RESOLUTION OF THE COUNCIL AND OF THE REPRESENTATIVES OF MEMBER STATES' GOVERNMENTS MEETING WITHIN THE COUNCIL

of 23 October 1995

on the response of educational systems to the problems of racism and xenophobia

(95/C 312/01)

THE COUNCIL AND REPRESENTATIVES OF THE GOVERNMENTS OF THE MEMBER STATES MEETING WITHIN THE COUNCIL:

1. Having regard to the conclusions on racism and xenophobia adopted by the European Councils in Corfu on 24 and 25 June 1994, Essen on 9 and 10 December 1994 and Cannes on 26 and 27 June 1995;

2. Having regard to the conclusions of the Council of 12 June 1995 on the recommendations in the final report of 5 May 1995 submitted by the Consultative Commission on Racism and Xenophobia set up on the instructions of the Corfu European Council, in particular Section III A thereof, relating to the report of the Subcommittee on Education and Training;

3. Whereas the continued existence of racist and xenophobic attitudes has a disruptive effect on social cohesion, the strengthening of which is one of the objectives of the European Union;

4. Whereas the European Parliament and the Council have repeatedly acknowledged the crucial role which must be played by education in the prevention and eradication of racist and xenophobic prejudices and attitudes;

5. Whereas the Council and the representatives of Member States' Governments meeting within the Council stressed in their resolution of 29 May 1990, the importance of youth and educational policies in combatting racism and xenophobia;

6. Whereas the Cannes European Council noted the significance of the work carried out by the various Council bodies and the Consultative Commission and asked it to extend its work in order to study, in close cooperation with the Council of European, the feasibility of a European Monitoring Centre on Racism and Xenophobia;

7. Whereas the Council, in its conclusions of 30 May 1995, stated that the measures proposed by the Consultative Commission on Racism and Xenophobia should be examined at greater length in various sectoral Councils, including the Education Council;

8. Whereas, in accordance with these conclusions, the Council, at its meeting on 12 June 1995, agreed to instruct the relevant bodies and fora to study the implementation of the Consultative Commission's proposals and suggestions and invited those bodies to take due account of the proposals which they considered particularly relevant;

9. Whereas the Council, at its meeting on 5 December 1994, held an initial discussion on the education-related aspects of a comprehensive European Union strategy against racism and xenophobia;

10. Whereas the Socrates programme bases all its measures on respect for the principle of equal opportunities and refers in Chapter II, Action 2, to Community support for transnational projects for the education of the children of migrant workers, and the children of those in itinerant professions, travellers and gypsies, and intercultural education;

11. Whereas the United Nations has declared 1995 International Year of Tolerance and whereas the Council of Europe, on the basis of the Vienna Declaration of 9 October 1993, and as a follow-up to the resolution of the Conference of European Ministers for Education in Madrid on 23 and 24 March 1994 on education for democracy, human rights and tolerance, agreed to conduct during 1995, as part of its plan of action, a European campaign against racism, xenophobia, anti-semitism and intolerance,

HAVE ADOPTED THIS RESOLUTION:

I. General considerations

Education and training have a role of great importance involving efforts at local, national and European levels for combatting racism and xenophobia.

A fundamental task of educational systems is to promote respect for all people, whatever their cultural origin or religious beliefs. Moreover, they can make a unique contribution to improving knowledge of European cultural diversity.

Development of the teaching notably of history and the human sciences can intensify awareness of European cultural diversity and eliminate stereotypes.

In accordance with the European Convention on human rights and international legislation, in particular with Article 2 of the Convention on the Rights of the Child, all children, regardless of their parents' situation, have a right to a basic education.

II. The role of the educational systems in contributing to the struggle against racist and xenophobic attidudes

The political, cultural and linguistic pluralism characteristic of the European Union has helped to emphasize respect for and the value of diversity. Thus, both in educational circles and in political and social milieus, pluralism is increasingly regarded as an enriching factor and a distinguishing mark of the People's Europe.

On the other hand, one measure of the quality of educational systems in a pluralist society is their ability to facilitate the social integration of their pupils or students. Consequently, an important aim of a quality educational system should be to encourage equality of opportunity.

To that end, European educational systems should continue as well as enhance their efforts at promoting education in values which encourage attitudes of solidarity and tolerance, as well as respect for democracy and human rights.

Educational systems are able to make a valuable contribution to the promotion of respect, tolerance and solidarity towards individuals or collectivities of different ethnic or cultural origin or religious beliefs by measures such as the following:

- use of teaching materials (manuals, texts, audiovisual resources, etc.) reflecting the cultural diversity of European society,

- specific integration initiatives aimed at pupils and students who, given their social situation, may be susceptible to racist and/or xenophobic influences. In particular, specific programmes should be implemented in areas where the incidence of social exclusion is most pronounced,

- reinforcing areas of education which can help provide a better understanding of the nature of a multicultural society, in particular, history, human sciences and language teaching,

- promoting the formation of partnerships between educational establishments and between pupils with the aim of encouraging activities which will check the growth of racist and xenophobic attitudes.

The teacher plays a crucial role in forming pupils' attidudes from an early age. The new challenges posed by teaching of children with very different social and cultural backgrounds makes a significant professional demand on teachers. Within this context, the education and development of present and future teachers is an important area for cooperation between Member States.

Exchanges of experience, in order to take advantage of cultural diversity between different educational institutions, contribute to the improvement of cooperation in education.

The administration of schools plays a very important role in promoting acceptance of and respect for other cultures. However, schools alone cannot resolve the problems concerned. Cooperation between schools and their environment is therefore desirable. Educational establishments, particularly schools, can promote partnerships with representatives of parents, teachers and children, enhancing the quality of the education in various school activities and enabling schools to be a meeting-point for families of diverse origin.

In conclusion, THE COUNCIL AND REPRESENTATIVES OT THE MEMBER STATES' GOVERNMENTS:

INVITE the Member States:

1. to foster the provision of education and training of quality, enabling all children to fulfil their potential and play a role in the community;

2. to enhance the flexibility of educational systems so that they can respond to complex situations and thus promote plurality in curricula;

3. to promote educational and curricular innovations which contribute to the development of concepts such as peace, democracy, respect and equality between cultures, tolerance, cooperation, etc. and encourage the preparation of educational materials designed to foster attitudes and values favourable to understanding and tolerance;

4. to encourage initiatives promoting cooperation between schools and their local communities;

NOTE that in a communication, to be prepared by the Commission concerning action already completed under existing Community programmes, as well as the possibilities for future action relevant to the struggle against racism and xenophobia, there will be a section devoted to education and training;

INVITE the Commission, in cooperation with the Member States:

1. to exploit fully and ensure coherence among all Community programmes which promote education and training aspects of the struggle against racism and xenophobia, in particular those which assist initiatives among the local community;

2. to exploit in particular the parts of the Socrates programme involved with the problems concerned, including schools partnerships, exchanges of experience on intercultural matters and teacher training;

3. to assist in the exchange of experience by collecting and disseminating information about the contribution of European educational systems in combatting racism and xenophobia and the integration of people of different ethnic, cultural and religious backgrounds;

4. to ensure that in the field of education appropriate cooperation in combatting racism and xenophobia is achieved between the Community and international organizations, especially the Council of Europe.