STRATEGY FOR DEVELOPMENT OF CONTINUOUS EDUCATION UNTIL THE YEAR 2010

CONTENTS

• INTRODUCTION
• CONDITIONS FOR CONTINUOUS EDUCATION IN POLAND
• STRATEGIC GOALS OF DEVELOPMENT OF CONTINUOUS EDUCATION
• PRIORITY ACTIVITIES
  PRIORITY 1. Increasing access to continuous education
  PRIORITY 2. Raising the quality of continuous education
  PRIORITY 3. Cooperation and partnership
  PRIORITY 4. Increasing investment in human resources
  PRIORITY 5. Creation of information resources on continuous education and the development of advisory services
  PRIORITY 6. Recognizing the role and significance of continuous education
• STRATEGY FINANCING OPTIONS

1. INTRODUCTION
The prerequisite for implementing the concept of building a knowledge based society in Poland is to give appropriate rank to the recently widely recommended concept of lifelong learning.

The concept of lifelong learning (OECD - Paris 1996) this view of learning embraces individual and social development of all kinds and in all settings - formally, in schools, vocational, tertiary and adult education institutions, and non-formally, at home, at work and in the community. It emphasizes the need to prepare and motivate all children at an early age for learning over a lifetime, and directs efforts to ensure that all adults, employed and unemployed, who need to retrain or upgrade their skills, are provided with opportunities to do so.

Today's concept of lifelong learning refers to the earlier definitions of continuous education. Continuous education (UNESCO - Nairobi 1976) is a set of educational processes: formal, non-formal and informal, which irrespective of the content matter, level and methods make it possible to supplement education in school and non-school forms, enabling adults to develop their skills, enrich their knowledge, improve their occupational qualifications or acquire a new trade, while changing their attitudes.

The Act on the System of Education (draft amendment) defines continuous education as education in schools for adults, as well as acquiring and supplementing general knowledge, vocational skills and qualifications in non-school forms by persons who have fulfilled the school obligation.
Until now formal education has prevailed in educational practice - the system of education leading from kindergarten to university. The changing labor market, new technology, new professions and specializations all raise the significance of non-formal education. However, informal education, the result of an individual's daily activities, the impact of the environment and the ever-present mass media - continues to be underestimated.

Placing the emphasis on integration of distinguished forms of education gives the continuous education process a new, comprehensive character. Complementary treatment of formal, non-formal and informal education, with due regard for standards of occupational qualifications - makes it possible for organizational structures of the education system to permeate each other, facilitates acquisition and recognition of occupational qualifications. This is also a plane for wide exchange of technical, methodological and organizational experience. It is also a step in the direction of building an open and flexible system of education, of real support for cognitive activeness and entrepreneurship - leading to greater opportunities of employment in today's labour market.

Continuous education is the basic factor determining economic growth, particularly in conditions of a global economy. Therefore the main goal of the STRATEGY is to outline the directions of development of continuous education in the context of the concept of lifelong learning and the formation of a knowledge based society. A document mapping out the directions of development of continuous education will make it possible in the future to monitor the changes taking place in Poland in terms of the social expectations and feasibility.

Implementation of the STRATEGY is meant to enable each citizen to develop individually through the popularization of access to continuous education and improvement of its quality, and should also promote active attitudes, improving opportunities in the labour market.

The Strategy also sets forth tasks for the central and local government administration, scientific and educational institutions and social partners, i.e. organizations of employers, economic self-governments, occupational self-governments, trade unions, foundations, associations and other nongovernmental organizations. Implementation of these tasks will make it possible to carry out the European dimension of lifelong learning in Polish reality, in the shorter and longer term.

This also means that the Strategy will serve to provide the foundations for the creation of ministerial (sectoral) programs for the development of continuous education to consistently raise the professional qualifications of workers for social and economic needs.

2. CONDITIONS FOR DEVELOPMENT OF CONTINUOUS EDUCATION IN POLAND
The Strategy is based on diagnoses concerning socio-economic and political processes described in strategic government documents, such as: The Government Economic Strategy "Enterprise - Growth - Employment," The National Development Plan 2004-2006, as well as in other medium and long-term government documents, in this The National Strategy for Employment Growth and Human Resources Development for the Years 2000-2006 and the Joint Assessment of Employment Policy Priorities in Poland (JAP), accepted by the Government of Poland and the European Commission.

The following are the most important prerequisites determining the objectives and character of the Strategy:
1. Demographic processes
Until recently Poland was a European country with one of the highest birthrates. Over the last decade, however, this rate steadily declined, to reach the level of 0.5 per 1,000 inhabitants in 2001. In the years 1990-2001 there was a substantial growth of the working-age population (18-59 years for women and 18-64 for men), by nearly 1.8 mn persons, i.e. from 57.5 to 61.9 of the entire population. Currently, for every 100 persons of working age there are 62 of non-working age, in this 24 persons of post-working age and 38 under 17 years of age.

The demographic trends indicate that:

• by 2005 the number of children and young people of pre-school and school age will decline by 1,150,000;
• following a growth until 2004, from 2005 the number of young people applying to higher education institutions will begin to decline significantly;
• until 2005 the post-working age population will continue to grow;
• in the years 2002-2005 the retirement-age population will grow by 100,000, this trend being continued for at least 30 years.

The demographic changes will exert a strong pressure on the labour market, and in consequence will enforce changes in the demand and supply structure of educational services oriented at continuous upgrading and improvement of occupational qualifications or retraining of adults.

2. The situation in the labour market
The situation in the labour market in Poland is determined by phenomena related to growth of supply of labour and a decline in demand for labour. In the years 1999-2001 this situation deteriorated, which could be seen in the decline of the employment level and growth of the unemployment level and intensity. The employment index, calculated as the percentage of working population to the population aged 15-64 was at 52.7% in the 4th quarter of 2001, being 2 percentage points higher than in the preceding year. At the end of March 2003 the number of working-age persons in the national economy was estimated at 14.8 mn, compared to about 15.1 mn in 2002 and 15.7 mn in 2001.

At the end of March 2003, in turn, the number of unemployed persons totaled 3.3 mn and the unemployment rate reached 18.7%. The year 2003 is another year of entry into the labor market of baby boomers born in the 1980s. The working-age population may grow by 250,000 persons and only some of these will find employment. It is estimated that by the end of the year 3.2 mn may be without a job and the unemployment level may slightly exceed 18%.

The unemployment level is very high among young people. In the years 1999-2001 the unemployment level in the 15-24 age group rose by 155,000 persons (a 20% growth). While the share of this group in the entire population of unemployed persons declined by 1.5 percentage points (the number of unemployed in the 15-64 age group rose by 22%), nearly every third person registering in the employment office is in this age group. The second largest unemployed group consists of persons aged 25-34. In 1999-2001 this group grew to 213,300 persons, i.e. by 0.4 percentage points.

In 1999-2001 the highest growth of unemployment was observed among the 45-54 age group. The number of unemployed persons of this age rose by 55.6% (by 204,700 persons), and the percentage share in the total number of unemployed persons rose by 2.8 percentage points. These changes are associated with the change of the demographic structure of the work force, but may also indicate that relatively older persons have poorer adjustment abilities to labour market needs.

Persons with the lowest educational attainment are those most threatened with unemployment. The majority of unemployed persons have primary or basic vocational education (nearly 70% of all unemployed persons). Persons with a higher education, in 2001 accounting for slightly over 3% of unemployed persons, are those least often unemployed.

The above data indicate that education may protect against exclusion from the labour market. This also means that next to programs designed to help unemployed persons return to employment, long-term actions to improve the educational level of society are very important.

3. The system of education
In the 1990s, along with the rising educational aspirations, the educational structure and standard visibly improved. Such a trend brings Poland closer to the European Union countries and places us in the lead among the candidate states. However, the rise in the number of schools and students was not accompanied by an adequate increase of financial outlays. The scale of expenditures in relation to GDP, although at a level comparable to many EU countries, does not guarantee continuation of a high growth rate over the longer term, which would bring our educational system closer to the patterns of the most developed countries. In 2001 public expenditures for education accounted for 4.6% of GDP (4.4% the year before and 4.14% in 1995). To compare, in 1998 in the OECD countries public expenditures for education accounted for 3.28% of GDP.

However, the expenditures for education per student according to teaching levels, expressed in USD, clearly show the great gap dividing Poland not only from the European Union countries, but also from our neighbors. In 1999 expenditures per primary-school student in the EU were $4,100 on average, in Poland - $1,900, and in Hungary - $2,200. For each secondary-school student these were $6,200 in the EU, $1,600 in Poland, and $3,400 in the Czech Republic. In higher education institutions the EU apportions $8,500 for each student, Poland - $3,900 and e.g. Hungary - $5,900.

An additional indicator showing our educational delays is the low level of utilization of ICT in the school system. In Poland for each computer there are 44 students of primary schools and 22.6 of secondary schools. For the EU countries there are 13.2 and 8.6 respectively. In Poland for every computer with Internet access there are 79 students of primary schools and 26.1 of secondary schools. For the EU countries there are 32 and 14.9 students respectively (data for Poland for 2002, for the EU for 2001).

The outlays for education and to raise qualifications of adults are also inadequate. It is estimated that state budgetary outlays for continuous education in Poland account for about 0.6% of all expenditures for education. The expenditures of employers for staff training, supplementary education and retraining in 2001 accounted for 0.8% of the labor costs.

In recent years the number of persons in Poland who supplement their education each year averages from 1.2 to 1.5 million, i.e. 8% to 10% of those working in the economy. To compare, in the EU countries about 20% of the working population makes use of this form of improving chances for employment. It is estimated that in Poland every employed person devotes about 2 hours a year on average for training in organized forms and about 50 - 70 hours a year in the developed countries.

In the opinion of the Government Center for Strategic Studies, the social differentiation in access to education existing in Poland is one of the highest in Europe. Access of children and young people to education is more and more often determined by the financial standing and aspirations of the parents. In this situation, measures should be taken to halt the growing hazards. With Poland's approaching entry in the European Union, it is necessary to increase efforts to ensure a high standard of education, to improve access to education, disseminate secondary education and raise the higher-education index. These goals are concurrent with the priorities of the EU member states.

Apart from the above closely specified conditions of the Strategy, factors that have had an impact on defining its priorities also include:

• scientific-technological progress, changing the work environment and its substance. A virtual reality is being created, work is becoming more intellectual, the employment structure is changing;
• integration and globalization, expanding human cultural horizons, creating ever greater opportunities of individual choice and development, and at the same time carrying risk, uncertainty, inability to keep up with changes, a sense of being lost and marginalization of individuals and entire social groups;
• higher educational aspirations of society, expressed in an increased share of young people attending schools ending with a certificate of completion of secondary school, a several-fold growth in the number of students and non-state higher-education institutions over the last decade;

The Strategy also takes into account provisions included in international documents, such as: Commission Memorandum of 30 October 2000 on lifelong learning, the Copenhagen Declaration - Declaration of the European Ministers of Vocational Education and Training and the European Commission, convened in Copenhagen on 29-30 November 2002, on enhanced European cooperation in vocational education and training.

3. STRATEGIC GOALS OF THE DEVELOPMENT OF CONTINUOUS EDUCATION
The strategic goal of development of the process of continuous education and lifelong learning is providing support and modeling development of personality, stimulating innovation and creativity of an individual. This will encourage greater competitiveness, improvement of organization of work and the creation of foundations for the development of a knowledge based society. This conforms to the policy of the European Union geared at active participation in a civil society, personal fulfillment, adjustment to continuous changes and the opportunity to obtain employment.

Implementation of the strategic goal is based on distinguished PRIORITY activities corresponding to the European sphere of lifelong learning:

• Increasing access to continuous education.
• Raising the quality of continuous education.
• Cooperation and partnership.
• Increasing investment in human resources.
• Creation of information resources on continuous education and the development of advisory services
• Recognizing the role and significance of continuous education.

4. PRIORITY ACTIVITIES

PRIORITY 1 - Increasing access to continuous education
An effective system of continuous education enables each citizen to satisfy his aspirations and personal educational needs in the optimal conditions for him, regardless of age, gender, family circumstances, degree of disability, place of residence, social and material status, educational attainment, nationality.

Hence the necessity of building a more human-friendly system of access to various levels, forms and methods of gaining knowledge and developing skills. It should have the following features: openness, diversity, permeability, comparability, transparency and recognition of qualifications.

In this context the following are significant:

• improving access to information on education and training;
• ensuring diversity of the offered educational programs;
• removal of social and psychological barriers in access to education;
• creation of mechanisms ensuring permeability of educational paths;
• creation of conditions for the development of new forms of education with consideration for information technology (distance learning, including e-learning);
• creation of conditions encouraging improvement of professional qualifications of persons employed in the individual sectors of national economy;
• optimization of the network of institutions conducting educational activities in order to have easier, convenient, direct access to educational services through the involvement of centers (at the disposal of local and regional authorities) and organizations and associations linked with the local surroundings;
• monitoring changes in access and diversity of educational offers of continuous education.

PRIORITY 2 - Raising the quality of continuous education
An important element of the ongoing transformation in Poland is to ensure quality of manufactured goods and performed services, which is a condition for coping with competition in the European and global dimension.

Education is also subject to these rules, where the main client is the student, listener who expects to receive high quality services. The provider of educational services should satisfy his expectations and needs.

In this context the following are significant:

• improving competence of teaching staff, also for implementing the concept of lifelong learning;
• regular updating of the content matter of education and adjustment to the socioeconomic needs and individual expectations;
• dissemination of information technology and technological culture, foreign language instruction, modeling of basic abilities, entrepreneurial attitudes and principles of coexistence in society, also among adults;
• introduction of innovative teaching and learning methods, in this with the use of modern teleinformation technology;
• dissemination of didactic means that raise the effectiveness of teaching and stimulate the development of interests of students;
• development of systems of examination, confirmation and recognition of qualifications acquired in school and non-school forms and in an non-formal way, with the inclusion of self-study and experience gained in the process of work;
• establishment of professional qualification standards as one of the elements of ensuring quality in continuous education;
• introduction of educational standards (curriculum, the material base, staff) resulting from professional qualification standards;
• creation of a system of accreditation of institutions conducting continuous education in non-school forms, where agreeing to undergo accreditation proceedings is on a voluntary basis;
• strengthening the effectiveness of pedagogical supervision of educational institutions organizing continuous education;
• scientific research to improve the quality of continuous education;

PRIORITY 3 - Cooperation and partnership
It will not be possible to resolve problems of continuous education without cooperation and partnership, and by the same coordination of activities towards implementing the concept of lifelong learning. Continuous education is a national PRIORITY, thus appearing problems are common problems and benefits gained constitute a common value. For this reason, all entities, i.e. central and local government administration, scientific and educational institutions and social partners should be involved in the creation of solutions and implementation instruments, irrespective of the range of their influence (country, region, local community, institution). This is at the same time an opportunity to maintain social ties through education, thereby strengthening democracy. It is particularly important to involve in continuous education employers who more and more often see that the efficiency and competitiveness of their firms are conditioned on the knowledge and skills of the employees.

In this context the following are significant:

• increasing the involvement of the State, local government organs, organizations of employers and other social partners in pursuing a common policy in programming, organizing, financing continuous education;
• increasing the participation of local authorities in creating transformations in the labour market and adjustment of educational undertakings to the local needs;
• involvement of scientific and educational circles in the process of continuous education, with particular emphasis on distance learning and cooperation with relevant circles and institutions in other countries (international agreements) and in European Union countries;

PRIORITY 4 - Increasing investment in human resources
The current level of investment in human resources can be considered as too low to satisfy the demand for skills needed in the labour market. The situation in the labour market with the high unemployment leads to more and more people being interested in changing or raising qualifications. The currently existing mechanisms of financing development of human resources are not adequate to the social needs and expectations. A barrier to taking up education is often poor financial standing of the individual and poor economic condition of enterprises.

In this context the following are significant:

• creation of a system of encouragements and incentives to take up continuous education, with particular consideration for residents of rural areas, regions of structural unemployment, persons threatened with social exclusion;
• creation of effective legislative-organizational schemes, encouraging greater participation of employers in continuous education of employees;
• raising the efficiency of management in the system of continuous education, improving the effectiveness of investment in human capital;
• continuation of already functioning programs which through the system of information and training make it easier to take up employment or self-employment, e.g. the "First Job" program;
• development of research on the effectiveness of investment in human resources;

PRIORITY 5 - Creation of information resources on continuous education and the development of advisory services
The key role in choosing a profession, facilitating access to education as well as motivating potential candidates to become involved in continuous education is played by: information, counseling and guidance.

Planning the educational path and professional career - in accordance with the stages of development of an individual - should be supported by schools and educational institutions and centers of vocational information and guidance, all providing services consisting of: identifying the individual predisposition, pointing out the possible educational paths, information on professions and qualification requirements, in this the possibilities of retraining, information on the situation and forecasts of changes in the labour market and counseling for enterprises and institutions seeking an appropriate educational offer.

Cooperation between institutions dealing with counseling and guidance (schools, psychological-pedagogical guidance centers, employment offices, labour agencies, labour clubs and exchanges, career and labour agency offices and other) should facilitate access to reliable information on the possibilities of planning a career with the use of various forms of continuous education.

In this context the following are significant:

• guaranteeing universal and constantly available services consisting of educational-vocational guidance addressed to a wide range of people at every stage of life and professional career, geared at needs and requirements of the clients, while increasing their motivation, supplying them with appropriate information including also forecasts concerning the labour market and the demand for work, and by the same making it easier to make decisions;
• creation of generally accessible banks of information on continuous education (network of institutions, the scope of activity conducted by them, information on employment opportunities) with the use of research of public statistics;
• strengthening associations between systems of vocational guidance and counseling conducted within the school system and within employment services;
• development of vocational guidance and counseling in schools, continuous education institutions and in employment services;
• creation of conditions for cooperation of private and public institutions in the field of vocational counseling and exchange of information and materials within created national and European partnership networks;
• development and dissemination of forecasts concerning the labour market and demand for work.

PRIORITY 6 - Recognizing the role and significance of continuous education
Modeling attitudes encouraging lifelong learning requires regular activities, beginning with early-school education. The school should make students aware of the fact that knowledge and skills acquired during formal education (within the school system) are only the basis for permanent learning. Already now school is not the only place for acquiring knowledge and is increasingly becoming an institution teaching how to learn. This trend will continue to develop, hence it becomes a strategic goal to make people aware of the role and significance of continuous education - both in the individual and social dimension. Development of culture of education, based on ethics and general culture, will raise the value and motivation for study, encourage overall character development and the formation of active civic attitudes and social cohesion.

In this context the following are significant:

• promotion of the value of learning at all educational stages and forms;
• taking up information-promotion measures to present the personal and collective benefits of continuous education, in this related to greater opportunities in the local, regional, national and European labour market;
• promotion and dissemination of "good practice" examples established in Poland and in Europe;
• involvement of the media in popularizing the concept of lifelong learning;
• promotion of the role of counseling in the selection of the right educational path and vocational development;
• involvement of local authorities, schools, higher-education institutions, employers, employment services, NGOs and other social partners in the promotion of continuous education programs;
• monitoring implementation of the strategy for the development of continuous education.

5. STRATEGY FINANCING OPTIONS
With the absence of detailed data on the level of financing of continuous education in Poland, the financing forecast will be based on estimated data, derived from various expert reports. According to these estimates, about 0.6% of all state budgetary expenditures for education is apportioned for education of adults in Poland. In 2001 PLN 30,549,816,000 was spent on education (system of schools and higher-education institutions), which means that about PLN 183 mn was spent on adult education.

This does not mean that these are all the possible financial resources that can be used for the development of continuous education. In other activities within the Sectoral Operational Program for the Development of Human Resources, as well as in the Integrated Operational Program for Regional Development and other operational programs, e.g. the Restructuring and Modernization of the Food Sector and Development of Rural Areas SOP, there are tasks related to continuous education, and therefore it will be possible to acquire additional financial resources.

Public expenditures may be borne in the amount established in the Budgetary Act, therefore the amount of financial resources for carrying out the tasks referred to in the Strategy will be conditioned on the capacity of the state budget and the decisions of Parliament in subsequent years. Moreover, it must be pointed out that many of the tasks described in the Strategy will be a continuation, therefore their execution will not require additional outlays from the state budget - it will be financed from state budgetary parts of the relevant disposing entities. The level of financial resources apportioned by local government units for carrying out tasks resulting from the Strategy will be conditioned on the budgetary capacity of these units.

In planning the financing of development of continuous education, consideration should also be given to the outlays of employers for this purpose, shown in the statistics of labour costs. In 2000 expenditures for supplementing education, training and retraining in the private sector accounted for 0.8% of the labour costs. Not much is known either about the share of individuals in covering the costs of vocational training - it is estimated that 39% of adult participants of training programs finance their training by themselves.

The level of total outlays for continuous education may rise significantly if effective use is made of financial resources derived from the sources referred to. As regards state budgetary expenditures for adult education, this rise may even reach the level of 2.5%, as compared to the current 0.6%.

After 2006 the Strategy will be financed in a similar way, where the activities included in the successive sectoral operational programs will be formulated on the basis of the provisions included in this document.

Assuming that the activities included in the Strategy for Development of Continuous Education Until the Year 2010 will be continued, a long-term strategy can be created on this basis, taking into account also the possibilities of acquiring financial resources from structural funds in the successive budgetary periods of the European Union.

ANNEX
Continuous education in national and international documents
Constitution of the Republic of Poland:
Art. 65 para. 5. Public authorities shall pursue policies aiming at full, productive employment by implementing programs to combat unemployment, including the organization of and support for occupational advice and training, as well as public works and economic intervention.

National Development Plan for the years 2004-2006 Sectoral Operational Program for the Development of Human Resources:

PRIORITY 2 - Development of a knowledge based society. The purpose of this PRIORITY is to prepare society to function in a global market economy system by raising the standard of education linked with increased participation of workers in continuous education, leveling out educational opportunities of various social groups, adaptation of the educational offer of schools, raising the quality of continuous vocational education, optimization of system solutions in this area and the development of social dialogue. Implementation of the above PRIORITY will also encourage enterprise development and the development of the adaptation potential of existing enterprises, particularly in sectors that make use of advanced technology, including information technology, with improvement of their competitiveness.
Activity 1 - Adjustment of the educational offer of schools, higher-education institutions and vocational education institutions to the needs of the labour market consists of equalization of educational opportunities for the purpose of improving access to the labour market, education towards an information society, development of vocational guidance and counseling, raising the quality of education and development of the system of vocational training and supplementary education of school and university teachers.
Activity 2 - Strengthening the system of continuous education of adults consists of accreditation of institutions conducting continuous education in non-school forms and the development of distance learning.
Activity 3 - Development of a staff of a modern economy and entrepreneurship consists of improving skills and qualifications of management staff and employees of enterprises, particularly of innovative ones, initiation and strengthening of cooperation between science and education and the economy, facilitation of introduction of new forms of employment and new organizational forms and modeling of entrepreneurial attitudes, enterprise and employment promotion by means of, inter alia, support for persons who wish to start their own business.

Other Sectoral Operational Programs and the Integrated Operational Program for Regional Development with regard to education.

National Strategy for Employment Growth and Human Resources Development for the years 2000-2006.
The National Strategy for Employment Growth and Human Resources Development for the years 2000-2006 is a continuation of the plans carried out within earlier government programs concerning the labour market, but also contains new proposals for activities, of which a very important one is the creation of appropriate conditions for the operation and formation of a flexible and efficient model of continuous education.

Strategy for Informatization of the Republic of Poland - ePoland
Goal C - General ability to use teleinformatics
C1 - General ability to use the computer - leading to a state where every secondary school graduate is able to operate a computer and draw benefits from using the Internet
C2 - Prevention of information exclusion - ensuring technical possibilities for equalizing the opportunity of full participation in an information society for "middle generation" persons requiring supplementary education and people with disabilities with the use of e-learning methods, promotion of telework as a method of occupational activation.
C3 - Increasing informatic occupational training - support for computer training programs for adults with particular consideration for training for unemployed persons.

Joint Assessment of Employment Policy Priorities in Poland (JAP).
The Government of Poland and the European Commission (Directorate General for Employment and Social Affairs) carried out a joint assessment of the short-term priorities of the Polish employment and labour market policy. The list of main priorities was defined and includes:

• continuation of educational reform and the attainment of the resulting goals of higher general educational attainment of adults;
• development of continuous education within a cohesive system and with the involvement of social partners;

Implementation of these priorities will require further measures:
A. Continuation of educational reform, in this:

• Preparation for starting 2-year supplementary general-education lycées and 3-year supplementary technical schools from 1 September 2004,
• Development of distance education,
• Preparation of examination standards and structures and staff for conducting external examinations to confirm professional qualifications,
• Implementation of legislative foundations for carrying out accreditation of institutions conducting educational activities in non-school forms,
• Improvement of the principles of operation of continuous and practical training institutions and centers for vocational supplementary education and training,
• Improvement of the principles of acquiring and raising general and vocational education by adults.

• Improvement of statistics of continuous education,
• Development and dissemination of occupational qualification standards,
• Development and dissemination of modern training standards,
• Upgrading incentives to invest in development of qualifications.

Commission Memorandum of 30 October 2000 on lifelong learning
"People themselves are the leading actors of knowledge societies. It is the human capacity to create and use knowledge effectively and intelligently, on a continually changing basis, that counts most. To develop this capacity to the full, people need to want and to be able to take their lives into their own hands - to become, in short, active citizens. Education and training throughout life is the best way for everyone to meet the challenge of change."

Copenhagen Declaration - Declaration of the European Ministers of Vocational Education and Training and the European Commission, convened in Copenhagen on 29-30 November 2002, on enhanced European cooperation in vocational education and training:
"Strategies for lifelong learning and mobility are essential to promote employability, active citizenship, social inclusion and personal development. Developing a knowledge based Europe and ensuring that the European labour market is open to all is a major challenge to the vocational educational and training systems in Europe and to all actors involved. The same is true of the need for these systems to continuously adapt to new developments and changing demands of society".

"It is particularly important that acceding member states should be integrated as partners in future cooperation on education and training initiatives at European level from the very beginning".

Aide Memoire - The World Bank - November 2002:
"With accession to the European Union Poland can not but see the importance of an appropriate system of continuous education services that meets the expectations of citizens, aimed at ensuring to school graduates and adults needing training or improvement of knowledge and skills access to information, improvement of their innovative capacities and acquisition of broad knowledge and skills needed for employment in jobs that require an appropriate level of knowledge. In addition, a highly qualified and trained staff is a factor that improves labour productivity and raises competitiveness, in this way creating relevant foundations for innovation. Therefore the creation of a policy and implementation of a program that would meet the training needs of individual knowledge based societies should be given the highest PRIORITY. The policy concerning implementation of the lifelong learning concept should not only meet the needs of young people attending schools, but also of adults who have to improve their skills and retrain at various stages of their life."