Minister Kristin Clemet

Ministry of Education and Research

Brussels, 25 - 26 November 2002

COMPETENCIES IN A NEW EUROPE

Norway's involvement in the new EU-initiatives

in the education area - possibilities and challenges

Your Excellencies, Mr van der Pas, Distinguished guests,

Dear friends!

The concept of Europe is constantly changing, being a positive sign of a dynamic development. East and West is no longer a political characteristic, but merely a geographical description. The distance between North and South is also diminishing; to a certain extent the use of ICT is making mileage irrelevant.

It is still, however, a fact that Norway is located in the northern outskirts of Europe. Nevertheless, we are a genuine part of Europe, and I am happy to state that we are indeed an integral part of most EU-initiatives in the education area. We need Europe, and I hope European partners find our participation interesting as well as useful.

Being an attractive partner is a challenge in any relationship, but challenges also constitutes possibilities. A keyword for success is quality. European cooperation in education and training is a tool for quality assurance, and therefore on top of my agenda. International collaboration, especially with our European neighbours, is of essential importance if we are to keep up with international standards. "No man is an island", to quote John Donne (British poet 1572 - 1631), no more than knowledge grows in isolation. In the age of globalisation no country is an island, acting in isolation from other nations.

I am pleased to note that Norway is a well integrated partner in European programmes and actions in the area of education and training, and in particular that we also are integrated in most of the new initiatives. Our participation in the educational programmes Socrates and Leonardo da Vinci has been an energising input to education and training in Norway, and has strengthened our European identity.

In my address I will focus on challenges and possibilities for Norway in the participation in the following initiatives:

• The Lisbon Process, with emphasis on follow up activities in education and training,
• The Bruges Process, and
• The Bologna Process, with emphasis on the Quality Reform in Norway.

In connection with these processes I will in addition to quality give special attention to mobility, lifelong learning and recognition of competencies and qualifications (especially "realkompetanse"). Finally, I will shortly look closer into the present and future of the education programmes, and the enlargement of the European Union and its consequences for Norway.

Generally, there are three equally important raisons d'être for the Norwegian involvement in the European cooperation in education. Firstly, we believe we can give a valuable contribution to the development of European education, having interesting results and good practice in some areas (i.a. accreditation and validation of informal and non-formal learning, the use of ICT in education, implementation of the Bologna Declaration, etc.). Secondly, in other areas (i.a. the PISA results from OECD) it will helpful for us to learn about how problems are successfully solved in other countries, so we can subsequently improve our own system. Being a non-member, but in many other respects quite similar to the member states, I think Norway can be an interesting supplement to findings in other countries.

Thirdly, we want to take part in the development of common objectives for education in a European framework, including the development of common instruments for measuring results and progress (such as benchmarks and indicators). European objectives will most likely be of relevance to our national agenda and development, consequently we would like to take part in the formulation. Shortly, we are seeking influence on what is affecting us.

The bottom line is: we cannot be indifferent to what is happening in Europe. A community is imprinted by its members, but members will also be marked by the community. We are a part of Europe, and we will be affected by what is taking place in the region as a whole. We have an obligation to contribute, and we have an interest in learning.It is our policy to gain influence on factors affecting our development.

One way or another, we are a piece in the greater European jigsaw puzzle. Not the biggest piece, I admit, but no puzzle is perfect unless all parts are in place.

The Lisbon Process

The Lisbon Process may in retrospect be seen as a watershed in policy development, and the follow up activities have already changed the focus of cooperation in education. Norway and the EFTA / EEA States are following the Lisbon Process closely, and I can with satisfaction say that in the area of education and training we are almost fully integrated.

In Lisbon (March 2000) the Heads of States of the European Union stated that they were aiming at becoming "the most competitive and dynamic knowledge-based economy in the world, capable of sustainable economic growth with more and better jobs and greater social cohesion." This is an aim we share. Norway has the intention of being a leading knowledge based society, with a competitive and sustainable economy. We need a skilled workforce to fulfil this goal, as well as informed and enlightened individuals for social and cultural development. Education and training is a main element in the Lisbon Process, as well as in our national strategy for modernising Norway.

The Lisbon Process seems to indicate a new way of organising policy development and cooperation in the EU, in which the Council is closely collaborating with the Commission in defining goals and tools. This may be a problem for us, being without formal connections to the Council. The main partner for EFTA in the EEA Agreement is the Commission, not the Council.

However, taking into consideration that Norway is not acting in isolation, we realise that the implementation of the Lisbon Strategy most likely will have consequences also for our education system. For this reason it has been a main priority for the Norwegian Government to get involved in the follow up initiatives. As I underlined a few minutes ago, we want to influence what eventually must be reflected in the development of education in Norway.

Following the Lisbon Summit the ministers of education initiated a process of defining concrete, future objectives for education and training. In the Detailed work programme on the follow-up of the objectives of education and training systems in Europe (published February 2002) the Council of the European Union clearly confirms that education and training is a key priority in the Lisbon Strategy. Three strategic objectives are highlighted:

• Improving the quality and effectiveness of education and training systems (in the EU),
• Facilitating the access of all to education and training systems, and
• Opening up education and training systems to the wider world.

These objectives are well in line with Norwegian policy goals, and we are very pleased to be invited to take part in the 8 working groups established to examine how these goals can be reached. We highly appreciate this opportunity to participate along with EU Member States and accession countries in the development of European education, and we have nominated experts to all working groups. This is a strong indication on how strongly we emphasis participation in this work.

Participation in the activities following the Detailed Work Programme gives us a number of possibilities; one of them is the opportunity to be tested and compared. If you want to be a World Champion, you have to participate in the World Championship. Quality always implies comparison, perhaps ultimately competition.

We all know that quality is something positive, but it is often difficult to find a more concrete and objective definition. How can we know for sure that a certain aspect of our education has top quality? In which ways can quality be documented, and how can we measure improvements? Participation in international studies can help us to find answers to these questions, and the exchange of good practice can give us ideas on how to improve our education systems.

From the Norwegian side we welcome the open method of co-ordination, in which benchmarking, indicators and peer reviews are ingredients. It is absolutely necessary to participate in international analyses and comparisons, to get qualified and objective information on the status and standard of your education. Facts are a prerequisite for taking informed decisions about reforms or new initiatives.

To sum up

• We share the main goal of the Lisbon Process
• In the area of education and training we are almost fully integrated
• We participate in the follow up activities of the Detailed Work Programme
• We have nominated national experts to all working groups
• We welcome the introduction of the open method of coordination
• It is important to take part in the development of indicators, international comparisons and analyses, benchmarking, etc.
• Facts about our own standing and the exchange of best practice are important elements in decision making

The Bruges Process

From Lisbon our journey through Europe goes to Bruges, perhaps with final destination Copenhagen. The Bruges Process, which was initiated in the fall of 2001, deals with recognition of qualifications and transparency in vocational education and training (VET). The purpose of this initiative is to promote mobility of skilled workers and in general to enhance cooperation in VET, important conditions if the ambitious goal of the Lisbon Process is to be achieved.

At the end of this week an important meeting is hosted by the Danish Presidency in Copenhagen. I am honoured to be invited to the informal ministerial meeting, and I look forward to discussing the proposal for a declaration on enhanced European cooperation in vocational education and training. The Copenhagen Declaration will be a milestone in the development of mobility and transparency in VET, and probably the start of the Copenhagen Process (which is to replace the Bruges Process).

It is a challenge to make our VET system and labour market ready and able to prepare and accept skilled workers adapted to competencies to be expected in a new Europe of knowledge. It is a win-win situation, where our skilled workers get their chances to gain a wider scope of competence in European countries, and the Norwegian labour market can benefit from skilled workers from abroad to areas where the national capacity cannot meet the need. This is positive for the national economies, as well as for the individual skilled worker (who in worst cases may face unemployment, if European mobility is not an option).

Success, however, requires openness and willingness to accept qualifications, which may appear somewhat different from what is stated in national curricula. Moreover, success cannot be reached by the Ministry of Education alone. A close cooperation with VET institutions, different governmental bodies and levels, NGOs, and social partners will be of crucial significance. I hope the fruitful cooperation and good relations already established can be continued and further developed in the years to come.

We are prepared to take part in the expert working groups, in areas where we can contribute with knowledge and relevant experience. The key words for the concrete actions proposed are the following:

• A European dimension
• Transparency, information and guidance
• Recognition of competencies and qualifications
• Quality assurance

In Norway we consider that the ultimate goal for the VET is to provide a competent, flexible and mobile labour force, which can contribute to sustainable development of society and economic growth. At the same time the education shall provide a foundation for a population with democratic values and opportunities for continuous development and learning.

An instrument for credit transfer within vocational education and training should be developed at European level. In Norway we consider it important that priority is given to the development of a single tool, supporting transparency of vocational qualifications. This tool should integrate already existing elements like the European CV, the Certificate Supplement etc.

The topic of quality is of course underlying all other actions. Transparent diplomas will not be of any help if there is no trust in the quality of the qualifications that are documented. Mutual trust is a main condition for acceptance of qualifications obtained in other countries. There is also a need for a further clarification of criteria and principles for quality, on the basis of which concrete methods and tools could be proposed, such as a checklist for quality assurance.

However, the wheel of change is rolling with an increasing pace, and in a few years time new reforms may become necessary. To assess the situation, a committee for quality assurance in primary and secondary education has recently been established in our country. The committee shall conclude its activities by April 1 ^st> 2003. The committee shall propose a framework for a comprehensive approach to quality assessment in primary and secondary education, including reporting at national, regional and municipal levels.

In my view, primary and secondary education should be viewed as a unified whole and in a perspective of international projects and initiatives and life-long learning. There shall be coherence, continuity and high standards of quality throughout the course of a person’s education, with no dead-ends, detours or overlaps. All persons must have the same access to and opportunities for primary and secondary education. The organisation, planning and methods used must be adapted to requirements of individuals, the labour market and society.

The development of European VET has entered a dynamic and exciting phase, and I am looking forward to take part in it.

To sum up

• Recognition and transparency in vocational education and training are keystones in the realisation of a European labour market
• Norway is following the Bruges Process closely, and is involved in the preparations of the Copenhagen Declaration
• Willingness and openness to accept skills and qualifications acquired in an other education system are essential
• Skills and qualifications must be measured and certified on a European basis
• Quality in VET is a prerequisite for success
• A close cooperation between i.a. governmental bodies and social partners is necessary

Life long learning

I cannot leave Bruges / Copenhagen without saying some words about life long learning and the Norwegian Competence Reform.

The Competence Reform is the Norwegian contribution to a comprehensive strategy for lifelong learning, where basic education and continuing education are meant to complement each other. The main objective of the Competence Reform is to help meet the need for competence in society, in the workplace and for the individual. The target group for the reform is all adults, both members of the workforce and people who, for different reasons, are outside it.

The reform is based on a broad concept of knowledge, where theoretical and practical knowledge and the promotion of creativity, initiative and social skills are all part of a whole. The reform is based on co-operation between many actors: public authorities, social partners, providers of education, private and public institutions, organisations and enterprises. The reform has a long-term perspective and is being implemented as a process in which employers, employees and the government all have to make an active contribution.

Documentation and validation of skills is a central part of the Competence Reform in Norway. We have chosen the term " realkompetanse." It covers all knowledge, abilities, attitudes and insights a person may have. In 1999 the Ministry of Education launched a national project, the realkompetanse project. The goal was to establish a national system for documentation and validation of realkompetanse, with legitimacy in the workplace and in the educational system. The Ministry of Education has the overall responsibility.

The competence reform is an ongoing process. As new challenges arise, we have to find new solutions. One priority of the Government is to open the workplace as a learning arena for speakers of minority languages, and to recognise the realkompetanse of immigrants. To achieve this, we will support projects that aim at combining language training and work for immigrants. This autumn we are proposing a new act for the Storting, giving immigrants the possibility to have their occupational skills tested and documented. I believe this can be of great importance for a better integration of immigrants into the labour marked.

Research tells us that the workplace is the most important learning arena for adults. This should be taken seriously, and we need a more systematic approach to opening up this learning arena to more persons, and to ensure quality of the learning process. I think time now has come for us to focus on how to put the use of different tools into system. The project of making more systematic use of the workplace as an arena of learning for immigrants represents such an approach. This concept could be widened to cover more groups, for instance young persons, persons with reading or writing difficulties, senior citizens, etc.

I see no reason why experiences and results we have achieved at the national level should not also be useful at an international level. In principle, it is all about the same thing - to find some common denominators when it comes to what works in real life, and try to arrange systems that are in line with such criteria. If the reform is to gain a foothold, it must inspire confidence and represent quality. It is important not to force standards upon systems, and give freedom at the local level concerning what solutions to choose. Diversity may be a prerequisite for quality in itself.

The main lessons to be learned from the implementation of the Competence Reform and the realkompetanse-project is that the starting point must be a strong determination to make priorities in a certain field, and then to gain political support for implementing action. Concrete measures must be designed, and I believe it is also often necessary to put these measures into reality before all possible aspects are fully developed within a complete framework. If we were to wait for everything to be perfect - on paper, mind you - we would never get our act together. Sometimes we must do a little bit of gambling, and it is the challenge for policy makers such as myself to dare trying.

That is why confidence is so important; without the trust of partners involved we cannot succeed. It is also necessary to monitor the process continuously, so we can correct mistakes and adjust directions en route. Actually, reforming is very much like life itself: we cannot have all fact beforehand, but we must try to optimise our possibilities based on certain beliefs and goals.

To sum up

Achievements of the Competence Reform:

• statutory rights to leave of absence from work for education
• statutory rights for adults to primary, lower secondary, and upper secondary education
• documentation and validation of non-formal and informal learning
• the establishment of a Competence-building program to promote innovation and development in the field of continuing education and training
• around 150 companies and more than 6 000 people have taken part in the development of documentation methods in the workplace
• at the end of 2001, skills of more than 15 000 people had been recognised and validated with reference to upper secondary education
• more than 11 000 adults have applied for university or college education based on their r ealkompetanse

• 4 500 students have been accepted by a university or college based on realkompetanse

The Bologna Process and the Quality reform in Norway

There are many beautiful cities in Europe, and Bologna is one of them. Intriguingly, this ancient city of learning in the North Italian province of Emilia-Romagna, has become a part of the everyday life of Norwegian students. I am not thinking of S paghetti bolognese, but the Bologna Process.

It is important to note that the Bologna Process is organised within an intergovernmental framework. Norway signed the Declaration at the initiating ministerial conference in 1999, and is thereby an equal partner in the cooperation.

The main aims of the Bologna Declaration are to increase student and teacher mobility and through this to create a genuine European area of higher education. One of the important issues in this respect is to overcome obstacles to mobility. For students, this would be, to quote the declaration: "access to study and training opportunities and to related services". While for teachers, researchers and administrative staff, one important element is that the period spent in a European country is recognised and valorised in your own country, and I quote again, "without prejudicing their statutory rights."

The Quality Reform of higher education in Norway

The Bologna Declaration was launched during a very exciting period for higher education in Norway, and national changes in higher education have been put forward under the headline The Quality Reform. The reform focuses on internationalisation in Norway and on international co-operation. There is need for increased participation in international programs and more exchange of students, teachers and researchers. We want to export more Norwegians to other countries for a certain period of time. Accordingly, we warmly welcome foreigners to study and work at Norwegian universities and colleges.

With the Quality Reform, the Norwegian government has implemented most of the elements from the Bologna Declaration, resulting in the fact that Norway is very much a locomotive in the follow up of one singular European area of higher education. Norway is in reality amongst the very first countries to implement the elements as laid down in the declaration. Let me shortly mention some of the initiatives already implemented.

From the academic year 2002/2003 a new degree structure, in accordance with the Bologna principles, has been introduced in Norway, replacing most of the existing degrees. While most institutions introduce the new degree structure already from the academic year 2002/2003, all universities and colleges are obliged by law to introduce the new structure by the start of the academic year of 2003/2004. The new degree system generates considerable changes in programs offered, especially at the universities. The vocational orientation has been made stronger, and cross-disciplinary programs have emerged on a new scale.

The ECTS system has been introduced with 60 credits equivalent to one year of full-time study. Grading at all universities and colleges is now being done by the use of a letter scale from A till F. Every student shall be equipped with a Diploma Supplement, explaining in English the student's degree.

I will once more return to the overall importance of quality. An important element of the Quality Reform has been the establishment of an independent agency for quality assurance. Following the reform all universities and colleges must have a quality assurance system, and a national agency is being established, named The Norwegian Agency for Quality Assurance in Education (abbreviation: NOKUT). The aim of the agency is to ensure that our universities and colleges live up to our high national and international standards of quality.

As a result of greater institutional autonomy, Norwegian universities and colleges have been given the right to establish new programmes at the Bachelor level. However, the right to establish new programmes presupposes that the institutions have satisfying systems for quality assurance. This kind of system places the responsibility for quality assurance on universities and colleges themselves. In my opinion this is very important, because quality in higher education and at universities and colleges, should, and must be, the responsibility of the universities and colleges themselves, and not the responsibility of an agency.

Thus, the main task for the agency will be to evaluate the institutions’ systems for quality assurance through so-called audit-evaluations. If the agency finds that an institution’s system for quality assurance is dissatisfactory, the institution will loose the right to establish new programmes. The institution will thus have to apply to the agency for accreditation of all new programmes. The agency will in such a case also undertake a number of other activities, mainly related to accreditation, revision of given rights, and evaluation.

Concerning mobility for students and academic staff, the aims of the Quality Reform of Norwegian higher education and the aims of the Bologna Declaration and the Lisbon Process are identical, and therefore reinforce each other. When the Government, the Commission, and all-European ministerial meetings all voice the importance of both quantity and quality mobility programmes and schemes, the message comes out very clearly to the sector.

As a result of all these efforts, these days, Norwegian universities and colleges are working on their international strategies and on reviewing and renewing their co-operation agreements with partner institutions abroad. The co-operation within the EU education and training programmes, Socrates and Leonardo da Vinci, are important to achieve the aims of the Quality Reform. The Ministry therefore encourages participation in these programmes whenever the opportunity arises. The National Socrates Agency, for instance, received some extra earmarked funding in 2002 in order to increase participation in Erasmus.

The most important measure, however, is that student mobility has become a criterion for the national financing of higher education institution through a new financial system introduced as part of the Quality Reform. From now on, the universities and colleges will receive 5000 kroner (appr. 700 euro) per incoming and outgoing student. Thus focus is also on a balanced exchange.

The Bologna Process has been a most useful supplement to the national process of reforming our sector. It has given us a possibility for updated information on international thinking and development in the area, and thereby made it possible for Norway to propose national reforms in forefront of agreed international objectives. In the next phase, our realisation of the Bologna Declaration makes us an interesting partner for countries at the starting point of implementing the recommendations.

Norway is an equal partner in the Bologna Process (it is not an EU-initiative). The forum represents an arena where we can play a decisive role, if we are able to demonstrate initiative, ability and creativity. Next year we are inviting to a Bologna follow up conference on student involvement, and in 2005 we hope to host the ministerial conference. I think this shows that we have qualities that can put us in the driving seat of international collaboration. We must be visible and clearly state what we stand for; it is a challenge and it is an opportunity for enrichment.

To sum up:

• The Bologna Process is intergovernmental, and Norway is an equal partner
• The forum represents an arena where we can play a decisive role
• We have nationally implemented most of the elements from the Bologna Declaration
• A Norwegian Agency for Quality Assurance in Education (NOKUT) is established
• Student mobility has become a criterion for the national financing of universities and colleges

Education programmes - consultation process

Participation in the European education programmes Socrates and Leonardo da Vinci remains a cornerstone in the Norwegian cooperation in the area of education and training. These programmes have been of tremendous importance in the internationalisation of our education system, but we have still not "reached the stars". In fact, in a life long learning perspective, we will never fulfil our "quota". Participation is a continuous learning process, and our aim is constantly to improve our participation. Learning can never reach a finite limit; the more you know, the more you realise there is to know.

With the implementation of the Detailed Work Programme, a close linkage to the programmes is anticipated. This is clearly documented in the recent calls for proposals, where preference is given to proposals, which can contribute to the development of target areas highlighted in the Detailed Work Programme. The education programmes is increasingly becoming an arena for development and testing of new policies, making it even more important for us to keep up our participation. I would also underline the importance of establishing links from programme activities to national research and development, in order to promote interdisciplinary cooperation and synergy.

For Norway, this is a unique opportunity to get involved in the shaping of future education systems. The national agencies together with their partners are doing a great job in promoting Norwegian participation in the programmes, and I hope their efforts will lead to increased interest and success in the establishment of projects and exchanges. Active participation may actually be more important to us than EU Member States, since we are full members of the programmes and not the EU itself. We definitely need more Norwegian coordinators and partners in the programmes, being a major channel into policy development on a European level.

In Socrates, the Comenius-programme has been a great hit with Norwegian school. It has opened up new internationalisation possibilities, and the number of applications for school partnerships has exceeded funding possibilities every year, even with some extra national funding. As a result, so far, Norway has received extra funding for school partnerships every year. Norwegian schools cooperate with 875 other European schools – it is quite impressive what can be done with modest means.

In Erasmus, 2000-2001 was the first year that teacher mobility grants were distributed nationally, and there were 171 outgoing and 165. This is an increase compared to previous years, but the aim is to se an even further increase. It is our goal to raise the number of outgoing Erasmus-students by 50 % to 1500 annually within 2003. This would raise the level of Norwegian participation to a European average, which obviously should not be too ambitious.

2001 was the first year for national distribution of Grundtvig funds (adult education and other educational pathways), and there were many applications for the learning partnerships.

Both in 2001 and 2002 the Leonardo programme in Norway received funding for four pilot projects. This is a decrease compared to previous years, but the amount of financing is at the same level as before.

In 2001 there were 79 mobility project applicants to the Leonardo programme in Norway, of which 68 were accepted and 506 persons involved. In 2002 46 out of 72 mobility projects were accepted, and 561 persons are involved. The mobility projects are very successful with a wide geographical participation and high quality projects.

However, there is room for improvements. At all levels of the education system there seems to be a general reluctance at engaging in coordination of large projects. The result is that there are relatively few Norwegian coordinators of centralised projects in the various parts of the Socrates programme. It would be interesting to know why. Too much work for too little reward? Hopefully, the mid term evaluation of the Socrates and Leonardo programmes can provide an answer.

There is a wish to increase the numbers of applications to all the Leonardo da Vinci projects, and especially the pilot projects. This is not an easy task, but the Ministry and the National Agency have an ongoing discussion on how to do this. Another important question that is raised, both in Norway and from the Commission centrally, is the dissemination of programme results, the valorisation process. How can Norway to a greater extent use the results of the programme in our national policy development?

Generally, we should widen the scope of cooperation to more countries, and especially to countries where English is not the working language. This is important to improve our students' knowledge for the variety of European languages and culture.

The present programmes end in 2006, and the Commission has already started a consultation process for the future development of the education and training programmes to follow. In the public consultation document the Commission invites all parties interested in education and training, individuals as well, to submit their views and ideas to the Commission within 28 February 2003.

Let me congratulate you, Mr van der Pas, on this bold and truly challenging initiative! I am impressed by your will and capacity to involve the whole of Europe, so to speak, in the comprehensive process of developing education and training in the last part of this decade. You surly demonstrate a strong wish in taking the opinions of others into consideration.

I would like to use this opportunity to invite this assembly to make use of this possibility to directly influence the thinking of the Commission on this important issue, and I hope the Commission will receive many replies from Norway.

To sum up

Facts:

• The participation in the programmes is good, but there is room for improvements
• In 2001, 217 Norwegian schools received funding to participate in school partnerships, 10 participated in language project and 12 in school development project
• There is a good balance between incoming (918) and outgoing (984) Erasmus-students, with a small superiority to the number of Norwegian students going abroad (2001-figures)
• In Grundtvig Norwegian institutions coordinate 3 and participate in 12 partnerships
• Both in 2001 and 2002 the Leonardo programme in Norway received funding for four pilot projects
• This year 46 out of 72 mobility projects in Leonardo were accepted, and 561 persons are involved

Challenges:

• We want to increase the number of participants in exchanges to and from Norway
• It is a priority to increase the cooperation with a larger number of different countries
• Results and experiences from participation should to a larger extent be taken into consideration in policy formulation, and be incorporates in research and development

The enlargement of the European Union - consequences for Norway

We are in Brussels, and I have already mentioned Lisbon, Bruges, Copenhagen and Bologna. There are, however, many more cities worth visiting; Riga, Prague and Bucharest to mention a few. With the enlargement of the European Union, the Union increasingly deserves the name Europe.

Overall, Norway supports the enlargement of the European Union, and generally the consequences for Norway are positive. Last year the Norwegian Government launched an action plan to increase contact and cooperation between Norway and the candidate countries. With the expected accession of 10 new countries to the European Union in 2004, the face of Europe is definitely changing, and so is the size of European Economic Area. With the enlargement of the EU, the EEA is automatically - and hopefully simultaneously - foreseen to be enlarged correspondingly.

As most changes, the enlargement implies challenges as well as possibilities. Norwegian schools, universities, colleges and SMBs will have a much greater choice in cooperation; indeed the growth in the Erasmus programme the last years can mainly be attributed to the opening up of the programme to the candidate countries. It is a priority for the Norwegian Government to be an active and attractive partner in an enlarged EU /EEA, for one thing cooperation in education and training being a stepping stone to mobility of workers in a pan-European labour market. Mobility in a large labour market increases the possibilities for matching needs and skills, to the benefit for the economy as well as the individual.

Cooperation in education and training with the candidate countries has of course a rationale in its own right, developing knowledge and bringing us closer to people and cultures that have been behind an almost impenetrable curtain of prejudice and suspicion for decades. There is a close correlation between knowing and loving, and the exchange of young people - be it students or young workers - does contribute to the removal of xenophobia in Europe. Stability, equality in heterogeneity and rooted democratic values may be Europe's most important preference in achieving the ambition of becoming "the most competitive and dynamic knowledge-based economy in the world."

However, it cannot be denied that the focus of the European Union and the candidate countries has been directed towards one another. The EFTA / EEA States have understandably not been in the limelight of attention in the preparations for membership. It is a challenge to make sure the member countries and the European Commission, and even more the candidate countries, are fully aware of the rights and obligations of the EEA Agreement.

The candidate countries have already for several years been members of the European education programmes Socrates and Leonardo da Vinci. Cooperation within this framework is an excellent opportunity to broaden contacts and promoting knowledge about Norway and our education system, and vice versa. There is, unfortunately one problem that only partly is solved: the financing of bilateral exchanges between EFTA / EEA States and candidate countries. The European Commission sees these exchanges as exchanges between two third countries, thus making them illegible for EU economic support. The problems with bilateral exchanges will eventually be solved when the candidate countries become EU members.

This has seriously hampered the possibilities for cooperation, and I am happy to say that in the mean time the Norwegian action plan for increased cooperation with the candidate countries money is set aside (3 MNOK for 2002 by the Ministry of Foreign Affairs) to compensate for lacking EU financing. My Ministry has also allotted special financing for the internationalisation of VET (3 MNOK in 2001) for cooperation within the Leonardo-programme with candidate countries.

Linking Up for Mobility in Europe is the part of the "shadow programme" that is linked to Leonardo da Vinci. Out of 88 applications, 53 were given support, with a total of 482 participants, 289 Norwegians going abroad and 193 coming to Norway. All the candidate countries were represented in the applications, and all countries - with the exception of Bulgaria - are represented in the exchanges that will take place in 2002/2003.

Generally, around 400 students, pupils, trainees, teachers and instructors have participated in exchanges, thanks to the action plan. The action plan has been a success, and I am happy to tell you that we will continue this project the next year. It is of vital importance for Norwegian education institutions to cooperate with our colleagues in the candidate countries. We expect this project to help establish and cultivate networks and arenas for cooperation both in education and for future cooperation within other areas such as culture and trade.

The frontiers of Europe may eastwards end somewhere in the Urals, but European cooperation is expanding beyond its geographical borders. The Council and the European Parliament has proposed a new initiative in higher education, Erasmus World, to encompass cooperation with non-European countries in Asia, America and Oceania. The EFTA / EEA States are positive to this enlargement, and we hope to take part in the new programme when it is to be launched in 2004.

Let me also briefly touch upon the Convent on intergovernmental reform, which is to give its recommendations on the future of Europe in 2004. While the enlargement of the EU is an expansion outwards, the Convent may be called integration in depth. Norway does not intend to take part in this discussion, but we are looking forward to the outcome. Personally I am quite curious about how the future Union will handle questions of consensus, diversity and democracy in a perspective of effective governance.

To sum up

• Norway supports the enlargement of the European Union
• Overall, the consequences for Norway are positive
• An enlarged EEA creates more possibilities for cooperation in education, as well as in employment
• We must strengthen our efforts in keeping up knowledge about the EEA Agreement
• We already cooperate with candidate countries within Socrates and Leonardo
• Participation in the education programmes are an important instrument in establishing contacts and promoting knowledge about Norway
• A national action plan has been established in order to promote cooperation with the candidate countries, in education especially in the area of bilateral exchanges

Final remarks

In Norway we say, "there is no such thing as bad weather, only bad clothing." Likewise I would say that there are no problems in our participation in European cooperation in education and training, only unused / unseen possibilities and challenges.

Norway is a small country, and one of our challenges is to be involved in a great number of complicated processes at the same time. Sometimes we are, due to shortages in personnel, not able to participate as actively as we would like to. Unfortunately, the interest and knowledge of European cooperation in Norway is not on the level I personally would have preferred, and occasionally time must be used to justify the use of resources to such cooperation.

To me it is obvious that we must seek knowledge where it is to be found, and most often that is outside the national borderline. Norway is no hermit kingdom at Ultima Thule; we are affected by what is happening at our doorstep. Therefore it is our duty to seek influence where policy is made, since this policy ultimately may shape our possibilities for development.

I do not think I have to explain to you why European cooperation is important, but let me once more underline the overall goal of enhancing quality. European cooperation constitutes a multifaceted background for comparison and benchmarking, which gives us valuable information on our own standing. Only in this environment can indicators for quality be successfully developed, making mutual recognition of qualifications and diplomas possible. Achieving transparency, and thereby mobility, are essential features of a new Europe, based on knowledge and sustainable growth.

European cooperation may sometimes appear to be something of a puzzle, a giant jigsaw puzzle. There are pieces we cannot figure out, pieces we cannot find. To be able to put the pieces correctly together, we need detailed information as well as a general idea or opinion on what should be the overall picture. Only in participation can we improve our knowledge and understanding of good cooperation; it is indeed a process of life long learning. In European cooperation you may find the solution you have been looking for, or maybe you in fact are the missing link in the schemes of somebody else!

I hope Norway will be a part of the new Europe in making, and it is my earnest intention to make sure we are. I trust you will be my partners in this endeavour.

Thank you!