Improving education and training for teachers and trainers
Starting period: during 2002

– Identifying the skills that teachers and trainers should have, given their changing roles in the knowledge society;
– Creating the conditions which adequately support teachers and trainers as they tackle the challenges of the knowledge society, from the point of view of lifelong learning;
– Ensuring that a sufficient number of people enter the teaching profession, across all subjects and at all levels, as well as providing for the long-term needs of the profession by making it more attractive;
– Attracting recruits to teaching and training who have professional experience in other fields.

– Shortage/surplus of qualified teachers and trainers on the labour market,
– progression in number of applicants for training programmes (teachers and trainers),
– percentage of teachers and trainers who follow continuous professional training.

Developing the skills needed for a knowledge society
Starting period: second half of 2001

– Identifying new basic skills and ways of integrating them into the curricula, alongside the traditional basic skills;
– Making attainment of basic skills genuinely available to everyone, including those who are less advantaged or have special needs, school drop-outs and adult learners;
– Promoting official validation of basic skills, in order to facilitate ongoing education and training, as well as employability.

– People completing secondary education,
– continuous training of teachers,
– literacy and numeracy “learning to learn” attainment levels,
– percentage of adults failing to complete upper secondary education who have participated in any form of education or training, by age group.

Ensuring access to ICT for everyone
Starting period: second half of 2001

– Providing adequate equipment and educational software;
– Encouraging the best use of teaching and learning techniques based on ICT (information and communication technologies).

– Percentage of teachers that have been trained in ICT use in schools,
– percentage of pupils and students using ICT in their studies,
– percentage of learning sessions in teaching and training institutions during which ICT are used.

Increasing recruitment to scientific and technical studies
Starting period: second half of 2001

– Boosting interest in mathematics, science and technology from an early age;
– Motivating more young people to choose studies and careers in the fields of mathematics, science and technology;
– Improving the gender balance in these subjects;
– Securing a sufficient number of qualified teachers.

– Increase in number of entries into mathematics, science and technology courses (upper secondary advanced levels and tertiary levels, by gender),
– increase in number of graduates in mathematics, science and technology, by gender,
– increase in number of scientists and engineers in society, by gender,
– increase in number of qualified teachers in the fields of mathematics, science and technology (secondary level).

Making the best use of resources
Starting period: during 2002

– Increasing investment in human resources while ensuring an equitable and effective distribution of available means in order to facilitate general access to, and enhance the quality of, education and training;
– Supporting the development of compatible quality assurance systems respecting diversity across Europe;
– Developing the potential of public-private partnerships.

– Increase in per capita investment in human resources (structural indicator).

Creating an environment conducive to learning
Starting period: between the second half of 2002 and the end of 2003

– Broadening access to lifelong learning by providing information, advice and guidance on the full range of education and training opportunities available;
– Organising education and training in a way that allows adults to effectively participate and combine this participation with other activities and responsibilities;
– Ensuring that education and training are accessible to all;
– Promoting flexible learning paths for all;
– Promoting networks of education and training institutions at various levels in the context of lifelong learning.

– Percentage of the population aged between 25 and 64 participating in education and training (structural indicator).

Making learning more attractive
Starting period: between the second half of 2002 and the end of 2003

– Encouraging young people to remain in education or training after the end of compulsory schooling, and motivating and enabling adults to participate in learning throughout life;
– Developing methods for the official validation of non-formal learning experiences;
– Finding ways of making learning more attractive, both within the formal education and training systems and outside them;
– Fostering a culture of learning.

– Percentage of working time spent by employees on training, by age group,
– participation in higher education,
– proportion of the population aged 18-24 with only lower secondary education achievement and not pursuing education or training (structural indicator).

Supporting active citizenship, equal opportunities and social cohesion
Starting period: during 2002

– Ensuring that the learning of democratic values and democratic participation in schools is effectively promoted in order to prepare people for active citizenship;
– Fully integrating the equal opportunities dimension into the objectives and functioning of education and training;
– Ensuring fair access to the acquisition of skills.

– Proportion of the population aged 18-24 with only lower secondary education achievement and not pursuing education or training (structural indicator).

Strengthening links with the world of work, research and society as a whole
Starting period: between the second half of 2002 and the end of 2003

– Promoting close cooperation between education and training systems and society generally;
– Establishing partnerships between all types of education and training institutions, businesses and research centres, for their mutual benefit;
– Promoting the role of stakeholders in the development of training, including initial training, and learning at the workplace.

– Percentage of students and persons in initial training who benefit from work-linked placements.

Developing the spirit of enterprise
Starting period: between the second half of 2002 and the end of 2003

– Promoting a sense of initiative and creativity throughout the education and training system in order to develop the spirit of enterprise (“entrepreneurship”);
– Facilitating the acquisition of skills needed to set up and run a business.

– Proportion of self-employed workers in various sectors of the knowledge economy (particularly the 25-35 age group),
– percentage of education and training institutions providing advice and guidance for setting up businesses.

Improving foreign language learning
Starting period: between the second half of 2002 and the end of 2003

– Encouraging everyone to learn two or, where appropriate, more languages in addition to their mother tongue, and increasing awareness of the importance of foreign language learning at all ages;
– Encouraging schools and training institutions to use effective teaching and training methods, and motivating continuation of language learning at a later stage of life.

– Percentage of pupils and students attaining a certain level of proficiency in two foreign languages,
– percentage of language teachers having participated in initial training or in-service training courses with a mobility element providing direct contact with the language/culture they teach.

Increasing mobility and exchanges
Starting period: during 2002

– Providing the widest possible access to mobility for individuals and education and training organisations, including those serving a less privileged public, and reducing the remaining obstacles to mobility;
– Monitoring the volume, destinations, participation rates and qualitative aspects of mobility flows across Europe;
– Facilitating the validation and recognition of skills acquired in the context of mobility;
– Promoting the presence and recognition of European education and training in the world as well as their attractiveness to students, academics and researchers from other world regions.

– Proportion of students and trainees from one country carrying out part of their studies in another EU or third country,
– proportion of teachers, researchers and academics from other EU countries employed at different levels of the education system,
– number and distribution of EU and non-EU students and trainees participating in an education or training programme.

Strengthening European cooperation
Starting period: during 2002

– Enhancing the effectiveness and timeliness of recognition procedures for the purposes of further study, training or employment throughout Europe;
– Promoting cooperation between responsible organisations and authorities from the point of view of more compatibility in quality assurance and validation;
– Promoting transparency of information on education and training opportunities and structures with a view to the creation of an open European area for education;
– Promoting the European dimension of teaching and training.

– Proportion of undergraduate and postgraduate students and researchers continuing their studies in another EU or third country,
– percentage of graduates obtaining joint degrees in Europe,
– percentage of students and trainees within ECTS or Europass and/or obtaining a Diploma/Certificate Supplement.