The Lisbon Strategy

1. The LisbonStrategy The Lisbon Strategy, also known as the Lisbon Agenda or Lisbon Process, is an action and development plan for the European Union. Its aim is to make the EU "the most dynamic and competitive knowledge-based economy in the world capable of sustainable economic growth with more and better jobs and greater social cohesion, and respect for the environment by 2010“. It was set out by the European Council in Lisbon in March 2000. Between April and November 2004, Wim Kok headed up a review of the program and presented a report on the Lisbon strategy suggesting how to give new impetus to the process. One of the main conclusion of the Kok report was that "the promotion of growth and employment in Europe is the next great European project".

2. The European Commission used this report as a basis for its proposal in February 2005 to refocus the Lisbon Agenda on actions that promote growth and jobs in a manner that is fully consistent with the objective of sustainable development. The Commission's communication stated that "making growth and jobs the immediate target goes hand in hand with promoting social or environmental objectives." In its resolution on the mid-term review of the Lisbon strategy in March 2005, the European Parliament expressed its belief that "sustainable growth and employment are Europe's most pressing goals and underpin social and environmental progress" and "that well-designed social and environmental policies are themselves key elements in strengthening Europe's economic performance".

3. Background and objectives The Lisbon Strategy intends to deal with the low productivity and stagnation of economic growth in the EU, through the formulation of various policy initiatives to be taken by all EU member states. The broader objectives set out by the Lisbon strategy are to be attained by 2010. It was adopted for a ten-year period in 2000 in Lisbon, Portugal by the European Council. It broadly aims to "make Europe, by 2010, the most competitive and the most dynamic knowledge-based economy in the world".

4. European strategy and co-operation in education and training Politicians at European level have recognised that education and training are essential to the development and success of today's knowledge society and economy. The EU's strategy emphasises countries working together and learning from each other. EU education and training policy has been given added impetus since the adoption of the Lisbon Strategy in 2000, the EU's overarching programme focusing on growth and jobs. Knowledge, and the innovation it sparks, are the EU's most valuable assets, particularly as global competition becomes more intense in all sectors.While national governments are responsible for education and training some challenges are common to all Member States: Ageing societies, skills deficits of the workforce and global competition need joint responses and countries learning from each other.

5. High quality pre-primary, primary, secondary, higher and vocational education and training are the fundament for Europe's success. Lifelong learning must become a reality across Europe. It is key to growth and jobs, as well as to allow everyone the chance to participate fully in society. EU member states and the European Commission have therefore strengthened their political cooperation. This has been done through the Education and Training 2010 work programme launched in 2001 and its follow-up, the strategic framework for European cooperation in education and training ("ET 2020") adopted by the Council in May 2009.

6. Objectives and targets • The new strategic framework identifies four long term strategic objectives: • Making lifelong learning and mobility a reality; • Improving the quality and efficiency of education and training; • Promoting equity, social cohesion and active citizenship; • Enhancing creativity and innovation, including entrepreneurship, at all levels of education and training. • Based on these 4 strategic objectives, a number of priority areas are identified for concrete follow-up activities, for example expanding opportunities for learning mobility or enhancing partnerships between education and training institutions and the broader society.In addition, EU-level benchmarks have been set for 2010 and 2020.

7. The benchmarks for 2010 are: • the share of low achieving 15 year olds in reading should decrease by at least 20%; and • the average rate of early school leavers should be no more than 10%; • 85% of 22 year olds should complete upper secondary education; • the total number of graduates in maths, science and technology should increase by at least 15%, while the gender imbalance in these subjects should be reduced • the average participation of working adults population in lifelong learning should reach at least 12.5%. • The benchmarks to be achieved by 2020 are: • at least 95% of children between 4 years old and the age for starting compulsory primary education should participate in early childhood education. • the share of low-achieving 15-years olds in reading, mathematics and science should be less than 15%. • the share of early leavers from education and training should be less than 10%. • the share of 30-34 year olds with tertiary educational attainment should be at least 40%. • an average of at least 15 % of adults should participate in lifelong Learning.

8. Monitoring progress Considerable progress has been achieved through cooperation so far - particularly in support of national reforms of lifelong learning, the modernisation of higher education and the development of common European instruments promoting quality, transparency and mobility. Working together Member States can learn a lot from each other. The Commission organises peer learning activities between member states interested in jointly developing national policies and systems in specific fields. European reference tools European cooperation in education has led to the development of a number of EU reference tools to support national reforms. Recommendations and common principles have been developed in the areas of key competences, quality assurance in higher education and in vocational education and training, quality of mobility, validation of non-formal and informal learning, lifelong guidance and the European Qualifications Framework.

9. The goals of the Lisbon Strategy and their implications for higher education are closely linked with the objectives of the Bologna Process, and the drive to create a European Higher Education Area by 2010. Areas where these goals affect higher education systems include: enhancing quality in HE across Europe; removing barriers to student and teacher mobility; promoting lifelong learning and guidance; improving Europe’s research capacity; and encouraging language learning. In 2006, the European Commission issued a Communication on: ‘Delivering on the modernisation agenda for universities: education, research and innovation’. The Communication identifies nine areas where it feels changes should be made so that Europe’s universities can contribute to the implementation of the Lisbon strategy. Specifically, the relationship between HEIs and the business community is of strategic importance. The UK welcomes the Commission’s recognition of the importance of HEIs in reaching the Lisbon Strategy goals.

10. In keeping with the schedule of the Lisbon Strategy, education ministers have agreed on three major, shared objectives to be achieved by 2010, benefiting both the European Union and individual citizens themselves. They are: • To improve the quality and effectiveness of EU education and training systems • To ensure that these systems are accessible to all • To open up education and training to the wider world • The European Commission’s ‘Education and Training 2010’ programme attempts to integrate all education and training actions geared towards the Lisbon Strategy currently taking place at European level. It recently warned that accelerated reforms and stronger political commitment will be necessary if the goals established in Lisbon are to be met.

11. Strategia di Lisbona • Per Strategia di Lisbona si intende un programma di riforme economiche approvato a Lisbona dai Capi di Stato e di Governo dell'Unione europea nel 2000. • Prende il nome, appunto dalla riunione straordinaria tenutasi a Lisbona nel marzo del 2000.[1] • Dopo questo incontro viene "istituzionalizzato" il Consiglio Europeo di Primavera, un vertice tra i Capi di Stato e di Governo da tenersi ogni anno a marzo e focalizzato interamente sui temi economici e sociali. • L'obiettivo espressamente dichiarato è quello di fare dell'Unione la più competitiva e dinamica economia della conoscenza entro il 2010 • Caratteristica peculiare è che per la prima volta i temi della conoscenza sono individuati come portanti, pur essendo un documento che spazia in tutti i campi della politica economica: • innovazione e imprenditorialità, • riforma del welfare e inclusione sociale, • capitale umano e riqualificazione del lavoro, • uguali opportunità per il lavoro femminile, • liberalizzazione dei mercati del lavoro e dei prodotti, • sviluppo sostenibile. • Le resistenze avanzate a tale strategia è data da chi sostiene che gli obiettivi sono condivisibili: ma essi appartengono perlopiù alla sfera delle decisioni nazionali. • Secondo questa concezione l'Unione non ha le competenze, e a maggior ragione i poteri d'intervento.

12. European strategy ….UE Lisbon strategy