Standing Conference of European Ministers of Education
10th Session - Strasbourg, France, 28-30 June 1977

Statement on the school in its relations with the community

Resolution on the education of Migrants (N1)

Resolution on European Educational Co-operation (N2)

Statement on the school in its relations with the community  

(adopted during the Tenth Session of the Standing Conference of  Ministers of Education of the Council of Europe, Strasbourg, 28-30 June 1977)

The European Ministers of Education, at the Tenth Session of the Standing Conference,

- having examined

the Council of Europe report prepared by Mr. Vanbergen "The school in its relations with the community" (CME/X (77) 3), 

the OECD report "School and Community : Summary Paper" (CME/X (77) 4),

the discussion paper submitted by the Committee of Senior Officials (CME/X (77) 2) ;

- bearing in mind the introductory presentation by Mr. Michel, Minister of National Education I

(French sector), Belgium,

- following a broad-ranging discussion on the theme,

FIND that their analysis of the problems and the broad outlines of the policies to be followed are generally convergent ;

EMPHASISE specifically a general similarity of attitudes and concerns with regard to the following points

- interdependence between school and society should not only be a matter of fact, but a factor of vital importance both in the development of society and in the success of the educational function of the school; this implies a very long-term programme of action aiming at full personal development;

- that function naturally implies more than preparation for later life and for employment; it cannot therefore be expected, in the short-term at least, that the objectives of the educational system can be made to match absolutely the needs of the economy; positive ways of preparing entry into the mainstream of society and the acquisition of the skills required to follow an occupation are nonetheless important elements in developing a well-balanced person;

NOTE that the following problems deserve particular attention:


consideration must be given to

(a) ways of making adequate provision, at all educational levels and in all forms of education, for teaching social and economic facts;

(b) ways of ensuring that there are a greater number of stimulating contacts between school and the environment, so that teaching may be based largely on problems connected with day-to-day life;


ways should be found of ensuring that their training gives them the ability to remain in close contact with their surroundings, and to use the resources of those surroundings in the exercise of their profession;


it is necessary-to give consideration

(a) to practical means whereby they may participate at the various levels of educational organisation: the class, the school, local, regional and national structures, and

(b) under these various aspects, to their participation in the running of schools and in pedagogic and educational activities;


the long-standing controversy on the advantages of centralisation and the benefits of decentralisation can in this context assume a clearer significance. if structures are needed to enable society as a whole to guarantee, for instance, that the educational system is coherent, that there is positive discrimination against inequality and that minorities are protected, there is also a generally shared conviction that the efficiency of the system is also the result of specific adjustments to the particular features of the immediate community, of that community's being genuinely involved in the development of the school, and of the personal commitment of pupils, parents, teachers, as well as of social and economic groups. In particular, active participation by families, pupils and students in the life of schools constitutes a guarantee of respect for people and for individual consciences. A truly democratic and community-based life around and within the school appears, then, to be essential for successful education; a system of participation which ensures the collaboration of elements outside the life of the school and the democratic management of the school (both. as regards administration and teaching) is accordingly desirable. It would be a mistake, however, to underestimate the problems arising out of the introduction of such systems, and it is therefore important that the CCC should be able to continue the work of comparison and analysis that it has already undertaken in this connection;


consideration should be given to ways and means of organising activities based on the principle of self-management of learning, so as to develop the ability of each to act independently and responsibly;

Facilities and equipment

there should be an examination of ways of ensuring that local and regional coordination of the facilities of the community can result in schools being better integrated into their surroundings;

The educational system

ways should be investigated by which a system of permanent education can be set up including, in particular, a strategy for recurrent education - a mission which the educational system should now undertake.

Resolution on the education of Migrants (N1)  

(adopted during the Tenth Session of the Standing Conference of  Ministers of Education of the Council of Europe, Strasbourg, 28-30 June 1977)

The European Ministers of Education, at the Tenth Session of the Standing Conference,

HAVING TAKEN NOTE with interest of Professor Egger's report on the action taken on Resolution No. 2 of the Ninth Session, held in Stockholm in 1975, concerning the education of migrants;

REAFFIRM the principles set out in that Resolution, and

CALL ON the member States, the International Organisations and the European Community to pursue their efforts to realise the objectives stated;

RECOMMEND that the governments of member States and, in particular, the Ministries of Education:

- intensify their concerted action on behalf of the education of migrants, in view of the fact that such concerted action is now assuming special importance against the background of economic recession and the problem of youth unemployment. This would stimulate effective cooperation which would culminate in bilateral understandings or agreements. Action coordinated multilaterally would guarantee for everyone the same rights and opportunities, without discrimination;

- devote still greater interest to

pre-school, general and vocational secondary education for the children of migrants;

adult education and, more specially, the integration of migrants' families in their new socio-cultural environment;

the specific problems related to the education of women migrants.

The risk of alienation arising in the relations between migrant parents and their children, especially in the second generation, would thus be reduced;

- pursue, among emigration and immigration countries, their efforts to maintain and develop the language and culture of the migrants' country of origin, so as to make it easier for migrants to be reintegrated in the socio-cultural environment of their own country when they so wish;

- encourage mass media to participate in the culture and education of migrants;

- establish, if possible, joint bilateral committees between the countries concerned, to develop and assess action undertaken on behalf of migrants' education, without however neglecting paragraph III.D of Resolution No. 2 of Stockholm (1975);


a. the International Organisations and the European Community:

- to promote research into extra-curricular or out-of-school measures to be adopted on behalf of migrants and their children (adult education, means of involving parents, training of teachers of the host countries and the countries of origin);

- to encourage the joint evaluation of pilot experiments and research projects, as well as the publication of statistics concerning the education of migrants;

- to coordinate their efforts and studies so that the proposed measures can be better implemented;

b. the Council of Europe:

- to give high priority to the question of migrants' education in its Medium-Term Plan, and to make available the necessary means;

- and in particular:

to take stock of the research that has been carried out in this field and try to evaluate that research scientifically;

- to undertake a study on the interaction between immigrant and the long-term effects of immigration on the host country;

- to examine tile possibility of drawing up draft models to provide a basis for the preparation of bilateral or multilateral agreements on migrants' education between emigration and immigration countries.

If at some future stage it were decided to draw up a European convention on migrants' education, these draft bilateral and multilateral agreements, based on the principles set out in the Council of Europe Convention on Legal Status of Migrant Workers, might be very valuable.

INSTRUCT the Committee of Senior Officials to present to the Eleventh Session of the Standing Conference a report assessing the action taken as a result of the above recommendations and of those adopted in the Stockholm Resolution.

Resolution on European Educational Co-operation (N2)  

(adopted during the Tenth Session of the Standing Conference of  Ministers of Education of the Council of Europe, Strasbourg, 28-30 June 1977)

The European Ministers of Education, at the Tenth Session of the Standing Conference,

TAKING NOTE of the Progress Report (1) of UNESCO, OECD, the Council of Europe, the European Community and the Nordic Council of Ministers (2), and of the Introduction to that report prepared on behalf of the Committee of Senior Officials (3);

RECOGNISING, in accordance with the conclusions reached in the latter document, that the work of the Organisations, taken as a whole,

- provides a general coverage of the range of those educational problems in Europe which lend themselves to international cooperation, and

- corresponds closely with the priorities identified by the Ministers of Education of the twenty-two States signatory to the European Cultural Convention at the recent Sessions of this Conference;

CONSIDERING that the specific nature of each Organisation leads to a diversity in design of and approach to activities which limits the risk of duplication of effort;


I. The Ministers

- thank the Organisations for their contributions to the Progress Report on Educational Cooperation, and

- welcome the opportunity which consideration by this Conference of regular reports such as this affords for review of the coverage of the field of education achieved by the activities of the Organisations.

II. The Ministers undertake to investigate and implement measures which would ensure that improved use is made in national policy-making and in educational practice of the results of the activities of the Organisations. They further recognise the need for a wider dissemination of those results.

III. The Ministers recommend

1. that, by means of a coherent and coordinated national policy towards the Organisations as a whole, governments endeavour to achieve the adoption by the governing bodies of each Organisation of a programme of activities which corresponds to the distinctive character of that Organisation, so that each, in carrying out the activities requested by its member States, may maintain and develop its activities according to its specific character; 

2. that each organisation take measures to provide for inter-organisation liaison meetings at secretariat level, for inter-organisational exchanges of information and documentation, and for the widest possible use to be made of opportunities to send observers to the meetings of the other Organisations.

IV. The Ministers

1. take note of the statement made on behalf of the member States of the European Community, to the effect that these countries, maintaining their active involvement in the activities of the other Organisations t o which they belong, do not view the European Community programme as an alternative to cooperation in the larger context of this Conference; they welcome the intention expressed that constant contact shall be between the Commission of the European Co unities and the international organisations;

2. recognising fully the contribution of each Organisation to the collective effort of European cooperation, reaffirm the importance they attach to the continuation of sustained educational cooperation among the States to the European Cultural Convention.

V. The Ministers instruct the Committee of Senior Officials to prepare Eleventh Session of the Standing Conference to be held in The Hague in 1979 with as main theme 

"Education and equality of opportunity for girls and women".

The Ministers further instruct the Committee of Senior Officials to prepare for the Eleventh Session. to take place in the 20th year since the first Session of their Conference, a report on "Twenty years of educational policy in Europe".

They instruct that Committee also to investigate ways of developing -the practical arrangements for their debates.

The Ministers request the Secretariat of the Standing Conference, in collaboration with the Secretariats of the International Organisations and the Commission of the European Community, to prepare for the Eleventh Session a further report on the progress of their educational activities.

The Ministers note the measures taken so far in the preparation of an ad hoc Conference on "Society and the study of science, mathematics and technology", and request the Committee of Senior Officials to-continue with the preparation of this Conference.

The Ministers ask the Committee of Senior Officials to pay attention to the possibilities of further exchanges of pupils between member countries.

(1) Document CME/X (77) 7 
(2) hereafter referred to as 'the Organisations' 
(3) Document CME/X (77) 6