Recommendation 2006/961 - Transnational mobility within the EC for education and training purposes: European Quality Charter for Mobility - Main contents
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official title
Recommendation of the European Parliament and of the Council of 18 December 2006 on transnational mobility within the Community for education and training purposes: European Quality Charter for Mobility| Legal instrument | Recommendation |
|---|---|
| Number legal act | Recommendation 2006/961 |
| Original proposal | COM(2005)450  |
| CELEX number i | 32006H0961 |
| Document | 18-12-2006 |
|---|---|
| Publication in Official Journal | 30-12-2006; OJ L 394 p. 5-9 |
| Effect | 18-12-2006; Entry into force Date of document |
| End of validity | 31-12-9999 |
30.12.2006 |
EN |
Official Journal of the European Union |
L 394/5 |
RECOMMENDATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL
of 18 December 2006
on transnational mobility within the Community for education and training purposes: European Quality Charter for Mobility
(2006/961/EC)
(Τext with EEA relevance)
THE EUROPEAN PARLIAMENT AND THE COUNCIL OF THE EUROPEAN UNION,
Having regard to the Treaty establishing the European Community, and in particular Article 149(4) and Article 150(4) thereof,
Having regard to the proposal from the Commission,
Having regard to the Opinion of the European Economic and Social Committee (1),
Having regard to the opinion of the Committee of the Regions (2),
Acting in accordance with the procedure laid down in Article 251 of the Treaty (3),
Whereas:
(1) |
Mobility in education and training is an integral part of the freedom of movement of persons — a fundamental freedom protected by the Treaty — and one of the main objectives of the European Union's action in the field of education and training, based both on common values and on respect for diversity. It is an essential tool for creating a genuine European area of lifelong learning, for promoting employment and reducing poverty, and for helping to promote active European citizenship. |
(2) |
Mobility brings citizens closer to one another and improves mutual understanding. It promotes solidarity, the exchange of ideas and a better knowledge of the different cultures which make up Europe; thus, mobility furthers economic, social and regional cohesion. |
(3) |
Intensifying European mobility and exchanges for education and training purposes, and events such as the 2006 European Year of Workers' Mobility, have a key role to play in achieving the Lisbon goal of making Europe the most innovative and competitive knowledge-based economy by 2010. |
(4) |
Providing a better framework for mobility for education and training purposes within the EU will help to contribute towards the achievement of a knowledge-based economy central to the creation of employment, sustainable development, research and innovation in the Member States. |
(5) |
Increased support from all stakeholders, including public authorities, for mobility within the EU is needed to improve the quality and effectiveness of education and training systems in Europe. |
(6) |
Recommendation 2001/613/EC of the European Parliament and of the Council of 10 July 2001 on mobility within the Community for students, persons undergoing training, volunteers, teachers and trainers (4) was the first recommendation adopted with the aim of facilitating Community action to encourage mobility. |
(7) |
The work of the group of experts set up by the Commission in accordance with point III(a) of that Recommendation, and the first follow-up report, while showing the progress made both at national and at European level as regards mobility for education and training purposes, demonstrate the need to focus not only on increasing mobility in quantitative terms but, above all, on improving its quality. |
(8) |
This objective may be pursued, inter alia, by adopting, in the form of a Recommendation, a Quality Charter for Mobility, laying down a set of principles in this field, to be implemented on a voluntary basis. |
(9) |
The European Quality Charter for Mobility (hereinafter referred to as ‘the Charter’) should also allow for the specific needs of people with disabilities and for disadvantaged groups. |
(10) |
The Charter should help increase exchanges, facilitate the recognition of periods dedicated to education or training, and the recognition of titles and qualifications, and establish mutual trust so as to improve and strengthen cooperation between the relevant... |
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