91997E2586

WRITTEN QUESTION E-2586/97 by Hilde Hawlicek (PSE) to the Commission (29 July 1997)

Subject: Concentration of educational research funding

Various sources of funding exist for educational research, some of which differ very widely as regards the amount of money available. For example, activities are possible under the 4th Framework Programme of Research and Technological Development, under the Leonardo education programme and as part of the work of CEDEFOP.

From the point of view of potential applicants for project funding, and also when it comes to overall appraisal and use of the data, the situation is, in parts, very confusing.

As part of the reorientation of the individual programmes, will the Commission concentrate the existing facilities for promoting research in order to use the results as a basis for an efficient education policy?

Answer given by Mrs Cresson on behalf of the Commission (2 October 1997)

It is indeed the case that the Commission offers various opportunities for the funding of activities in the field of education, training and related research. However, these opportunities are limited and well defined by the different scopes and priorities of the individual programmes concerned.

Three different levels of intervention, involving and promoting transnational co-operation, can be identified:

- the level of basic research, oriented towards and dealing with questions of structural importance.

This is the level of intervention within the fourth research and development (R& D) framework programme, more specifically Area II of the targeted socio-economic research (TSER) programme. During the four year period of the TSER programme, 25 MECU was foreseen for co-financing of a limited number of projects;

- the level of test implementation of research findings and of exchange of information.

This is the level of intervention in the context of the action programme Leonardo da Vinci (Strand III.2.a - surveys and analyses). With a global financial envelope for these activities comparable with that of Area II of the TSER programme, a larger number of projects likely to have an immediate impact on systems is co-financed;

- the level of analysis of data and exploitation and dissemination of results of research undertaken in the Member States and at European level.

This is the level of intervention of the European centre for the development of vocational training (CEDEFOP) which, according to its founding regulation, supports initiatives facilitating a concerted approach to vocational training issues in the Community. These studies enable the Commission and all those involved in this policy area (such as decision-makers in Member States, social partner organisations, practitioners) to have a clearer understanding of the developments taking place across the Community and to identify trends in order to draw conclusions for future action.

In addition, in the context of the Community's structural policy, the European social fund (ESF) also finances research into education and training, in particular in the less developed areas of the Community. This includes special measures in the operational programmes such as 'Teaching and initial training' and 'Research and development'.

The Community's 'Human resources' initiatives, in the framework of the 'Employment' and 'Adapt' programmes, also allow for the carrying out of survey and studies related to the programmes' priorities and objectives.

It is clear that thematic linkages exist between these activities. That is why the Commission attaches great importance to co-ordination in order to avoid duplication of efforts and to generate the best possible synergy.

Although the Commission is striving for greater concentration, rationalisation and flexibility in the preparation of the 5th R& D framework programme and in its preliminary thoughts on the future of the Leonardo da Vinci programme, the three levels of intervention highlighted above remain separate and serve clearly distinct objectives.

Decision-makers, social partners, promoters, researchers and research institutes involved and interested in research on education and training are well aware of these distinctions and of the various funding possibilities. Given these elements, the Commission does not think there is an immediate need for regrouping of the financial resources allocated for this purpose.