLB)

CEDEFOP (European Centre for the Development of Vocational Training) reviewed vocational education and training trends and innovations to promote "anticipation" in the way, tools, and instruments by which institutions and bodies cope with new challenges to education and training due to changing socioeconomic demands and requirements. Anticipated challenges for systems and provisions are an aging population and increasing acceleration of changes in: (1) attitudinal patterns; (2) technological, communication, and work organizational patterns; (3) behavioral attitudes linked to family building and lifestyles; and (4) new forms of flexible work. These have provoked extension of tasks and improvement or creation of institutes, tools, and instruments for anticipating trends in occupational and qualificational developments. Recommendations are a trade-off between economic performance and concerns of equity and social cohesion; including social partner organizations and professionals; continuous, permanent effort to renew occupational profiles and standards; transparent structure of occupational and training standards and levels; strengthened university research capacity; sectoral, regional, national, or European scenarios and strategies; and European network of institutes and bodies responsible for the technical/professional promotion of vocational education and training and development of new occupational and training standards. (French and German versions are provided. Two appendixes are conclusions from individual country reports and an extract on European trends in the evolution of occupations and qualifications.) (YLB)

Qualifications and skills are of fundamental economic and social importance. In a context marked by increased globalization of economies and technological development, European companies are faced with far-reaching changes. Because companies need a highly skilled, competent, and adaptable workforce, there is a need to develop strategies for lifelong learning supported by labor market reforms to achieve the goals of stable economic growth and higher employment. Companies operate in a changing environment. Availability of a highly skilled workforce is key to Europe's competitiveness, but the European Union's (EU's) record in this area is poorer than its main trading partners. Education and training systems must be improved to meet challenges posed by technological change and globalization. In implementing strategies for lifelong learning in all parts of society, emphasis must be placed on promoting coherent links between learning and work and on defining the roles and responsibilities of all parties involved. The EU should aim to strengthen cooperation between member states through exchange of experience and best practice, with full participation of the social partners, rather than seeking to harmonize national education and training systems. A key role is also for the EU to increase transparency of qualifications. (YLB)