Whitepaper 2001

COMMISSION OF THE EUROPEAN COMMUNITIES
Brussels, 21.11.2001
COM(2001) 681 final
EUROPEAN COMMISSION WHITE PAPER
A NEW IMPETUS FOR EUROPEAN YOUTH

TABLE OF CONTENTS
EUROPEAN COMMISSION WHITE PAPER

A NEW IMPETUS FOR EUROPEAN YOUTH .................................................................... 2
FOREWORD......................................................................................................................... 4
1. Background .............................................................................................................. 6
2. Challenges................................................................................................................ 8
2.1. Demographic trends.................................................................................................. 8
2.2. Changing youth ........................................................................................................ 9
2.3. Involving young people in public life...................................................................... 10
2.4. European integration .............................................................................................. 10
2.5. Globalisation .......................................................................................................... 10
3. A productive consultation exercise ......................................................................... 11
3.1. Key messages......................................................................................................... 12
4. A new ambition ...................................................................................................... 14
4.1. The specific field of youth ...................................................................................... 14
4.1.1. The open method of coordination ........................................................................... 14
4.1.2. The scope for action using the open method of coordination in the youth field........ 16
4.2. Taking more account of youth in other policies....................................................... 18
4.3. The role of the YOUTH programme ....................................................................... 21
5. Conclusion ............................................................................................................. 21
1. No democracy without participation ....................................................................... 23
1.1. Analysis of the results............................................................................................. 23
1.2. Proposals coming out from the consultations .......................................................... 27
2. Education, a crucial stage for young people ............................................................ 30
2.1. An analysis of the results........................................................................................ 30
3. Employment as a means of integrating young people better .................................... 37
3.1. An analysis of the results........................................................................................ 37
4. Getting the most out of being young ....................................................................... 46
2
5. A Europe based on values....................................................................................... 52
6. Contribution to the White Paper ............................................................................. 62
1. The YOUTH programme........................................................................................ 64
2. Political initiatives with an impact on youth ........................................................... 65
3. Funding in employment, education, culture and youth protection............................ 72
4. The Charter of Fundamental Rights ........................................................................ 72
5. Support from the European Parliament ................................................................... 72
6. Contributions from the Economic and Social Committee and the Committee of the
Regions .................................................................................................................. 73
7. Dialogue with the European Youth Forum.............................................................. 74
8. The work of the Council of Europe......................................................................... 74
9. Studies and opinion polls launched by the European Commission .......................... 75
3
FOREWORD
The decision to publish this White Paper on youth policy, and especially the decision to
conduct wide-ranging consultations beforehand, is rooted primarily in the desire to promote
new forms of European governance.
The White Paper is fully coherent with the Commission’s White Paper on Governance
adopted in July of this year: the point is to open up the European Union (EU)’s decision-
making process to the people who will be affected by those decisions, and that includes young
people.
Young people to the fore
The results of the wide-ranging consultation exercise which preceded this White Paper are
clear: despite highly divergent situations, young people largely share the same values and the
same ambitions, but also the same difficulties. Young people form a changing group, tending
to enter the job market and start a family later in life; they are switching backwards and
forwards between work and learning; but above all is that their individual pathways are much
more varied than in the past. School and university, work and the social environment no
longer play the same integrating role that they used to. Young people are acquiring
autonomous status later and later in life.
All this is often reflected in a sense of fragility, a loss of confidence in the existing decision-
making systems, and a degree of disaffection in terms of the traditional forms of participation
in public life and in youth organisations. Some of them feel that they do not always find their
own concerns reflected in public policies conceived by and for their elders. Some young
people have taken refuge in indifference or individualism, while others have tried forms of
expression which may have been excessive or even on the margins of democratic means. The
majority, though, want to influence policies, but have not found the appropriate way of doing
so.
Nonetheless, young europeans have a lot to say; after all, these are precisely the people who
are primarily affected by economic change, demographic imbalance, globalisation or cultural
diversity. We are expecting them to create new forms of social relations, different ways of
expressing solidarity or of coping with differences and finding enrichment in them, while new
uncertainties appear.
Despite the more complex social and economic context, young people are well equipped to
adapt. It is up to the national and European policy-makers to facilitate this process of change
by making young people stakeholders in our societies.
Young people and Europe
The debate on the future of Europe is up and running. An unprecedented wave of enlargement
will soon be creating entirely new perspectives. The message that has been coming across
clearly over these recent years in the political life of Europe is that the EU must take shape
with the people of Europe. It is important that consultations on the way the EU will develop
and on its form of governance should include the people to whom tomorrow’s Europe
belongs. The European project is itself young, still forming and still being debated. If it is to
make progress, it needs ambition and enthusiasm, and commitment on the part of young
people to the values on which it is based.
4
If young people have one clear message, it is that they want their voice to be heard and want
to be regarded as fully-fledged participants in the process; they want to play their part in
building Europe; they want to influence the debate on the way it develops. It is time now to
regard youth as a positive force in the construction of Europe rather than as a problem. In
other words, we have to give young people the wherewithal to express their ideas, and to test
them against similar ideas from other players in civil society.
From local to European: a new dynamic
Most of the suggestions mentioned in this White Paper address the Member States and the
regions of Europe, which bear the brunt of putting the various youth-related measures into
practice. It is on the ground, where young people can see the results of their personal
commitment, that active citizenship becomes a reality. It is by taking part in the life of
schools, neighbourhoods, local districts or associations that young people can acquire the
experience and the confidence they need to go a step further, either now or later, in public life
— including at European level. It is by throwing themselves into social activities which are
open to all, without any form of discrimination, that young people can make their contribution
to a more solidarity-conscious society and live citizenship to the full.
It is important, though, to give a European dimension to youth-related activities, with a view

to boosting the effectiveness and synergies, while safeguarding and stressing the degree of
responsibility proper to each level of action. This is what consulted young people are calling
for; it is what the European Parliament supports; and it is what the Member States are
advocating, as it was made clear during the Commission’s consultation exercise. In response,
the White Paper suggests a new framework for European cooperation comprising two main
aspects: applying the open method of coordination in the specific field of youth; and taking
better account of the “youth” dimension in other policy initiatives.
This European dimension will create a sense of dynamism on the ground, and will stimulate
creativity, encourage the exchange and comparison of good practices, and foster national and
European recognition of what individuals and youth organisations are doing on the local or
regional scene. It will help to create a common vision and give a better idea of youth-related
issues, and will make it possible to work more effectively, collaboratively, and by deciding on
common objectives.
Listening to what young people have to say and offering a forum for local initiatives,
encouraging the Member States to cooperate more effectively, coming up with concrete ideas
under existing European programmes, and giving the “youth” dimension a higher profile in all
policy areas: that is the approach proposed by this White Paper for creating the right
conditions to enable young people to play a full part in the life of democratic, open and caring
societies.
5
1. BACKGROUND
Following enlargement, there will be 75 million young people in Europe between the
ages of 15 and 251. Whatever their differences (in terms of access to the labour
market, education, family life, income, etc.), young people see themselves as fully-
fledged citizens with all the attendant rights and obligations. Investing in youth is an
investment in the richness of our societies, today and tomorrow. It is therefore one of
the keys to achieving the political objective laid down by the Lisbon European
Council: making Europe “the most competitive and dynamic knowledge-based
economy in the world”.
The Treaties provide the basis for action in a wide range of sectors2 which affect
young people directly or indirectly: discrimination, European citizenship,
employment, social exclusion, education, vocational training, culture, health,
consumer protection, freedom of movement, environmental protection, mobility for
young researchers, development cooperation and poverty.
There are various Community measures which impact more directly on young
people: in the fields of education, employment and vocational training, and more
recently in terms of access to information technologies, to name but a few.
Over and above the general and sectoral policies which affect young people, there is
another type of activity which encourages mobility, inter-cultural exchanges,
citizenship and voluntary work. Within this context, and on the basis of Article 149
of the Treaty3, the EU has introduced a series of programmes, including the YOUTH
programme, which have in turn led to mobility and exchange schemes for young
1
Youth is regarded here as the period from 15 to 25 years of age, by analogy with what Parliament and
the Council decided for the YOUTH programme. “Following enlargement” means taking into account
the present Member States and the 12 countries currently negociating membership.
2
Cf. Annex 2 "Overview on European action on the youth front". This summary document includes all
European actions related to youth; all future action must use these as a basis.
3
Article 149 of the Treaty:
1. The Community shall contribute to the development of quality education by encouraging cooperation
between Member States and, if necessary, by supporting and supplementing their action, while fully
respecting the responsibility of the Member States for the content of teaching and the organisation of
education systems and their cultural and linguistic diversity.
2. Community action shall be aimed at:
- developing the European dimension in education, particularly through the teaching and dissemination
of the languages of the Member States;
- encouraging mobility of students and teachers, inter alia by encouraging the academic recognition of
diplomas and periods of study;
- promoting cooperation between educational establishments;
- developing exchanges of information and experience on issues common to the education systems of
the Member States;
- encouraging the development of youth exchanges and of exchanges of socio-educational instructors;
- encouraging the development of distance education.
3. The Community and the Member States shall foster cooperation with third countries and the
competent international organisations in the field of education, in particular the Council of Europe.
4. In order to contribute to the achievement of the objectives referred to in this Article, the Council:
- acting in accordance with the procedure referred to in Article 251, after consulting the Economic and
Social Committee and the Committee of the Regions, shall adopt incentive measures, excluding any
harmonisation of the laws and regulations of the Member States;
- acting by a qualified majority on a proposal from the Commission, shall adopt recommendations.
6
people. This cooperation has gradually spread to include other areas such as
information, exchanges between organisations and voluntary service.
More generally, there are a number of subjects — such as participation or autonomy

for young people — which are not directly a Community concern, but which merit
in-depth analysis because of their close links with youth policy and their political
impact, the idea being to provide Member States with a practical resource for
coordinating their action in the sectors concerned.
All of these specific youth-related activities have received the unswerving support of
the European Parliament, both when programmes were being adopted and in the
form of resolutions and hearings for young people. The Council of Youth Ministers
has adopted a series of resolutions on youth participation, the educational potential of
sport, social integration, initiative and entrepreneurship among young people. The
Economic and Social Committee and the Committee of the Regions regularly deliver
positive and encouraging opinions on various issues related to youth.
The question now is whether these activities are enough to meet the range of
challenges which young people today are confronted with, and whether the European
policy-makers are making best use of the potential among young people. The fact is
that the resolutions or declarations on specifically youth-related issues have often
gone no further than good intentions and the European institutions and the Member
States lack an overview of the policies and hence of the various types of action which
can be taken to support young people. The current system of European cooperation
in the field of youth has reached its limits and is in danger of no longer being able to
respond to new challenges (see point 2):
– demographic and social change, which is making relations between the

generations more complex;
– the widening gap between young people and public affairs at national,
European and international levels, with the attendant risk of a “citizenship
deficit”;
– investing in the quality of the debate on the future of the European Union, as a
democratic imperative, and encouraging closer links with people, civil society
and local players, as advocated by the White Paper on European governance4.
Promoting new forms of European governance is one of the four strategic priorities
set by the Commission. The term 'governance' refers to all the rules, mechanisms and
practices which affect the way the various powers are deployed, as well as opening
up the EU decision-making process to enable the people of Europe to be involved in
the decisions which concern them.
This modernisation of European public action is supported by five fundamental

principles: openness, participation, accountability, effectiveness and coherence.
Youth is an area in which, above all else, these principles should apply:
4
“European governance — a White Paper”, COM(2001)428, 25.07.2001.
7
– Openness: providing information and active communication for young people,
in their language, so that they understand the workings of Europe and of the
policies which concern them.
– Participation: ensuring young people are consulted and more involved in the
decisions which concern them and, in general, the life of their communities.
– Accountability: developing a new and structured form of cooperation between

the Member States and the European institutions, in order to find ways, at the
appropriate level of accountability, of meeting the aspirations of young people.
– Effectiveness: making the most of what young people have to offer so that
they can respond to the challenges of society, contribute to the success of the
various policies which concern them and build the Europe of the future.
– Coherence: developing an overview of the various policies which concern

young people and the different levels at which intervention is useful.
The decision to publish the White Paper on youth policy, and in particular the
decision to run the earlier consultation exercise, are one outcome of this
“governance” approach.
2. CHALLENGES
2.1. Demographic trends
Our societies are ageing due to the combined effect of a lower birth rate and
increased longevity. Between 2000 and 2020, the 65-90 age group will increase from
16% to 21% of the total population of the European Union, while the 15-24 age
group will fall to only 11%5.
The ageing of the EU-15 population between 2000 and 2020
% of total EU 15 population
20,6
16,2 Age group
65-90+
12,4 15-24
10,9
2000 2005 2010 2020 Year
Source: Eurostat, Demographic Statistics 1999, national forecasts, pp. 202-205
5
Source: Eurostat, Demographic Statistics, 1999.
8
This quantitative imbalance between young and old will bring about a qualitative
change in relations between generations. The financial pressure on social welfare
systems will be only one aspect of this challenge. Indeed, we will have not only to
invent new mechanisms for solidarity between young people and their parents or
even their grandparents, but above all to organise, to everyone's satisfaction, the
transition between generations in societies undergoing profound change.
This ageing of the population will also make it necessary to call on human resources
from outside the European Union in order to make up for labour shortages. Our
societies will have to diversify in ethnic, religious, social and linguistic terms. And
all this will have to be properly controlled, particularly with regards to young people,
if we are to avoid social tensions or negative repercussions for education systems and
the labour market.
2.2. Changing youth
The sociological, economic and cultural aspects of youth have changed significantly
as a result of demographic changes and changes in the social environment, individual
and collective behaviour, family relationships and labour market conditions6.
First, youth is lasting longer. Demographers have observed that, under pressure from
economic factors (employability, unemployment, etc.) and socio-cultural factors,
young people are, on average, older when they reach the various stages of life: end of
formal education, start of employment, starting a family, etc.
A second point concerns non-linear paths through life. Today “our various life-roles
are becoming confused7”: it is possible simultaneously to be a student, have family
responsibilities, have a job, be seeking a job and be living with one’s parents, and
young people now move increasingly often between these different roles. Paths
through life are becoming less linear as societies no longer offer the same guarantees
(job security, social security benefits, etc.).
Third, the traditional collective models are losing ground as personal pathways are
becoming increasingly individualised. “The organisation of individuals’ family,
marriage and career plans is no longer standardised”. 8 This is impacting particularly
strongly on public authorities’ policies.
6
Cf. report presented by researchers at the Umeå seminar in March 2001
(http://europa.eu.int/comm/education/youth/ywp/umeareport.html)
7
"Jeunesse, le devoir d’avenir", Commissariat Général du Plan, Report from the committee chaired by
Dominique Charvet, March 2001, p.33.
8
"Jeunesse, le devoir d’avenir", ibid, p. 35.
9
2.3. Involving young people in public life
As a rule, young people in Europe are keen to foster democracy and more especially
to play their part in it. But mistrust has set in with regards to the institutional
structures. Young people are now less committed than in the past to the traditional
structures for political and social action (e.g. parties, trade unions), and they have a
low level of involvement in democratic consultation. Youth organisations are also
feeling the pinch and perceive the need to reinvent themselves9.
This by no means implies that young people are not interested in public life. Most
show a clear will to participate and to influence the choices made by society, but they
wish to do so on a more individual and more one-off basis, outside of the old
participatory structures and mechanisms.
It is up to the public authorities to bridge the gap between young people's eagerness
to express their opinions and the methods and structures which society offers. Failure
to do so might fuel the 'citizenship' deficit, or even encourage protest.
2.4. European integration
This trend also applies to the European Union, a subject on which young people in
general have mixed feelings. For them, Europe is about respect for fundamental
values, but it is also the place in which they live, study, work and travel. However,
they feel that the institutions responsible for managing this area are distant and
operate behind closed doors. This gap between young people and Europe is merely
one illustration of the distance between the people of Europe and "Brussels"10. And
yet, in pursuing the Community goal, particularly with a view to enlargement, a great
deal depends on involving future generations. It is essential that young people be
'taken on board' as active partners in specific projects suited to their situations,
aspirations and abilities.
2.5. Globalisation
In relative terms, this same dichotomy exists between young people and the trend
towards globalisation. Young people in Europe form part of societies which are open
to outside cultural and economic influences. The world is their frame of reference,
and they have no hesitation in espousing the kind of products which symbolise
globalisation11. At the same time, they dispute some of the consequences of
globalisation on grounds of social justice, openness and 'sustainable' development.
They have doubts about the international institutions, which seem to them to be
9
Eurobarometer 55.1 on young people in Europe in 2001 (EB 55.1) indicates that young people are
slightly disaffected with organisations, with one in two young people stating spontaneously that they do
not belong to any grouping. National disparities remain (in the Netherlands almost 80% of young
people belong to organisations, as against 30% in Portugal). This variable level of dissatisfaction
concerns all countries except Belgium and Luxembourg. Among young people who belong to
organisations, sports clubs are most popular (28%), far ahead of youth organisations (7%), trade unions
and political parties (4%).
10
Cf. "European governance – a white paper", Ibid.
11
These include information technologies, such as the Internet, electronic mail and the mobile telephone.
According to Eurobarometer 55.1, the percentage of people in the 15-25 age group who say they
regularly use a computer, go online, play video games, etc. has more than doubled since 1997, from
21% to 43%. Another significant finding is that 80% of young people regularly use a mobile telephone.
10
relatively inaccessible, arcane and unconcerned about young people’s issues. This
relationship between young people and globalisation, which is mixed to say the least,
is a sign of malaise and must not be ignored.
This very largely confirms the major issue in terms of globalisation: “Whether we
like it or not, globalisation is here. Our task is to control it, to use it to the benefit of
mankind”12.
All of this presents an enormous challenge. We need to put in place the right
conditions to enable young people in Europe to see themselves and behave more as
supportive, responsible, active and tolerant citizens in plural societies. Getting young
people more involved in the life of the local, national and European communities,
and fostering active citizenship thus represent one of the major challenges, not only
for the present but also for the future of our societies.
3. A PRODUCTIVE CONSULTATION EXERCISE
Strongly believing in the need for this change, and in view of the scale of the
challenges and the limits of the current system of cooperation, the Commission
proposed, at the Youth Council at the end of 1999, drawing up a White Paper on a
new form of European cooperation in youth policy. Throughout the very wide-
ranging consultation exercise leading up to this White Paper, it received the full
support of the EU Member States, successive Presidencies and the European
Parliament.
An unprecedented consultation exercise
This White Paper is the result of a consultation exercise spanning the period
May 2000 to March 2001, involving young people from all kinds of backgrounds,
youth organisations, the scientific community, policy-makers and public
administrations. In terms of its scale, duration, the diversity of the people consulted
and the wealth of information drawn from it, the exercise is unprecedented at
European level. For some Member States it was also a first. A great many people and
events were involved.
– 17 national conferences were organised by the Member States. These involved

several thousand young people and resulted in 440 suggestions.
– The European youth gathering in Paris in October 2000, under the French
Presidency, looked at the results of the national conferences from a more
European perspective; 450 young delegates representing 31 countries reached
agreement on some 80 suggestions.
– More than 60 organisations took part in hearings with the Economic and Social
Committee in Brussels in February 2001.
12
Cf. speech by Romano Prodi on 20.7.2001
http://europa.eu.int/comm/commissioners/prodi/globalisation_en.htm).
11
– The scientific community, represented by a dozen or so multidisciplinary
researchers, was brought in to comment on likely future developments.
– Meetings were held in all European capitals with the policy-makers and
administrators and with the National Youth Councils, and two meetings of the
Directors-General responsible for youth were organised (one to launch these
bilateral meetings; the second to wind up the consultations).
– A meeting was held in Umeå, in mid-March 2001, under the Swedish

Presidency. Young people, youth organisations, researchers and public
authorities set out their priorities for political action.
– A day of debates was held in the European Parliament on 24 April 2001.

Almost 300 people, mostly young people, took part.
The consultation exercise will be continued. The Belgian Presidency is organising a
conference in Ghent in November 2001 which will provide an opportunity for the
Commission to present the White Paper and to open the debate on its proposals.
The consultation exercise, which is analysed in detail in Annex 1, broadly confirmed

the above diagnosis and supported the idea that new impetus is now needed.
All young people want policies which meet their expectations. They feel that public
action taken at local, regional, national and European levels is often inappropriate
and out of touch with their daily concerns. They call for a radical change in thinking
and practices and, above all, they insist on being fully involved in the policy-making
process.
3.1. Key messages
Four key messages have emerged from the consultation process.
Active citizenship for young people

The young people who were consulted see themselves as responsible citizens. They
want to be more involved in community life. They want their views to be heard on a
wide variety of subjects. This will to participate must be given room for expression at
various levels, from local to international; it must take several forms — active and
representative — and it must not exclude any type of commitment, be it one-off or
ongoing, spontaneous or organised. Moreover, this involvement cannot be limited to
a single consultation and certainly not to opinion polls. It has to include young
people in the decision-making process.
Participation must be encouraged, without exception, which means making it easier

for those who have the greatest difficulties and providing greater access to existing
structures for young people who are not members of organisations.
12
Information is indispensable to developing active citizenship, and it continues to be
an area from which young people expect a great deal: they are aware that the areas to
be covered are very broad (employment, working conditions, housing, studies,
health, etc.) and go further than information on Community programmes, so their
expectations firstly concern recognition that there is a need to be met. Young people
have also stressed the importance of equal access, the proximity principle and high
standards of ethical behaviour. In addition, emphasis has been placed on the
importance of user-friendly information that involves young people in terms of both
substance and distribution.
Expanding and recognising areas of experimentation

Young people would like to see the public authorities recognise that education and
training are not restricted to the traditional or formal types available. In their opinion,
this crucial time in their learning experience would benefit from being viewed
holistically, taking into account the non-formal aspects of education and training.
Greater emphasis should therefore be placed on mobility and voluntary service,

which are still not sufficiently widespread and not properly recognised: young people
consider it a priority to develop these and link them to education and training
policies. They want these broader experiences to be recognised and given financial
support. To be fully successful, this link between the formal and non-formal
dimensions of learning must take into account the concept of individual development
and use tools and methods which are appropriate to young people and which promote
exchanges among peers, and forms of experimentation where the process is more
important than the outcome.
Developing autonomy among young people

For young people, autonomy is an essential demand. It depends on the resources at
their disposal, primarily material resources. The question of income is therefore
crucial. Young people are affected not only by policies on employment, social
protection and labour market integration but also by housing and transport policies.
These are all important in enabling young people to become autonomous sooner, and
they should be developed in a way that takes into account their point of view and
their interests and makes good use of experience specific to youth policies. As young
people want to become active in society and feel that policies related to the various
aspects of their standard of living impinge directly on them, they object to youth
policies being limited to specific areas.
For a European Union as the champion of values

The great majority of young people profess certain values, which are the same as
those associated with European integration. They nevertheless regard the institutions
as entities which are largely inaccessible and self-absorbed.
13
Indeed, thanks to or in spite of the diversity of their lives and their careers, young
people have a sense of uncertainty and of the difficulties that they will encounter in
their private and professional lives. This awareness of the fragility of their own
situation no doubt explains in part their broader concern for those who are excluded.
They believe that a great deal more must be done to guarantee the fundamental rights
of each individual and, even more importantly, to guarantee the rights of minorities
and tackle all forms of discrimination and racism by all available means.
Young people in Europe subscribe to the same fundamental values as does the
European Union. They expect the EU to be in a position to meet their aspirations.
4. A NEW AMBITION
This White Paper addresses the full range of questions which were raised during the
consultation exercise, regardless of the level of competence. It is true that youth
policy proper is essentially the responsibility of the EU Member States and, in some
countries, it is largely regionalised and is often dealt with at local level. It is the
decisions made at local level which have the greatest impact on young people’s daily
lives. Subsidiarity must therefore apply in this field for reasons of principle and for
the sake of efficiency. But this is still compatible with enhanced cooperation at
European level, which would enhance the impact and coherence of national policies.
This is why the main objective of the White Paper is to give the European Union a
new framework for cooperation in the field of youth that is both ambitious, fulfilling
young people’s aspirations, and realistic, setting priorities from among the great
many issues raised during the consultation process and being mindful of the various
levels of responsibility. This cooperation must be based on existing activities, it must
be compatible with and supplement other current initiatives, particularly in the fields
of employment, education and social integration – should this prove necessary; and
it must facilitate cooperation between the various levels of responsibility and the
various players. There are two main aspects to this new cooperation framework:
– application of the open method of coordination in the more specific field of

youth,
– taking more account of youth in other policies.
4.1. The specific field of youth
4.1.1. The open method of coordination
Article 149 of the Treaty is concerned with contributing to the development of

quality education by encouraging cooperation between Member States.
Young people’s concerns, as clearly expressed during the consultation exercise,

cannot, essentially, be covered by the legislative option. On the other hand, the added
value to be obtained from work done in common is broadly recognised by all the
players. There is also a clear will on the part of the Member States to cooperate more
closely.
It is for this reason that the open method of coordination is the most appropriate, and
the conditions are right for it to work effectively. The method involves “fixing
14
guidelines for the Union combined with specific timetables for achieving the goals
which [the Member States] set in the short, medium and long terms; establishing,
where appropriate, quantitative and qualitative indicators and benchmarks against the
best in the world and tailored to the needs of different Member States and sectors as
a means of comparing best practice; translating these European guidelines into
national and regional policies by setting specific targets and adopting measures,
taking into account national and regional differences; periodic monitoring, evaluation
and peer review organised as mutual learning processes”13.
The open method of coordination therefore offers, as underlined by the White Paper
on Governance, a “way of encouraging cooperation, the exchange of best practice
and agreeing common targets and guidelines for Member States… It relies on regular
monitoring of progress to meet those targets, allowing Member States to compare
their efforts and learn from the experience of others”.
The open method of coordination, adapted to the specific policy field of youth, takes
its lead from the open method of coordination as applied to education policy. It
defines priority themes, lays down common objectives and guidelines, and provides
for follow-up mechanisms.It also includes arrangements for consulting young people.
The Commission proposes the following plan.
– Acting on a proposal from the Commission, the Council of Ministers

periodically decides on priority areas of common interest.
– Each Member State appoints a coordinator, to act as the Commission’s

interlocutor, for youth-related issues. The various coordinators submit to the
European Commission details of policy initiatives, examples of best practice
and other material for consideration on the chosen topics.
– The European Commission submits a summary and an analysis of this

information to the Council of Ministers, accompanied by proposals for
common objectives.
– The Council of Ministers sets out common guidelines and objectives for each
of the topics and lays down monitoring procedures, and where appropriate,
benchmarks based on indicators.
– The European Commission is responsible for periodic monitoring and

evaluation, and reports on progress to the Council of Ministers for Youth.
– The European Parliament must have an appropriate role in this process and in
the monitoring arrangements. The Economic and Social Committee and the
Committee of the Regions also have to have the opportunity to give an opinion.
– Young people are consulted on the priority themes and on their follow-up (see
point 4.1.2 “Participation”).
– Applicant countries are associated as far as possible.
13
Presidency conclusions, Lisbon European Council, 23 and 24 March 2000, paragraph 37.
15
The proposed open method of coordination adds to the range of Community
instruments and is without prejudice to decisions which might be taken under the
Treaty and which might induce the Commission, for example, to propose certain
recommendations under Article 149.
4.1.2. The scope for action using the open method of coordination in the youth field
Of the various subjects regarded as being proper to the youth field, and which are
suited to the open method of coordination as described above, the European
Commission proposes participation, voluntary service, information, improving the
public authorities’ awareness of young people’s concerns, and more generally any
other subject which might contribute to the development and recognition of activities
on the youth front (e.g. youth work, youth clubs, street work, projects to foster a
sense of citizenship, integration, solidarity among young people, etc.) for the part
which is not covered by other political processes such as employment, social
integration and education. This corresponds very largely to the kind of activities and
resources normally associated with youth policies at national level.
Implementation of this open method of coordination can draw on the analyses and
proposals arising from the consultation exercise as set out in Annex 1, with a view to
improving the level of cooperation in the field of youth and to responding to the
various challenges.
In the interests of complementarity and coherence, the results of applying the open
method of coordination should enrich and provide added value to other policies,
initiatives or Community processes, in terms of both content and resources.
On the basis of the scope of action set out above, the European Commission has
pinpointed the following priority themes for applying the open method of
coordination – first and foremost, participation.
• Participation
Participation for young people is typically a concern of the Member States.

Nonetheless, applying the open method of coordination will bring in European added
value, particularly as enhanced participation will make a contribution to developing
young people’s education and citizenship.
Participation should be developed primarily in the local community, including

schools, which provide an ideal opportunity for participation. It must also be
extended to include young people who do not belong to associations.
The open method of coordination could lead to the introduction by local authorities
of flexible and innovative participatory mechanisms and to the spread of regional and
national youth councils which are open to young people who are not necessarily
active in organisations.
As a strong signal to young people, the Commission also proposes strengthening a

consultation structure for young people at European level. Without ruling out direct
consultation mechanisms and one-off initiatives, the European Commission proposes
the Youth Forum, remodelled so that it is representative of young people who may or
may not belong to youth organisations, as a suitable body for consulting young
16
people on priority issues under the open method of coordination and their follow-up.
It should also be possible to increase the representation of young people within the
Economic and Social Committee.
To support the open method of coordination, the Commission believes that some
measures can be put in place without delay. It intends to:
– organise direct dialogue with young people in the form of regular meetings on
specific topics in the course of 2002;
– involve young people in the initiative on the future of Europe which was set in
motion following the Nice European Council, from 2002 onwards;
– propose pilot projects for 2003 and 2004 in support of local, regional and
national efforts to foster participation14. The results of these pilot projects will
be taken into account as part of the mid-term evaluation of the YOUTH
programme and in preparing any future programme.
• Information
Participation goes hand in hand with providing young people with information. It is
primarily the Member States' responsibility to inform young people, for example on
European affairs. That is why this subject also has to be addressed under the open
method of coordination. It is important to reach the young people themselves if
possible, but in any case those who come into contact with them in school, in clubs,
in associations, etc. This mass information exercise will require a coordinated
approach, considerable resources and the involvement of young people in devising
and implementing these communication tools. This approach will be coordinated
with the EU’s new information policy arising from the governance principles in
particular, and which is now being formulated in close conjunction with the
European Parliament.
In support of the open method of coordination, the Commission believes that some
measures can be put in place without delay. It intends to :
– introduce an electronic portal to give as many young people as possible access

to information on Europe, at the beginning of 2002, the idea being to seek
synergies between the existing sites and the planned portal;
– set up an electronic forum.
• Voluntary service among young people
Voluntary service is a form of social participation, an educational experience and a

factor in employability and integration, and as such it meets the expectations of
young people and society alike.
Using the open method of coordination, efforts should be made in years to come to
develop voluntary service significantly at national, regional and local levels. In this
14
e.g. projects using the Internet, as a complement to action under the initiative “electronic democracy”
(IST Key Action 1).
17
context, it may be necessary to reflect upon the situation of young volunteers in
terms of legal and social protection.
The positive experiences of the European Voluntary Service will be useful for
making voluntary service standard practice among young people (type of
supervision, methods of funding, etc.). At European level it is important to ensure
that voluntary service is recognised as an educational experience and a period of non-
formal learning. The European Voluntary Service scheme for young people could be
widened to include a partnership with the worldwide bodies which organise and
support voluntary action. The Member States should take immediate action to
remove obstacles to mobility for young volunteers.
• Greater understanding of youth
A greater understanding of the realities which concern young people is necessary at

European level. To this end, the European Commission proposes to use the open
method of coordination to:
– taking stock of, and networking, existing structures, studies and research on
youth which are in progress within the European Union; in the interests of
complementarity, the work and initiatives of other international bodies
(Council of Europe, OECD, United Nations, etc.) will be taken into account;
– focusing discussion on the right approach at European level;
– drawing up, where appropriate, a study and research programme based

primarily on work carried out at national level and utilising the opportunities
offered by the sixth European research framework programme15;
– provision of the requisite statistical resources, making optimum use of

resources already available under the European Statistical System16.
4.2. Taking more account of youth in other policies
All the other subjects which were mentioned during the consultation exercise, such
as employment, education, formal and non-formal types of learning, social
integration, racism and xenophobia, immigration, consumer affairs, health and risk
prevention, the environment, equal opportunities for men and women, etc. will
require close coordination with the various authorities, at both national and European
level.
Policies and action at European level will be based on the Treaty and use the various
instruments available.
The European Commission will ensure that guidelines concerning young people will
be taken more into account of in these policies and forms of action wherever
15
Priority 7 of the research framework programme 2002-2006: “Citizens in an evolving knowledge
society”.
16
The European Statistical System (ESS) is a network made up of all government bodies which, at
various levels (regional, national and Community), are responsible for gathering, processing and
disseminating the statistical information needed for the Community's economic and social life. Eurostat
is the focal point in the Community for the European Statistical System.
18
appropriate and whatever the instruments used. The results of the consultation as set
out in Annex 1 will be taken into account for this purpose.
The Ministers responsible for youth policy should also ensure that youth-related
concerns are taken into account in these other policies, at national level as well as in
implementing European policies.
As a result of the consultation exercise, the European Commission believes that

education, lifelong learning, mobility, employment and social integration, and racism
and xenophobia are the priority areas in which the youth aspect has to be taken into
account. The question of young people’s autonomy likewise warrants in-depth
examination.
• Education, lifelong learning and mobility
Education and training, whether at school, university or by means of any other type
of non-formal learning, are addressed in communications to the Council (dealing
with the objectives of education and training systems, creating a European area of
lifelong education and training) and are subject to follow-up at Community level.
In line with this, youth associations, social workers and local authorities in many
countries are involved in in-depth work with young people. While continuing to be
innovative and non-formal, and as part of the overall package of lifelong learning
measures, this work would benefit from:
– a clearer definition of the concepts, of the skills acquired and of quality

standards;
– a higher regard for the people who become involved in these activities;
– greater recognition of these activities;
– greater complementarity with formal education and training.
There has also been an Action Plan and a Recommendation on mobility, which were
approved respectively at the European Council in Nice in December 2000, and, via
the co-decision procedure, by the European Parliament and the Council in July 2001.
These initiatives must be consistent with any that might arise from applying the open
method of coordination in the field of youth.
• Employment
The European Union has been very active on the jobs front for a number of years.
Following on from the Luxembourg European Council in November 1997, it devised
a European employment strategy, based on the new “employment” chapter in the
Treaty of Amsterdam.
The Member States are required to implement policies which foster the integration
and advancement of all on the labour market. These policies are concentrated around
four main “pillars”: improving employability; developing an entrepreneurial spirit
and creating jobs; encouraging firms and their employees to be adaptable;
strengthening equal opportunities for men and women.
19
As far as young people specifically are concerned, the Employment Guidelines stress
the need for policies to prevent long-term unemployment based on individual
counselling; improved education and training systems; reducing the number of young
people who leave education and training systems prematurely; making instruction in
the new technologies universally available.
• Social integration
The Lisbon European Council of March 2000 decided to set in place an open method
of coordination to foster social integration. Based on the European employment
strategy, this method combines common objectives for tackling social exclusion and
poverty (adopted at the Nice European Council of December 2000) and national
action plans (presented for the first time in June 2001).
Member States have been urged to set out their priorities and main political measures
in their national plans, based on the four common objectives adopted at Nice:
promoting participation in the employment market and access for all to the requisite
resources, rights and services; preventing the risk of exclusion; taking action for the
most vulnerable members of society; mobilising all players and fostering
participation.
On the more specific question of young people, various aspects have been addressed,
both in the common objectives and in the national action plans: developing a labour
market which favours the inclusion of young people; guaranteeing adequate
resources and incomes for young people in difficulties, particularly members of
minorities, young women in precarious employment, and young disabled people;
tackling inequalities in education; enhancing access to quality services (housing,
health, culture and justice); regenerating areas suffering from multiple disadvantages.
• Young people against racism and xenophobia
Article 13 of the Treaty of Amsterdam greatly strengthened efforts to combat any

form of discrimination, and the European Union has acquired new resources in this
field (in the form of two directives and an action programme)17.
Young people are a particularly receptive group when it comes to tackling

discrimination, more especially racism and xenophobia, and are particularly
committed to a multi-cultural society.
At Community level, it is proposed that priority be given to tackling racism and

xenophobia in all Community programmes and measures affecting young people.
Cooperation with the European Monitoring Centre for Racism and Xenophobia could
be increased, and civil society action in this area will have to be supported. The
Commision’s work will be based on networking arrangements bringing together
17
Directive 2000/43/EC implementing the principle of equal treatment between persons irrespective of
racial or ethnic origin.
Directive 2000/78/EC establishing a general framework for equal treatment in employment and
occupation.
Community action programme to tackle discrimination 2001-2006: the programme provides support for
activities designed to combat discrimination on the basis of racial or ethnic origin, religion and believes,
disability, age and sexual orientation.
20
youth organisations active in tackling racism and xenophobia and in working towards
respect for all, especially minorities. The objective is to enable young people to make
their contribution to the EU global effort in this field.
At national level, the Member States should also make this issue a priority in their
measures for young people. Outreach work, in the form of local projects geared
towards solidarity and responsibility, must play a key role.
• Autonomy for young people
Given the major importance of autonomy for young people, a finding that emerged
from the consultation exercise, the European Commission proposes setting up a high-
level working group to advise it and the Council of Ministers, in its various
configurations, on this matter. It is a complex problem which requires multi-
disciplinary expertise, and the solutions require the involvement of many policies
other than youth policies (employment, family, social protection, health, transport,
justice and home affairs).
4.3. The role of the YOUTH programme
The aim of the YOUTH programme is to encourage young people to make an active
contribution to European integration, to developing intercultural understanding,
strengthening fundamental values such as human rights and combating racism and
xenophobia, developing a sense of solidarity, encouraging a spirit of enterprise,
initiative and creativity, stimulating the recognition of non-formal education, and
strengthening cooperation on the part of all people active in the youth field. The
programme is also open to the applicant countries.
The YOUTH programme has to be seen, then, as a resource for the new form of
cooperation advocated in this White Paper. In full respect of the Decision18 of the
European Parliament and of the Council establishing this programme, the European
Commission will propose, each year in the plan of work for the programme,
priorities which accord with the guidelines established under the open method of
coordination. The mid-term evaluation and the preparation of the new programme
from 2007 will likewise help to ensure that the programme provides optimum
support for work under the open method of coordination in the youth field.
In addition to the specific measures mentioned above, which will be developed under
the YOUTH programme in response to work undertaken for the White Paper, there
should be a new Internet platform on the theme of racism and xenophobia, designed
for young people and if possible run by young people.
5. CONCLUSION
The White Paper suggests giving the European Union a new framework for
cooperation in youth policy.
In doing so, it is responding to strong demand from all parties concerned with youth
policy, including the Member States.
18
Decision No 1031/2000/EC of 13.04.2000.
21
This cooperation will draw on existing national and Community activities, but will
also be based on arrangements for applying the open method of coordination in the
specific field of youth, and for taking more account of youth in other policies.
Initially, the White paper will be presented to the Ghent symposium which is being
organised by the Belgian Presidency, and which will bring together all parties which
were consulted under this process. At the Education/Youth Council of 29 November,
the Commission will present its findings to the Ministers. The White Paper will also
be presented to the European Parliament and to the Committee of the Regions and
the Economic and Social Committee for their opinions.
The Commission will put in place the agreed cooperation mechanisms and will take
upon itself the necessary follow-up and monitoring work.
22
ANNEXES
ANNEX 1
RESULTS OF THE CONSULTATION
The consultation exercise ahead of this White Paper was not only considerable in scale,
creating a real momentum on the ground, but also led to a great many proposals.
These proposals are the result of dialogue and exchanges between all those involved in the
field of youth, i.e. young people, representatives of youth organisations, researchers,
administrators and policy-makers.
It goes without saying that young people in Europe are not all identical. Social, economic,
cultural and regional differences can be seen both collectively and individually, and national
and European public authorities must be attentive to this. The above proposals relate to many
areas and confirm to a large extent the Commission's analysis of the challenges facing Europe
in the field of youth and the need for renewed political action. The quality of the proposals
opens up many avenues for action. During the consultation process, young people pinpointed
five major areas:
– participation;
– education;
– employment, vocational training, social inclusion;
– well-being, individual autonomy, culture;
– European values, mobility, relations with the rest of the world.
The results below are based on these. For each of the topics, the Commission analysed the
results of the consultation exercise, making every effort to reproduce what the young people
said. The examples below illustrate the fact that there are already many interesting projects in
the field (see boxes). However, this is neither a selection of the best nor an exhaustive
description of all existing initiatives.
Finally, this section summarises the proposals addressed to the public authorities by young
people and all those who took part in the consultation exercise. These suggestions are
categorised according to level of intervention, many relating in fact to the Member States. In
this presentation, the Commission has tried to reproduce as faithfully as possible the proposals
which emerged from the consultation in order to pass them on to Europe's decision-makers.
Nevertheless, the suggestions put forward, which are set out below, do not necessarily reflect
the Commission's views.
1. NO DEMOCRACY WITHOUT PARTICIPATION
1.1. Analysis of the results
Participation of young people is a recurring topic on which many texts have been
written both in Europe and worldwide. The consultation exercise echoed this
23
political will to prioritise participation of young people in various forms. It has also
allowed young people to put forward proposals, but has in addition itself been an
example of the participation advocated.
• A clear demand
The strongest message given by young people is their will to play an active part in
the society in which they live. If they are excluded, democracy is not being allowed
to function properly. They regard the view that they are disinterested or uncommitted
as groundless and unjust. They feel that they are given neither the resources nor the
information and training that would enable them to play a more active role. Youth
organisations also believe the right to participate is fundamental and must apply to all
without discrimination. Many of them strive to help young people to put it into
practice.
The percentage of people under the age of 25 who participate in local, national or
European elections is generally quite low. However, there are plenty of indications
that they take a keen interest in public life. Researchers view this gap between
expectations and practice as explaining the wish and the need for greater
participation. This demand is not surprising, nor is it new, but the way it is expressed
has changed. Levels of involvement also vary greatly from one individual to another.
• A global concept, a universal right, different approaches
Young people want the right to give their opinion on all aspects of their daily lives,
such as family, school, work, group activities, their local area, etc. However, in doing
so, they are also involved in broader economic, social and political issues.
Access and dialogue
"Young Voice – Llais Ifanc": Welsh Parliament initiative, which allows young people to express their
views, advises on where to find information and organises debates and talks
http://www.wales.gov.uk/youngvoice
Their interest is not limited to local issues; it also concerns their region, country,
Europe and the world. In other words, the right to participate should not be limited
and they must be allowed to do so without restriction. So when they take action to
enable young people, whether disadvantaged or marginalised, ethnic minorities or
illegal immigrants, to participate more, their action is part of a wider campaign for
universal participation without discrimination.
The approach taken by civil society organisations is similar, although they are
required, in practice, to put the emphasis on more targeted objectives or
groups (young people in their local environment, in rural areas, more vulnerable
groups, young women, etc.). They advocate a more integrated and long-term
approach, which means that they encourage all forms of participation and all
activities based on young people's individual commitment and voluntary service.
• Participation of young people - a learning process
Participation requires young people to acquire skills or improve existing skills. It

involves a gradual learning process.
24
The first stage, generally in their own environment (school, local district, town,
youth centre, association, etc.), is crucial. It gives them the opportunity to gain the
self-confidence and experience needed to reach the subsequent stages. Moreover, in
the local community in particular, participation can bring about changes which are
tangible, visible and verifiable. At this level young people also have the chance not
only to give their opinion but also to be involved in decision-making processes.
Support for local participation
Together with 16 other Danish municipalities, the district of Østerbro in Copenhagen is taking part in
a pilot project which offers a wide range of activities with a view to increasing young people's
experience of democracy, their responsibility and their influence. Østerbro has set up a youth centre
with a personalised advisory service, communication tools and theatrical activities. The main feature
of this centre is that it is run by young people themselves. No director or committee has been
appointed. It is open to all young people between the ages of 12 and 25. Membership is not required:
young people come along to carry out a project which is not judged in any way, as the sole purpose of
the centre is to help young people to successfully complete their projects.
In the second phase, young people become aware that a whole series of decisions
affecting the local area are taken at higher levels of decision-making, in particular at
European level: action therefore needs to be taken to move from one to the other by
creating links and networks.
Moreover, participation allows young people to acquire skills which they must try to
substantiate in various fields (economic, social, cultural, political, etc.) and various
institutional contexts. The division between formal and non-formal education is
perceived as counter-productive. So while school remains an excellent forum for
learning and for participatory practices, it still has the disadvantage, in young
people's opinion, of not taking them into account as active citizens.
• Participate? Yes...but how?
Young people regard existing participation mechanisms as unsatisfactory. They are

wary of some forms of representative democracy but do not have the same
reservations when it comes to involvement at local level, which is more direct and
immediate. Opinions on youth organisations are divided, as some regard them as the
most appropriate structures for participation, while others fail to see their attraction
and prefer more or less formal groups which are active at local level, youth clubs or
associations, youth parliaments, etc. Very few believe that the low percentage of
young people involved in public life is due to straightforward rejection of it or a
deliberate strategy on the part of society.
By fostering direct participation of young people, organisations see themselves as a

useful counterbalance to the institutions. Some believe that belonging to an
organisation is one of the conditions of participation. Others feel that existing
organisations no longer fulfil the expectations of some young people and call for
innovative approaches to make them more accessible. Like young people, the
organisations in the field want an increase in public funds for NGOs, in keeping with
their social function.
Researchers underlined the need to revitalise organisations, which were seen as

moving further and further away from young people's aspirations, given their social
basis and their practices. In addition to their traditional members, they have to find
ways of involving young people who do not want to belong to an organisation. New
opportunities exist thanks to new communication technologies, in particular the
25
Internet: these promote access to information and seem better suited to demand for
participation that is gradually moving away from collective participation and towards
more individual forms.
• Real participation as opposed to symbolic participation
Young people object to purely symbolic forms of participation. But the consultation
exercise was felt to be a good approach provided it results in their opinions and
recommendations being taken into account.
A White Paper "product"
"Gestalte Deine Zukunft selbst!": This project consists of a discussion platform and a network for
young people. The forum is run by young people themselves. All issues are addressed either in
electronic format or in the form of publications on paper. The main aim is that information is
circulated and ideas discussed. This initiative is a product of the national conference organised in
Germany as part of the White Paper procedure. It is funded by the Ministry responsible for youth.
http://www.u26.de
Representatives of youth organisations also advocate a more systematic use of this

type of consultation, including at European level. Some forms of co-management19 –
such as the kind practised by the Council of Europe – were also mentioned as forms
of participation from which inspiration could be drawn.
The researchers spoke very strongly in favour of involving young people even in the
decision-making processes. Mock participation could undermine their confidence in
the institutions and in the institutions' ability or even will to give them a full role.
• Conditions of participation
Young people take the view that a legal framework is one of the necessary
requirements for real participation. What is needed is assistance for the structures
involved in participation and a reference to the principle of education for democracy.
Youth organisations also call for all forms of participation, both existing and
innovative, to be encouraged. This presupposes recognition of, and support for,
existing or new structures. Greater resources are needed, in terms of both time and
money, and specific obstacles to access (social, cultural, physical, psychological,
etc.) need to be taken into account, with citizenship training for all. Finally, they
insist that young people's opinions and contributions be included specifically in the
decisions, and that they be informed of this.
This framework could, according to young people, include setting out principles,
rules or obligations on voting age and eligibility (including the question of lowering
the voting age), on extending this right (to immigrants, for example), or even on
introducing active citizenship training.
19
For more than 30 years, the Council of Europe has been the only international organisation to practise a
system of co-management in the field of youth. Specifically, its decision-making structures include
representatives of youth organisations who work together with government representatives in order to
decide on the institution's policies and programmes. These policies and programmes are submitted to
the Committee of Ministers, the Council of Europe's main decision-making body, for adoption. This
principle of co-management is drawn from the Council of Ministers' declaration of 12 January 1971
(document CM/Del/Concl (71) 196 XXII).
26
Creation of a legal framework
Under the Social Initiative Fund, the city of Antwerp set up the "Jeunesse et Cité" (Youth and the city)
project in 1997 to take greater account of the opinions and needs of young people in the city. To this
end, a legal provision was introduced (the "Youth Paragraph"), making it compulsory to analyse the
impact on young people of all political decisions taken by the municipality. Research and qualitative
studies on young people's standard of living in the city are also carried out.
http://www.xs4all.be/~jesgent/index230.htm or JS@mail.dma.be
Another much-mentioned prerequisite is the need for appropriate information.

However, for several years various bodies have been trying to improve the quality of
information provided for young people, but do not seem to have succeeded. In
general, they object not to the lack of information but to the fact that it is not very
useful. Young people require specific information that meets their current needs but
is also devoid of prejudice or remarks which are offensive to young people or
minorities. The Internet is one of the communication tools to be developed, provided
it is easy to access and inexpensive. Youth organisations also highlight the need for
information that is more targeted, less centralised and an integral part of a proper
strategy.
Researchers feel that the creation of a legal framework, education for citizenship and
the attempt to establish a dialogue based on young people's experiences are also
prerequisites for participation. But we must go beyond that, open up new areas in
which young people, teachers, youth workers and administrations together organise a
joint undertaking which will be truly successful only if it leads to decisions and
achievements on the ground.
1.2. Proposals coming out from the consultations
Participation of young people in public life
There are two aspects to this: one is more formal and involves the mechanisms of
representative democracy, the other is more informal and aims to develop new forms
of participation. Only by bearing in mind both these dimensions can we make the
most of the social capital that young people represent.
The courses of action proposed are based on the following principles:
– the importance of the local level;
– the need to extend participation beyond young people who belong to

organisations and beyond issues specific to youth;
– school remains one of the forums for participation which must be given
priority, even though the importance of non-formal learning and education is
recognised;
– helping young people to participate is not restricted to asking their opinions.
At national, regional and local levels
• Widespread introduction by local authorities throughout Europe of flexible and

innovative participatory mechanisms in a wide variety of contexts (schools, sports
halls, associations, etc.) which allow young people themselves to choose their
working methods and which rely on intermediaries. Provision could also be made,
27
in accordance with the different local arrangements, for mechanisms for dialogue
between the various decision-making levels and networks for the exchange of
experience and best practice.
• Consolidate the fundamental role of operators in the field, their role as promoters
and intermediaries in participatory processes.
• Widespread introduction of Youth Councils at regional and national levels; these

must be open to young people who do not belong to organisations, and they must
be independent of political powers. Regional and national authorities should
consult these Youth Councils on all decisions which have a significant impact on
young people.
• The national level is an essential link between local and European levels:
– it must bring proposals and recommendations to Europe and pass on

examples of best practice;
– it is also responsible for interpreting the objectives set jointly at European

level by adapting them to the specific political, institutional and
organisational characteristics of the Member States.
• Member States should publicise what they intend to do to get young people
involved; these priorities would also list target figures (for example in terms of
target population, deadlines, etc.) and would set out monitoring arrangements.
• Following the example of the White Paper, involving young people in this process
would be an integral objective.
At European level
• The European Youth Forum should become accessible not only for the youth
organisations and national youth councils (and, via them, at regional and local
levels) but also for young people who are not represented by these structures. An
enlarged Forum of this kind would be the obvious body for dialogue with the
European institutions.
• Promote networking and direct dialogue, in particular by means of regular

meetings (for example on the priority issues included in the White Paper).
• Finance (with the Member States) pilot projects to support efforts made at local,
regional and national levels to promote participation of young people at all levels
and in all forms.
• In cooperation with the Member States, organise the way young people are
involved in the debate on the future of Europe, in the wake of the Nice European
Council.
• Strengthen cooperation with the Council of Europe.
28
• Increase the representation of young people in the Economic and Social
Committee (by asking Member States to appoint more representatives from youth-
related fields).
• Appoint an ombudsman for youth (also at national level).
Information and participation are inextricably linked
The aim of European action is not to increase the structures, channels and quantity of
information already available but to improve the quality of information available to
young people.
It is primarily the Member States' responsibility to provide young people with

information, and this includes the area of European affairs. The EU supplements this
information. All information measures of any kind must be based on the following
principles:
– explicit recognition of a real need for information and thus for a coordinated
strategy to inform young people;
– equal opportunities in terms of information;
– free access to all practical information;
– proximity, flexibility, user-friendly communication;
– high standards of ethical behaviour;
– participation of young people in designing, implementing and developing the

communication tools which concern them.
An information and communication campaign for young people must be based on the
following three points:
– the content of the information must be geared towards young people's

expectations;
– the instruments and channels used to disseminate this information must be

easily accessible and user-friendly, and the information must reach them in
their main environment (schools, for the majority, but also in their local areas
and on the street);
– these instruments and channels must be linked with each other (networking).
• Rely on people (sometimes referred to as resource persons) who are active in

youth organisations, sports clubs, schools and universities, to provide young
people with relevant information. Mobilise young people themselves as resource
persons.
• Encourage youth information networks. At local level in particular, distribution of

general information should be coupled with proper, personalised advice. At
29
national and regional levels there should be increased opportunities for training in
how to inform young people.
• Information on Europe should be disseminated via national or regional networks,

taking into account specific geographical or cultural characteristics. Calling on
groups of young people when putting together information should become
automatic.
At European level
• Study the feasibility of an electronic forum bringing together policy-makers and

young people with a view to achieving maximum potential by linking existing
interactive services and the future electronic forum. This interactive service could
be used for consultations organised when drawing up and implementing
Community initiatives on youth20.
• On the basis of work already carried out by the EURODESK21 network, promote
and/or set up a single electronic gateway giving optimum access to information on
Europe that is of interest to young people. Existing youth information networks
and youth organisations active at European level should be invited to take part in
developing this new communication tool.
• Set up/improve the system for collecting, disseminating and updating information
on Europe for young people and those working with them. This action should
draw on the work of existing networks. Greater emphasis should be placed on the
importance of resource persons working closely with young people.
• Dissemination of information by non-electronic means must be continued, for

example by direct contact with young people.
2. EDUCATION, A CRUCIAL STAGE FOR YOUNG PEOPLE
2.1. An analysis of the results
Young people spend an increasing amount of time in education. Formal learning in

schools, universities and through vocational training centres and non-formal and
informal learning outside of these settings are equally essential in developing the
skills that young people need today.
The global objectives of learning are threefold: personal fulfilment, social inclusion
and active citizenship. Learning also plays a fundamental role in fostering
employability. The European Union has launched a number of programmes (such as
SOCRATES and LEONARDO) and initiatives (such as the eLearning action plan, a
communication on “Making a European Area of Lifelong Learning a Reality” and a
report on the future objectives of education and training systems) which relate to
20
This proposal falls within the scope of the eLearning and eEurope actions promoted by the Commission
and is consistent with the content of the White Paper on Governance
21
EURODESK is an information service on Europe for young people. It is based on a website and relays
in the Member States. This service is managed by an association that represents the interests of young
people and the Member States.
30
education. 22 Whenever possible and appropriate, reference will be made to them in
order to supplement the opinions which were expressed during the consultation
process by the various actors. This will help to identify those areas in which the
European Union is developing more and better action.
• The quality and effectiveness of education systems
Education and training systems were strongly criticised by both young people and
experts.23 A number of Member States have carried out fundamental reforms of their
school systems. Nevertheless, the quality and effectiveness of school education today
has to be improved in order to ensure that young people acquire appropriate skills
which enable them to become informed, active and responsible citizens and to ensure
their social inclusion and readiness for working life. It was frequently stated that
schools and education structures were insufficiently democratic and did not
encourage participation or provide sufficient learning opportunities. It was felt that
they should be open to society’s economic and social realities and demands as well
as European issues.
To achieve sustainable social and economic development, Europe needs citizens with
some knowledge, including in science and technology. For instance, to increase the
number of young people who pursue a career in science or technology, education
systems have to be adapted in order to get more young people interested in science.
Many young people leave school and training before acquiring formal qualifications.
The rate is still, on average, high throughout the European Union. However,
attempting to motivate young people to remain in formal education and training is
not the only solution which can be envisaged. Combining study, work and leisure
activities with informal, non-formal and formal learning experiences, could enhance
the quality and effectiveness of education and training and make them more
appealing to young people.
The shortcomings in today’s schools are not primarily seen as being the fault of
teachers or of schools as such, but of the education system as a whole, which relies
on cooperation between three actors : families, society and schools. Teachers are
only one part of the school system and their role must be perceived in the wider
social, political and institutional context. Nevertheless, teachers need better training
and working conditions.
Whole schools evaluation
This Pilot Project involved 17 secondary schools and 18 primary schools throughout Ireland;
supported by all the education partners it focused on evaluating the quality of school planning, the
quality of school management and the quality of learning and teaching in the pilot schools. The
results of the project confirmed the potential for successfully combining school self-review with
external inspection – a milestone in school and system quality assurance.
http://www.irlgov.ie/educ
22
For further information, see Annex 2
23
At the European level, a discussion has started on improving the quality of educational systems; see for
instance the report from the Commission on the concrete future objectives of education systems,
COM(2001)59 final, 31.1.2001
31
• Access to education
Young people point out that there are too many social and economic obstacles facing
education. Improving the quality of education and training means, firstly,
guaranteeing open and ongoing access to lifelong and to “life-wide” learning in all
fields. Effective guidance and counselling systems should provide support to all
young people, e.g. by adopting a personalised approach. Support for integrating
disadvantaged young people into the education system must be intensified, for
instance by guaranteeing free education from primary school to university.
As mentioned in the Communication from the Commission “Making a European

Area of Lifelong Learning a Reality”24, one major task is to bring learning – or
training - and learners closer together. In order to fulfill this goal, the mutual
recognition of achievements is a prerequisite, alongside the development of
information systems (including a better access for all to Internet and multimedia)25.
Furthermore, more economic support is necessary to achieve positive results.
Guidance in Education
The National Centre for Guidance in Education is an agency of the Department of Education and
Science in Ireland. Its main roles are to support guidance practice and services in all areas of formal
and non-formal education settings and to influence the policy of the Department in the field of
guidance. One-to-one guidance is provided by local projects in the various education settings.
http://www.iol.ie/ncge/faqs.html
• Renewal of the learning and teaching approaches
The consultation called for a change in approach of learning and teaching. A more
learner-centred approach, a stronger teacher-student relationship, the participation of
young people in education, and dynamic and adaptable educational institutions
should be developed. Learning processes have to be organised as “door openers” that
enhance the motivation to learn and lead to a range of further options. Schools should
facilitate pupils’ involvement in shaping their own education and offer scope and
encouragement for participation and democracy (for instance by offering the
possibility of evaluating teachers).
Furthermore a "blended" (correctly mixed) education should be provided, offering a

wide range of methods and material for acquiring the essential skills and tools for
life-long learning. Using the Internet and multimedia, alongside theoretical
classroom methods and studying at home, as well as youth activities, practical
experience and work, will all be necessary. This could also be one way of making
some subjects more attractive to young people, such as research and technology.
Building bridges between formal and non-formal learning
The students of Peace Child International themselves developed their own, youth-friendly edition of
Agenda 21 (“Rescue Mission: Planet Earth – a children’s edition of Agenda 21”), since the ‘original’
24
The Communication from the Commission on Making a European Area of Lifelong Learning a Reality
(adopted in November 2001) is the result of a broad consultation process. It is based on the
Memorandum on Lifelong Learning which was launched by the Commission of the European
Communities in October 2000.
25
See the suggestions which have been made in the eLearning Action Plan, Designing tomorrow’s
education, COM(2001)172, 28.3.2001
32
one seemed to be impenetrable26. They also created their own Youth Indicators for Action, a set of 16
questionnaires enabling young people to investigate their own communities to see whether attitudes
and statistics showed that the community was becoming more or less sustainable.
http://www.peacechild.org/
• Different kinds of knowledge and skills
In many countries the performance of education structures was severely criticised by

young people. They were regarded as unable to provide enough content relevant to
young people’s needs and interests. Education should not be limited to the skills on
which the labour market is focused. Education contributes, from an early age, to the
socialisation, integration and empowerment of individuals. It is also a means of
achieving personal fulfilment which can help to enhance the employability of young
people. Young people demand foreign language teaching, preparation for the
educational exchanges and mobility programmes run by the European Union; they
are interested in many other fields such as modern information and communication
technologies, particularly Internet access, and they ask for a stronger emphasis on
practical subjects. Education about health issues, particularly sexual matters and
parenthood, is also essential. Young people should also be encouraged to take an
interest in scientific research, mathematics and technologies.
However, setting out to develop balanced, all-encompassing curricula which are not
overloaded is a challenge. They should be designed to provide the necessary
knowledge and skills and also to reflect the multicultural nature of our societies.
Joint strategies on the part of the various organisations providing education (schools,
training centres, enterprises, communities, youth work) would seem to be appropriate
if we are to improve our understanding of what the new basic skills are and how they
can be taught and learnt 27.
Variety lends wings
The four-day street festival, Carnival of Cultures, involving around 5000 active participants and at
least 700000 spectators, takes place in Berlin every Whitsun. BVAA (Berliner Verband für Ausbildung
und Arbeit) works with a wide range of disadvantaged young people from different ethnic
backgrounds, and trains and supports them in moving from school or from unemployment to work.
Several groups of young people representing the BVAA are involved in the Carnival of Cultures,
learning a wide range of vocational, cultural, social and practical skills. Their motto reads “variety
lends wings”, and the subgroups adopt as their emblems various flying objects.
http://www.bvaa-online.de
• Recognition of qualifications and skills
The recognition of qualifications and skills at European level is a key element in

developing mobility28. Effective ways must be found for recognising skills acquired
through formal and non-formal learning methods. The role of non-formal learning
26
Agenda 21 is an action plan for sustainable development for the world in the 21st century. It was drawn
up at the UN "Earth Summit" in Rio in 1992, a gathering of 179 heads of state and government.
Sustainable development means meeting the needs of the present without compromising the ability of
future generations to meet their own needs.
27
The European Council in Lisbon in March 2000 called for a European framework for new basic skills to
be provided through lifelong learning.
28
As far as higher education is concerned, a lot of progress has been made in this area with the help of the
ECTS, the European Credit Transfer System, and the NARICs, the National Academic Recognition
Information Centres.
33
and the need for a better understanding and recognition of non-formally acquired
skills through youth work should be emphasised. Furthermore, the mutual
recognition and complementarity of education and vocational training as part of the
education system has to improve.
The Recreational Activity Study Book.
This booklet, created in 1994 by the Finnish Youth Academy, provides help for students and young
people entering working life. It is used as a logbook of projects, responsible positions held, courses
taken and other recreational activities. The booklet is for young people over 13 years old. It is
personal and costs EUR 5. People keep a record of merits and different skills: starting at university
level, it is possible to collect extra points and/or use the merit points in lieu of part of the required
studies. Experience which is logged in the Recreational Activity Study Book can also make it easier to
find a job. Entries in the booklet have to be confirmed by signature and annotated by an authorised
person. At the moment, about 30% of young Finnsare in the scheme.
http://www.nuortenakatemia.fi
• The complementary character of formal and non-formal learning
The need for lifelong and life-wide learning has revealed over the past few years that
the necessary skills can be acquired through learning in formal, informal and non-
formal contexts.29 Non-formal learning is typically undervalued as not being "real"
learning.
What we learn in formal settings (schools, colleges, training centres etc) is only one
part of acquiring skills. We learn in non-formal and informal settings too (e.g. in
youth clubs, sports associations, within the family, in political life). Learning through
civil society activities and in social environments is part of informal and non-formal
learning, and takes place not just by chance, but also intentionally and in an
organised way.
Young people take part in a wide range of activities outside mainstream education
systems, and this too counts as non-formal learning. The youth sector has over the
years gained experience in providing non-formal learning. At European level the
YOUTH programme is a good example of this work and the experience it can bring.
In the consultations with young people, non-formal learning was often seen as the
most positive, efficient and attractive counterpart to a largely inefficient and
unattractive system of formal education. The advantage of non-formal learning lies
mainly in its voluntary and often self-organised nature, its flexibility, the possibilities
of participation, the “right to make mistakes”, the closer link to young people’s
interests and aspirations. Integrating disadvantaged young people was also seen as an
asset of non-formal learning.
It is becoming more and more important to develop effective and flexible ways of
recognising skills acquired outside formal education and training systems. Finding
the right balance in a set of tools which guarantee appropriate and satisfying
solutions for certification and recognition, in accordance with the development of
29
Formal learning is typically provided by an education or training institution and leads to certification. It
is structured (in terms of learning objectives, learning time or learning support) and is intentional from
the learner’s perspective. Non-formal learning is not provided by an education or training institution
and typically does not lead to certification. It is, however, both structured and intentional. Informal
learning is not provided by education and training institutions, does not lead to certification and is not
structured. It is the result of daily activities related to work, family or leisure. It may be intentional but
in most cases it is not (i.e. incidental/random).
34
quality standards, (self) evaluation and assessment procedures for non-formal
learning will be a sensitive task. Non-formal learning should not lose its open
character and turn into a formal structure by imitating the formal education system.
The consultation process highlighted a lack of understanding of the benefits of non-

formal learning. It is thus necessary to strengthen the awareness of key persons and
institutions in society, business and politics, of the main players (the social partners,
NGOs, education experts etc.) and of young people themselves in order to promote
non-formal education as an integral part of learning and education.
As youth work can help young people acquire the necessary social, political and
cultural skills, every effort should be made to involve them in non-formal learning
activities. One of the aims of the YOUTH programme is to help develop non-formal
learning for young people. However, even though it covers 100 000 young people
per year, it cannot meet the high level of demand from the 75 million young people
in the programme countries. The YOUTH programme therefore has a pilot function,
and requires complementary action at national, regional and local level.
A huge number of suggestions and proposals – both general and specific – have been
made to improve conditions and outcomes in the education sector. The
recommendations were directed towards the formal and non-formal learning and
training systems.
In schools and universities
At national, regional or local level
• The participation of young people, respect for their individuality, and the idea of
education for a democratic and European citizenship should be undisputed; the
nature of the student-teacher relationship has to be changed; a learner-centred
approach and a flexible role for teachers supporting the learning process should be
encouraged.
• Access to education has to be guaranteed for all young people; a personalised

learning approach geared to young people needs flexible guidance and counselling
as well as appropriate information systems; education systems have to take into
consideration the patchwork of lifestyles and to make it possible to combine
different activities and roles.
• The quality and relevance of learning and training opportunities need to be

increased.
• A greater openness to today’s realities and to society is needed, i.e. more

flexibility and less rigidity on the part of all concerned.
• Internet access in all schools, which must be accompanied by better methods for
disseminating information with a view to creating effective tools for learning.
• Teacher education should go beyond conventional information technology skills

towards "critical technological literacy".
35
• Schools must be given the chance to provide better facilities for teaching and
learning foreign languages and for taking part in European educational exchange
and mobility programmes.
• Schools and universities must be given more financial support in order to be more
effective and invest more in human resources.
• Reform of teaching practices and conditions (training for the trainers, smaller
classes, combination of theoretical and practical learning and teaching, interactive
approach).
• Greater focus on education and training for entrepreneurship and self-

employment, targeted support services and training for young (potential)
entrepreneurs. Curricula must incorporate elements which prepare young people
for entrepreneurship and self-employment.
At European level
• Facilitate access to European educational and mobility programmes and

strengthen Community Action Programmes such as Socrates.
• Introduce measures to facilitate the transition between education systems and to

promote free movement for young people throughout Europe.
• Implement the "Bologna Declaration", which aims to improve the transparency of

education systems in Europe and mutual recognition of diplomas and to promote
the European Community Course Credit Transfer System (ECTS).
• Provide students with clearer information on the European Credit Transfer

System.
• Help raise the quality and effectiveness of school education through exchanges of
good practices and by way of common objectives.
• The evaluation of skills should not be limited to labour market issues (such as
information technologies and mathematics) but should be geared to things like
socialisation, integration and empowerment.
In other (out-of-school) learning environments
At all levels
• The specificities of non-formal learning in the youth field, its objectives and tasks
should be looked at in more detail, and the relevance of non-formal education and
the complementary character of formal and non-formal learning should be made
more visible; dialogue between the relevant actors in the field, as well as social
partners, researchers and policy makers, will be needed with a view to improving
the recognition of non-formal learning.
• Monitoring and evaluation tools should be improved with a view to guaranteeing

quality standards.
36
• Training on various topics should be provided as an essential tool for guaranteeing
high quality in non-formal learning. Training programmes targeted at
professionals should include a European dimension.
• The relevance of non-formal learning should be enhanced by supporting the

providers and by improving their position within the learning system; the financial
support for youth initiatives, youth organisations and other forms of non-formal
learning should be improved.
• Further joint projects should be created including schools, training sites,

enterprises and non-formal learning providers by building bridges between non-
formal and formal systems.
• Youth organisations should regularly publicise the wide range of non-formal

learning opportunities: documentation and public presentation of the outcomes of
non-formal learning projects, should be an integral part of their activities.
At European level
• The quality standards in the YOUTH programme should be further developed in

cooperation with the Council of Europe. In addition, an inventory of good
practices should be drawn up and circulated; access for disadvantaged young
people to non-formal education in the YOUTH programme and other schemes
should be further improved.
• The funding and development of pilot joint schemes under the SOCRATES,
LEONARDO DA VINCI and YOUTH programmes should help to build bridges
between non-formal and formal systems.
• The validation and certification of participation in all YOUTH programme

schemes should be pursued. This can be seen as a first step to be followed up in
other non-formal educational settings at all levels.
• More training should be provided for "multipliers" and learning facilitators in

non-formal learning.
3. EMPLOYMENT AS A MEANS OF INTEGRATING YOUNG PEOPLE BETTER
3.1. An analysis of the results
Jobs are a key element in enabling young people to find their place in society,
achieve economic independence and realise their individual aspirations. A society
which is not able to offer concrete labour market opportunities to young people risks
a vicious circle of unemployment, marginalisation and social disruption. Giving
young people access to the labour market contributes to social stability, which is
viewed as the basis for economic growth and well-being. Sometimes unemployment
is even considered as a violation of young people's human rights.
Access to education and vocational training and to information and guidance

constitutes the central prerequisite, not only for finding a job and avoiding
37
unemployment, but also for finding a good and satisfying job. But this alone is not
enough: solutions in other fields such as health, family, social rights, discrimination
etc. have also to be taken into consideration. They play an equally important role in
terms of the social integration of young people.
With the introduction of the new titles on employment and social affairs into the
Treaties, the European Union acquired entitlement to develop strategies and
programmes in these areas (such as the European Employment Strategy, the Lisbon
Strategy on the modernisation of the European social model, the Social Agenda, the
programme to fight all forms of discrimination, and the programme on social
inclusion).30 Whenever possible and appropriate, reference will be made to them in
order to supplement the opinions which were expressed by the various parties during
the consultation process. This will help to identify those areas in which the EU and
the Member States are being asked to develop more and better action.
• Employment is a prerequisite for social inclusion
Young people are very concerned about the opportunities available to them on the
labour market. They feel the best way to social integration is to find a job. Young
people would like to have a genuine sense of direction, guiding them to find their
place in the world of work in the long term. To have a job means adult status, self-
respect, money, independence and the opportunity to broaden one’s social contacts.
Young people who are cut off from work are losing a vital chance to get new
perspectives and to integrate into a wider society31.
Young people are willing to work, but finding a good job is getting harder. Young
people know that their employability32, and thus their chances on the job market,
increase when they have a good education and skills and when they have spent some
time in a school or university in another country. This puts them under growing
pressure, and the level of expectations is higher than ever in terms of their mobility,
flexibility, competencies and skills. With young people spending more time in
education and training, they remain more dependent on their families and public
institutions.
With regard to the transition between education, training and the labour market, the
situation has objectively deteriorated in the past 20 years33. Youth unemployment
rates remain high compared with general employment rates. For the year 2000, the
general unemployment rate in the 15 EU Member States was 8.4% whereas the
unemployment rate for young people aged under 25 was nearly double, namely
16.1%34. Precarious forms of employment have become more widespread. Wages
have decreased compared to those of adult workers. It now takes young people much
30
An overview on the EU’s activities in employment and social affairs is given in Annex 2.
31
During the funding period 2000-2006, the European Social Fund is helping to develop and promote
active labour market policies with a view to combating and preventing unemployment.
32
Improving employability is one of the four pillars of the employment guidelines which were addressed
to Member States (OJ L 22 of 24.1.2001)
33
See contribution of Prof. Lynne Chisholm, University of Newcastle, Department of Education, to the
Public Hearing on Youth, European Parliament, 24.04.2001
(http://www.europarl.eu.int/hearings/20010424/cult/minutes_en.pdf)
34
There are however large differences between the Member States: the youth unemployment rate in the
EU for young people aged under 25 varied in 2000 from 5.1% in the Netherlands to 31.5% in Italy; see
Eurostat news release no. 77/2001, 19.07.2001
38
longer to achieve labour market stability. Even a good educational qualification does
not automatically guarantee them a job, as competition for employment has become
fiercer. Success on the labour market depends very much on the personal
circumstances and experience of young people.
The repetitive experience of disappointment and economic constraints, often

paralleled by personal problems, can lead to mental blocking and a life on the margin
of society. Any policy aimed at eradicating poverty and social exclusion must follow
a preventive approach focused on young people.
Categorising young people as a specific social group is becoming increasingly

difficult. Diverging social experiences and inequalities are on the increase35. The
sense of intergenerational injustice is growing among young people who are
increasingly aware of the implications of demographic change on social, health and
pension systems36. Pension systems in particular will depend on the willingness and
the capacity of young people to contribute to their funding. This will only be possible
if young people have access to employment. Thus, intergenerational solidarity – and
hence young people’s willingness to contribute to social inclusion and to the well-
being of their parents and grandparents – is being put increasingly under strain.
Young people argue that the transition from school to work should be easier. The
public labour market system plays an important role in this respect and must be
improved. Young people also bemoan the lack of strategic public or private
partnerships to improve social inclusion, especially for those who have difficulties or
are discriminated against on the labour market.
At the same time, new forms of social exclusion must be avoided in the wake of
innovation and technological change. There is a high level of early school leavers,
i.e. those who leave the education system with only lower secondary education at
best. This might result in an intergenerational vicious circle between childhood
poverty, low educational achievement and poverty in adult life. There is also a link
between poverty and the risk of a technological divide: persons in the high-income
groups use for instance the Internet three times more frequently than lower income
groups. Thus lower income groups have less access to technology and, as a
consequence, face a higher risk of being excluded from the labour market and from
general, social and cultural development.
“Social mobility” as a prerequisite for formal training and employment
The “International Centre for Youth Movement” at Champeaux, France, offers some of the most
excluded and disadvantaged young people in Europe a taste of „social mobility“. This gives them the
chance to rebuild confidence and self worth and can be a vital prerequisite for more formal training
and employment.
http://ww2.jqm.cie.fr/FWYM.htm
Creation of youth employment at the local level

Via a project run by MJRC (Spanish member of the International Movement of Catholic Agricultural
and Rural Youth), various services such as a laundry service for an old people's home, an organic
poultry farm, production of organic preserved food (jam, etc) and rural tourism activities are offered
35
cf. report presented by the researchers at the Umeå meeting
(http://www.europa.eu.int/comm/education/youth/ywp/umea.html)
36
There is a growing awareness of these issues at the European level; see for instance the communication
from the Commission on the Future of Social Protection from a Long-Term Point of View: Safe and
Sustainable Pensions, COM(2000)622 of 11.10.2000
39
to the local community. The services provide opportunities for employment, especially for young
people, women, migrants and handicapped people.
http://www.mijarc.org/europe/index.htm
• An entrepreneurial attitude helps to boost independence
Spreading an entrepreneurial attitude among young people in everyday life (school,

work, home etc.) can help young people to overcome barriers and to develop self-
confidence; it will also help to create more and better jobs. In many EU Member
states, there is an observable trend towards young people going into self-employment
and setting up small businesses. Young people take over businesses from their
parents or relatives or they start their own. Setting up a business is a way for young
people to gain autonomy and flexibility, to start their own career, to question
traditional business behaviour (e.g. through new management styles, less profit-
oriented businesses, etc.), to apply innovative ways of thinking and doing, and thus
to contribute to the economic and social development of society as a whole. This
development must be promoted by giving support to young entrepreneurs and
potential entrepreneurs and by encouraging greater entrepreneurial awareness among
young people, especially through education and training.
How young people learn to start a company
The Swedish non-profit organisation “Communicare” encourages the spirit of entrepreneurship
among young people in order to make them job-creators instead of job-takers. Young people from 18
to 25 years learn how to start, run and wind up a company through a combination of theory and
practice.
http://www.communicare.nu
• Better information, education and training is needed
Young people criticise the lack of information on labour market issues in particular.
They also feel that access to the labour market is largely – though not totally –
determined by the level of education and vocational training. Once at work, young
people continuously have to improve their qualifications and skills in order to adapt
to the changing patterns in working life.
Young people do not think that formal education systems prepare them for the
challenges of the labour market. They perceive a gap between the (private) labour
world and the (public) education and training sector. Building bridges between these
sectors would help solve their difficulties concerning the length of their education
and the money they have to spend on it. Young people are interested in information
from social and economic organisations (trade unions, employers' organisations etc.),
but think that what they have to offer is often poor and falls short of their needs and
expectations. They would like to see trade unions and employers’ organisations
become more attractive to the young.
Non-governmental organisations think that better information and awareness

campaigns are needed for young people in the fields of training, career guidance and
social rights in order to prepare them better for the job market. Also information on
aspects which are indirectly linked to the labour market situation of young people –
for instance, information on the rights of ill or pregnant young workers – must be
made more accessible.
Continuing education without financial loss
40
In Luxembourg, the study leave system allows workers under the age of 30 to leave their jobs for a set
period in order to continue their education. This does not result in any financial loss for either the
employee or the employer, as the State pays the employer compensation equivalent to the employee's
salary.
http://www.snj.lu/s_conge_education.asp
• Young people need specific social protection
Young people believe that more has to be done in terms of social legislation at
European level37. Access to the labour market has become more difficult and the
requirements in terms of knowledge, work experience, geographical and personal
flexibility have increased considerably. However, social rights – especially the
legislation addressed to young people’s specific needs – have not kept up with the
growing pressure from the labour market. There is still discrimination with regard to
ethnic minorities, women, disabled young people etc.38. Young people are therefore
in favour of a more “social Europe”.
According to young people, the main objective of governments and the European
Commission must be to achieve full employment in the EU39. They propose ways
and means of meeting this target: the reduction of working time, or the use of
working time reduction as a means of helping people to integrate into the labour
market, a minimum income and financial support to finish their studies, improved
and extended public employment programmes etc. There is also a perceived need for
a European status for trainees.
Non-governmental organisations are concerned about the trend in youth employment

towards largely precarious and unprotected jobs, such as student work, seasonal jobs,
training, short-term or fixed-term contracts. Young people are quite often exploited,
receive low payment and suffer accidents at work. All over Europe young people are
over-represented in specific branches (such as fast food restaurants, courier services,
service suppliers etc.) or in new types of jobs (tele-working, working at home). It is
in these sectors that the traditional social dialogue between the social partners is less
developed and therefore the working conditions are less regulated by contracts.
Know your rights
37
As part of its Social Policy Agenda (COM (2000) 379 of 28.6.2000), the Commission outlined a wide
range of measures, e.g. realising Europe’s full employment potential by creating more and better jobs,
action on modernising and improving social protection, promoting social inclusion, strengthening
gender equality and reinforcing fundamental rights and combating discrimination, and measures geared
to preparing for enlargement and promoting international cooperation and making the social dialogue
help to meet the various challenges.
38
In June 2000, the Council decided, on the basis of Article. 13 TEC, on a directive implementing the
principle of equal treatment between persons irrespective of racial or ethnic origin. In November 2000,
the Council established, on the basis of the same article, a general framework for equal treatment in
employment and occupation (OJ L 303 of 2.12.2000) and decided on a Community action programme
2001-2006 to combat discrimination (OJ L 303 of 2.12.2000). The Action Programme supports
activities combating discrimination on grounds of racial or ethnic origin, religion or belief, disability,
age or sexual orientation.
39
The strategy decided by the European Council in Lisbon explicitly stated that it should "enable the
Union to regain the conditions for full employment". The goal of full employment is reiterated in the
employment guidelines for 2001, in which the Commission suggested concrete measures on how to
achieve this aim.
41
The “Know your rights line” is a telephone line of the British Trade Union Congress (TUC)
especially set up for young workers to access information about their employment rights.The TUC is
planning a campaign to promote employment rights amongst young workers.
http://www.tuc.org.uk/tuc/rights_main.cfm
Very often young people do not earn enough to be financially independent: they have
to live at their parents’ until their late twenties or early thirties and depend on support
from them40. Furthermore, young people very often experience stress and pressure at
work. This is particularly true for young couples with children and single parent
families. In practice, young people are unaware of their rights and do not really
participate in collective agreements. It follows that the regulatory framework has to
be improved in order to take into consideration the specific needs of young people.
Protection is especially needed for those who do not take part in the labour market.
Without such protection, especially for the disadvantaged, young people cannot
experience youth as a transition period between child and adulthood and as a phase
of social experimentation, developing creativity, personality, own opinions,
responsibility etc.
Employment
To enhance and reinforce national, regional and local measures as part of the
European Employment Strategy.
• Improving labour market related information and counselling for young people:
– Develop user-friendly information and counselling services geared to the

needs of young people.
– Include decision-makers and employers at local level in information and

counselling services for young people.
– Develop concrete information resources for young people on job

vacancies, working conditions, social protection etc. at the national,
regional and local level.
– Circulate information in places where young people spend most of their

time, such as in schools, universities, employment agencies, clubs, youth
centres, etc.
– Develop specific youth information units within existing information

services and guidance systems, geared to local specificities and personal
action plans.
40
Revealing statistic: 20% of young people who have a job say they receive most of their income from
their parents. When young people are asked why they now live with their parents for a longer period,
almost 70% give financial reasons: they could not afford to live on their own. Between 1997 and 2001,
the importance of parents as a source of income increased, in some cases significantly, in all EU
countries except Ireland and Finland. More than one in two young people say they receive most of their
income from their parents or family (7% more than in 1997). Source: EB2001, ibid.
42
– Urge trade unions to become more attractive to young people.
– Encourage employers to assist in career planning.
• Improving the scope and quality of vocational training:
– Extend apprenticeship and trainee schemes.
– Teach a broad range of skills in vocational training.
– Improve training for languages and IT skills.
– Supervise training institutions and evaluate training schemes offered to

young people.
• Facilitating young people’s access to vocational training, especially for people

who are disabled or socially excluded or face the risk of social exclusion:
– Offer free training.
– Improve the vocational training of professionals working for them.
• Improving the transition from training to employment:
– Offer opportunities for studying or training on the job, jobs for students,
evening classes or dual systems of vocational education and training.
– Provide support for employment-generating associations.
– Set up strategic public/private partnerships in order to improve the labour

market integration of young people.
– Reduce gender-specific professional choices and income gaps between

various types of work.
– Enable young people during the transition period from school to labour
to deal with the "dual status" of being trainee/student/pupil and
worker/employee.
– Introduce an end-of-study scholarship scheme.
– Improve the quality of jobs for young people.
• Facilitating young people’s access to entrepreneurship:
– Reduce/remove any obstacles in the field of administrative and tax

burden, fiscal and financial rules, economic and social regulations etc.
which may impede self-employment and the setting up of small
businesses by young people. Facilitate young people's access to financial
resources and to counselling services.
– Give financial and logistical support to young entrepreneurs.
– Lighten the social security burden for young self-employed people.
43
At European level
• Achieving full employment for young people must continue to be a major

objective of the Member States and the European Commission:
– Strengthen the youth-specificity of EU policies by improved co-

ordination between the different levels of decision-making and between
the various fields of action.
– Involve civil society and target groups in regular consultations on the

European Employment Strategy.
– Support innovative projects for the re-integration of young unemployed

people.
– Provide information on job/training opportunities and on occupations and

professions which are recognised throughout Europe.
– Improve the European status of young trainees.
– Develop an Internet-based information site specifically addressed to the

needs of young people.
• Improving the systems for transferring and recognising occupational skills and
competencies between Member States:
– Improve and integrate recognition systems (e.g. ECTS, NARICs,

Europass)41.
– Recognise and support skills and competencies acquired in another EU

Member State or under voluntary service or non-formal learning
schemes.
Social inclusion
To enhance and reinforce national, regional and local measures as part of the
European Social Inclusion Strategy.
• Giving young people access to resources, rights and services:
– decent and healthy housing;
– appropriate healthcare;
– other public and private services, e.g. in the field of justice, culture, sport
and leisure;
– access to these new resources, rights and services geared to the particular
needs of young people with social and economic difficulties;
41
ECTS: European Credit Transfer System, NARICs: National Academic Recognition Information
Centres, Europass: passport setting out knowledge and experience acquired in formal and non-formal
contexts.
44
– “second chance” opportunities for young people who drop out of tailor-
made schemes (such as in rehabilitation, vocational training, etc).
• Developing preventive approaches to address the causes of the social exclusion of

young people at a very early stage:
– Focus on individual needs through a more people-centred approach.
– Give special attention to the needs of young people at local and regional
level in terms of health centres, guidance/counselling, cultural activities,
sports, day nurseries, housing, transport, etc., especially for those who
are socially excluded or face the risk of social exclusion (such as young
single parents).
– Improve the social inclusion of ethnic minorities.
– Enhance conflict resolution with the help of social workers.
– Ensure that policies focusing on working conditions, on social rights and

on social welfare are systematically implemented.
• Reforming the social security systems and social legislation:
– Ensure intergenerational solidarity in pension schemes.
– Eliminate discrimination in social welfare systems (e.g. against women,

disabled young people, ethnic minorities).
– Take into account the needs of young people, especially those who are
disadvantaged, in social legislation in areas such as precarious work
contracts, flexible working hours, equal payments, accidents at work,
access to care facilities for young families.
– Provide young people with information on their rights and social

protection.
At European level
• Giving priority, in terms of social inclusion measures, to the needs of the most
vulnerable young people42;
• Stepping up work on the social inclusion of young people, with the help of
European programmes43;
42
In June 2000, the Commission submitted to the Council and the Parliament a proposal for a pluriannual
programme to encourage cooperation between Member States in the field of social inclusion policies
(COM (2000) 368 of 16.6.2000). The programme’s aim is to develop an integrated approach to social
exclusion which links different policies such as employment, social protection, education and training,
health and housing. Specific target groups are not mentioned in the programme. The final decision on
the programme depends on the outcome of the co-decision procedure between the Council and the
European Parliament.
43
Many European programmes and funding lines, such as YOUTH, LEONARDO, SOCRATES, anti-
discrimination, etc, focus on young people from a disadvantaged background. The European Social
45
• Contributing to young people's social inclusion by using an approach based on
pathways and stepping stones in European-level employment programmes and
policies.
4. GETTING THE MOST OUT OF BEING YOUNG
During the consultation it became clear that there are a wide range of complex issues
affecting the well-being and autonomy of young people. The environment,
immigration, the media, legal systems, health, drug consumption, sexuality, sport,
personal safety etc. all refer in one way or another to aspects which affect young
people’s lives and have an influence on their involvement in the public domain, in
education or in finding a job. For instance the health of young people – or issues
related to it, such as drugs, sexuality, personal safety, nutrition etc. – determines to
what extent young people are willing and able to go to school or to pursue a course
of vocational training. In addition, the way the "adult world" deals with these issues
has an impact on young people's perception of society and the chances which they
feel society is offering them. A society which, in the eyes of young people, is not
able to deal with, say, environmental problems or in which environmental solutions
remain pure rhetoric, does not encourage active citizenship.
• Well-being is based on justice and non-discrimination
Young people have a very open concept of well-being. They believe that their self-
development and autonomy depend on a propitious social environment which is non-
discriminatory, equitable and safeguards diversity. A direct line is drawn between, on
the one hand, the welfare of individual young persons, and on the other society’s
struggle against any form of intergenerational injustice and unjustified exclusion and
discrimination of any social group and the struggle for more justice and an equitable
distribution of means and opportunities at world level.
Welfare systems and health services should as a matter of principle be accessible to

everyone on equal terms and without discrimination. This means that the specific
situation of disadvantaged people has to be fully taken into account. Young people
with physical and intellectual disabilities still suffer from bad social and economic
conditions. Wheelchair users have difficulties in getting access to cultural events.
Other young people with disabilities have no access to the Internet; they suffer from
an insufficient infrastructure for physical exercise and sports, and there is very often
limited social acceptance and support for self-advocacy groups.
“Simply euro”
The aims of this project are to evaluate the present situation and training on the use of the Euro for
people with intellectual disabilities in the 15 Member States of the European Union and to promote
information on the Euro for people with intellectual disabilities, their families and professionals.
The project produced a guide, an easy-to-read website (with incorporated use of symbol languages),
and an educational video on the Euro
http://www.fvo.nl/html/euro/irish/project.htm
Fund supports measures at the national level which "support the occupational integration of young
people"
46
There is empirical evidence, backed by the consultation in general and by researchers
in particular, that new social inequalities and cultural divisions between groups of
young people are emerging in Europe. Today’s reality is characterised by, on the one
hand, an increasing uniformity of young people’s lifestyles (music, clothing etc.) and
on the other hand by a growing polarisation of opportunities, which add to the
tensions which already exist between generations, genders, different ethnic groups
and regions of different economic wealth. In Europe’s poorer societies in particular,
processes of modernisation are selective and often work only to the benefit of a small
strata of the youth population.
• Autonomy requires income, social protection and housing
Young people consider the lack of financial resources as the most important obstacle
to social integration, well-being and autonomy, and advocate a comprehensive
reform of the public welfare and social security systems, to ensure that all young
people, irrespective of their status in society and on the labour market (including
those who are not in school or are unemployed), receive adequate coverage on equal
terms. The services must be easily accessible, even in sparsely populated areas.
Young people should receive more and earlier information on their social protection
situation.
There is an acute shortage of affordable accommodation which would allow young

people to move away from home and live independently or start their own family.
This need was stressed with a view to closing the existing gaps in social security
cover for young people, e.g. for those with “zero status”. Transfer payments and/or a
minimum income irrespective of social status and employment are seen by young
people as important steps to enable them to become increasingly independent.
“L’Étage” – help for young people with difficulties
The primary objective of “L’Étage” is to cater for young people in extreme difficulties, to allow them
to develop and to respect their dignity. Young people can come and obtain a meal twice a day for a
nominal sum. The centre tries to find accommodation or shelter, but it can also be used as a mailing
address for official papers (such as CVs) and for obtaining health insurance benefits.
Association Espérance, 19, quai des Bateliers, F - 67000 STRASBOURG, tel ++33 388 3570768
• Improving mental and physical health and avoiding drugs
The main conclusion of the consultations is that there is a widespread demand for
preventive health information and education for all, as part of the school curricula
and within the context of youth work. Youth work has an important role to play as a
supportive element for the personal development of young people. Peer education
programmes and the active cooperation of young people in other programmes are
also valuable instruments. Prevention work should promote positive, healthy
lifestyles. Young people need to be more aware of their responsibility for their own
bodies, e.g. eating habits.
“MAHIS – Chance is inside you”
Mahis is a Finnish cooperation programme that helps young people to manage their own lives and
provides support from adults and positive peer group socialisation. The aim is to strengthen self-
confidence and confidence in the future. Mahis offers alternatives to drugs and role models for
dealing with social pressure.
http://www.nuortenakatemia.fi/
47
Young people are keen on more information on all issues linked to health, personal
development, consumer goods and environmental questions. This information should
be provided in schools44, in youth work, counselling services and the media. Access
to health services should be free and provided without discrimination. The creation
of youth-specific health care facilities is seen as a necessary prerequisite.
Public health policies should put more emphasis on health problems affecting young
people in particular. More scientific studies, statistics and media reporting on the
health situation of young people are needed if there is to be real progress.
Smoking and drinking, as well as the abuse of legal medical substances, are regarded
as major problems. The amount of nicotine, alcohol, sweet and fatty food being
consumed by young people is rising steadily. High suicide rates among Europe’s
youth are indicative of persistent problems of well-being.
Young people believe that drug addiction should be recognised as an illness not as a
crime, and be treated accordingly. They emphasise the need for more widespread and
effective prevention programmes, especially through peer group prevention and
counselling services and with the help of proper treatment and re-education facilities.
Information input from parents is seen as an integral part of these efforts. However,
views differ regarding the precise direction drug policy should take. In some
countries a majority of young people favour a stricter attitude to drugs, including
cigarettes and alcohol. In others young people advocate the depenalisation of
cannabis consumption, production and selling, and of its by-products for medical and
practical reasons, usually coupled with the clear demand for a continued or
reinforced ban on hard drugs.
On mental health, more preventative efforts (especially counselling services) and

care facilities, specifically targeted at young people, are called for. There should also
be fuller statistics on the situation of young people suffering from mental illness.
“Penumbra” – support for mentally disabled young people
Penumbra is a Scottish voluntary organisation active in the field of mental health for 15 years. It aims
to encourage young disabled people to develop skills and confidence, to discuss difficult issues in
their lives and to get them to recognise that power comes from within. Over the years, “drop-in
services” and a wide range of support groups (eating disorders, drug and alcohol misuse) have
developed. http://www.penumbra.org.uk/youngpeople/youngpeoplecontent.html
• More openness on sexuality
Young people see sexuality as an important aspect of their well-being and personal
autonomy. They perceive a need for more information on sexuality, particularly
sexual education, contraception, sexual diseases etc. This information should be
provided in school as well as outside school in non-formal learning environments
such as youth organisations, leisure and sports facilities etc.
The Nordic Resolution on Adolescent Sexual Health and Rights
The “Nordic Resolution” has been developed by the Family Planing Associations of Five Nordic
countries, on the basis of the Programme of Action of the UN International Conference on Population
44
In order to promote a better health for young people, the European Commission, the World Health
Organisation and the Council of Europe are working together in the framework of the “European
Network of Health Promoting Schools” (ENHPS). This network is a concrete example of an awareness
campaign which was successfully held thanks to the joint efforts of these three organisations, in order to
achieve their common goals of health promoting.
48
and Development, which was adopted in Cairo in 1994. It is an important advocacy tool to show that
giving young people accurate information will not encourage them to have sex, but that if they do
have sex it is more likely to be safe.
http://mirror.ippf.org/cairo/issues/9906/nordic.htm
Young people advocate equal access for all young people, whatever their cultural
background, to information and counselling, as well as to contraception and sex
education. They also advocate the legalisation of abortion. Indeed, teenage
pregnancy is singled out as a specific problem which must be dealt with.
All forms of sexual exploitation, like sex tourism or child abuse, are strongly and
unequivocally rejected. Intolerance against certain sexual orientations is widely
criticised and rejected. Young people are in favour of more positive measures to raise
awareness of sexual diversity.
Sex education provided by other young people (“peer education") can help to
overcome difficult family situations or reach people who find it difficult to talk about
sexuality. Specific educational methods are needed for young girls from ethnic
minorities and/or those with a disadvantaged background, since for some of them
maternity still constitutes the only means of social integration.
• Family and gender issues need more attention
Young people think that only little progress has been made over recent decades
concerning gender equality. There is a perceived need for a more equitable
relationship between men and women in society and for a heightened awareness of
gender-specific stereotyping and role definitions. Young people think that there is a
need for a reconsideration of traditional gender roles, particularly in areas of high
unemployment and low public (child care) services.
Mobilising Young Women for Equality in Europe
In September 1999 the European Women’s Lobby (EWL) started a project called “Mobilising Young
Women for Equality in Europe”. Its aim is to support the integration of young women’s concerns into
European and national policy developments by involving more young women in organised actions and
decision-making.
http://www.womenlobby.org
Reconciling family and work is considered to be one of the main challenges for the
future, e.g. the provision of parental leave and improved childcare facilities. In this
context attention has to be given to the specific needs of girls and young women,
particularly regarding their health and safety. Violence against women is still
frequent, and something has to be done about it. Under certain stressful situations,
young women are more likely than boys or young men to suffer from specific
diseases such as bulimia and anorexia nervosa. Many young people call for stronger
material and moral support from families, including for non-married couples with
children.
• Expressing one’s own culture
Young people stress the important role that all forms of cultural activity play in their
well-being and personal development. They suggest making changes to educational
curricula, non-formal learning and the cultural policy of public authorities. They
consider cultural youth learning as a powerful means of developing the kind of social
skills which are necessary for the advancement of the knowledge society.
49
Club 15-29 – artistic activities for young disadvantaged people
The "Club 15-29" in Greece is targeted at boys and girls who do not participate in any kind of
organisation. This "Club" is an umbrella for all recreational programmes for young people. One
objective is to reach out to young people from remote areas or to people with disabilities with a view
to eliminating cultural and educational inequalities and running projects involving deaf and blind
young people in artistic activities, such as theatre.
http://www.neagenia.gr/club1529b.html
However, young people are against information overload and commercialisation,

both of which are seen as endangering youth culture. They see themselves as the
target of commercial forces which are trying to influence their behaviour as
consumers. This can lead to situations where young people are urged to earn money
at an early age to keep up with the market’s stereotyped role models.
At a time when the distinction between youth and adult cultures is becoming blurred,
new cultures moving and sometimes heterogeneous have developed. It is assumed
that new cultural patterns will be less age-bound than they are today. However it
remains to be an important task to enable young people to shape and express their
own cultures.
• Young people want to be safer and know more about the environment
Young people see safety in inner-city areas and the prevention of road accidents as
important issues, along with the special problem of safety risks at work. There is
therefore a need higher standards and better regulatory mechanisms.
Environmental issues are of great interest to young people and have a major impact
on their living conditions and well-being. Many young people are aware of the
importance of a healthy environment and would like to know more about this and
about what sustainable development means in practice. This is in line with the
objectives of the Sixth Environment Action Programme45, which aims to promote
environmental education and looks into ways of raising environmental awareness.
This covers the inclusion of environmental issues in school curricula and the
development of educational programmes to advise people on adopting greener
lifestyles.
• Material conditions of well-being:
– greater efforts to improve the housing situation;
– an adequate socio-cultural infrastructure for all young people, including

those from low-income backgrounds and rural areas.
• In the area of health and drugs policy:
– non-discriminatory access to health services;
45
COM(2001) 31 final of 24.01.2001
50
– general improvement in health care facilities;
– promotion of health education (including consumer-related issues);
– stronger support for information and prevention programmes;
– improved communication and awareness building in the media;
– peer group information and counselling;
– parental information;
– better treatment for drug addiction, preferably in special centres;
– more support for health research and statistical data.
• Other issues (mental health, sexuality, family, gender issues, personal safety):
– improved medical coverage in the field of psychological and

psychosomatic diseases;
– better counselling at an earlier age and the creation of special mental

health care facilities;
– better re-integration programmes for young people suffering from mental

diseases;
– better access to information and counselling in the field of sexuality;
– more support for contraception and family-planning programmes;
– improved/expanded therapy facilities for the victims of sexual

exploitation and violence;
– better material and organisational support for families, especially

regarding affordable child-care facilities;
– equal and free access to sexual and parenthood health services for all
women;
– stricter criteria and enforcement of safety at the workplace;
– special training facilities for young drivers;
– attractive public transport services, even at unusual hours;
– raising awareness of environmental issues and supporting environmental

education in formal and non-formal learning.
At European level
The European Union is urged to focus more on two main lines of action: to set
certain standards and to gear policies and programmes more closely to the needs of
young people.
51
• Assuming that the European Union is able to set certain standards, four groups of
standards were suggested:
– standards for adequate social security coverage for all young people, free
of discrimination and based on the principle of intergenerational justice;
– standards for health care for all young people, free of discrimination,
emphasising the role of prevention and flexible enough to take full
account of the special needs of certain groups of young people;
– standards for a European policy on substance abuse, which takes account

of today’s realities, which covers the entire range of legal and illegal
substances and which treats drug dependence as an illness and not as a
crime;
– European standards for child-care facilities and parental leave as a means

of promoting a policy of gender equality and support for the family.
• The European Union is urged to take better account of the interests of young
people when devising and executing European policies and action programmes:
– More European initiatives are requested in the field of youth information,

particularly in those areas which help young people to become
autonomous citizens.
– European policy should aim at safeguarding the existing plurality of

cultures and lifestyles in Europe.
– Better accessibility to the LEONARDO, SOCRATES and

YOUTH programmes for disabled and disadvantaged young people, and
more support for cultural products which are accessible to people with
visual and hearing impairments.
– Gender-specific data on diseases in the EU are needed.
5. A EUROPE BASED ON VALUES
For 15-25 year olds, Europe has many faces, including Tower of Babel, bureaucracy
and money machine, but it is also a place to meet and exchange views, and it is the
champion of democratic values.
• Europe in the world
Both individually and collectively, young people reject the idea of a Europe that is
merely a large economic free-trade area competing with North America or South-
East Asia. The aim of the Community enterprise is not to create a "fortress Europe"
built on the positions and reactions of the past: Europe's domination of other
continents at certain times in history must not be used as an excuse for continuing
along this path. On the contrary, Europe must prove that it is open to the rest of the
52
world and position itself as a cultural crossroads, an area of tolerance and mutual
exchange.
It is also evident that, for young people, Europe means much more than the European
Union. They support enlargement even though they are fully aware that the accession
of the applicant countries, the transition of these former communist regimes to
democracies and of highly-planned economies to market economies will in some
cases result in a precarious situation for young people in those countries.
• Europe, a champion of values
Young people and youth associations continue to be attached to the European ideal
based on peace, prosperity and democracy. It is obvious to all that the clear
affirmation of an area of rights and freedoms is much more necessary today than that
of an economic Europe. Nor are young people and their associations indifferent to
the idea of unity in diversity.
The question of fighting discrimination came up in all the discussions. Solidarity,

equality and multiculturalism are values which were unanimously endorsed. They are
at the heart of European integration but also of cooperation with the rest of the world.
All participants thus wished to create a European common policy to protect universal
fundamental rights.
Young people demand that the anti-discrimination clause in the Amsterdam Treaty
(Article 13) be applied scrupulously; this authorises the European institutions to take
measures to combat discrimination based on sex, racial or ethnic origin, religion or
belief, disability, age or sexual orientation. This article was first formalised in the
action plan against discrimination, the key objective of which is to mobilise people
so as to change practices and attitudes. These efforts must be continued.
Young people also fear certain effects of globalisation which could result in the
emergence of, or increase in, inequalities between populations and regions
throughout the world. They are extremely concerned about trafficking in human
beings, which is an international consequence of impoverishment.
Creation in Portugal of the solidarity fund "Youth Cards for Timor" or how to achieve solidarity
using what is basically a consumer product. There are two types of Youth Cards: the standard card
costs EUR 6 and the "MegaCartão Jovem" costs EUR 12. Since 1 June 1999, for each standard card
bought, EUR 0.50 is donated to projects carried out in East Timor; for each "Mega Card" the amount
donated is EUR 1.
http://www.timorlorosac.fdti.pt/campanhas/cartaojovem.htm
• Tackling racism and xenophobia
There are two aspects to this: prevention and a firm stance (zero tolerance) in relation
to all extremist behaviour.
In general, young people are open to others, sensitive to the problem of racism and
prepared to play their part. But they also feel particularly vulnerable to any perceived
manipulation.
Political action must therefore be mindful of the following principles.
53
– Education, employment and social integration are prerequisites in guarding
against racism and xenophobia.
– Participation of young people, especially minorities and grassroots projects,

and non-formal learning and education are the best resources.
– Information provided BY young people is the best way of raising young

people's awareness, particularly in this area.
– Support for networks at all levels and the development of new communication
channels between them is an appropriate instrument for further action.
All different / all equal
Campaign against racism and intolerance, organised by the Council of Europe in 1996. This
campaign provided excellent resources and motivation for education by peers in tackling exclusion.
Despite its short duration, the campaign produced valuable educational material that is still used in
youth organisations in Europe.
http://www.ecri.coe.int/
The European Peer Training Organisation (EPTO)

This is a European network of young trainers to counter racism and xenophobia. Its aim is to provide
young people and in particular the leaders of youth movements with educational tools to allow them
to run workshops on respect for multicultural diversity. This network is present in ten European
countries.
http://www.ceji.org/new/epto/frameset2.html
• A Europe in which young people want to participate
Young people and their representatives demand a Europe that pays attention to their
concerns, a Europe that is free of exclusion and stigmatisation. They regard Europe
as an area free of borders for ease of study, travel, work and daily life. Finally, they
want it to be an ideal place for laws to protect the environment, safeguard heritage,
combat all forms of extremism, strengthen social rights, equal opportunities, etc.
Europe remains a work in progress, formed both by major political progress and by
various small steps in the form of action on the ground. Some young people deplored
its shortcomings, pointing to incomprehension and complexity; others expressed
hope. But all of them wanted to participate in European integration by voicing their
opinions publicly on issues which interest and/or affect them, not only as young
people but also as citizens. However, simply listening to them would not be enough.
Associations which by their nature are required to enter into contact with the
Community institutions more often (grant applications, entering projects in
programmes, etc.) deplore the complexity in existing structures. Concerning a more
global technical assistance in an extended youth policy, the European Youth Forum
called for the creation of an agency.
InfoMobil - Practical information on European countries
InfoMobil is a Web service provided by the ERYICA Youth Information Network. Areas covered are
study, employment, training, housing, culture and sport, leisure, health, youth information services,
social services, transport, etc. in more than 20 countries.
http://www.eryica.org/infomobil/
This distance between the younger generations and Europe seems to be such that
researchers warned repeatedly against certain widespread ideas that the young people
54
of today would be the "first real Europeans". Many young people remain firmly
rooted in their local environment and their national outlook. The road to
strengthening European awareness and citizenship is a long one which will require a
great deal of patience.
Putting Europe into practice with "Euregio Meuse-Rhine" and the EFI network - Euregional
leisure and information association for young people.
Euregio is a multilingual and multicultural region consisting of three countries - Belgium, Germany
and the Netherlands - which links the cities of Liège, Maastricht and Aachen. Its motto is that
everyone must participate in the construction of Europe. This means that young people have to be
given the opportunity, during their free time and together with other people across borders, to get to
know the people of their surrounding area. EFI organises not only seminars and other discussion
activities for children, young people and anyone working in the socio-educational field, but also
workshops and other creative activities to encourage participation among young people.
http://www.efi-aachen.de/f/frames_f.htm
Mindful that decisions are increasingly being taken at European level, young people
want to become involved in Europe. They want a new European youth initiative and
greater coordination of national youth policies, they want young people to be taken
into account in the various policies which affect them, and they want to ensure that
they are not systematically regarded as a problem but as a factor in solving the
problems which these policies aim to resolve.
• Mobility - the main asset of European integration
Two points have emerged:
– The first, which is positive and encouraging, is that mobility is becoming

increasingly widespread. The added value it brings is now widely recognised.
Whether it is defined as being between countries or between rural and urban
areas, whether it concerns millions of European students or young people
undergoing training, whether it concerns young people with disabilities or from
minority groups or disadvantaged backgrounds, mobility opens up access to the
world and enriches our experiences.
– The second point is less positive. Obstacles remain because of a lack of

information at all levels, psychological barriers (stereotypes), certain practices
(visas), the lack of equivalence in qualifications and recognition of experience,
and a lack of language skills. Mobility therefore remains restricted to a
minority of young people.
It has to make this transition from the exception to the general rule: mobility must
become an integral part of learning from a very early age. Programmes must
therefore be accessible to all young people regardless of their socio-economic or
geographical origin.
To achieve this, new funding is needed, partners must become more involved, and
quality criteria must be established. While Community programmes have made it
possible to acquire experience and have lead the way, they will nevertheless be
unable to continue alone, due to limited resources, to fulfil their role of promoting
mobility. Greater coordination of the various levels of decision-making is essential.
55
• Voluntary service - a response to young people's needs
Young people regard voluntary service, i.e. any kind of unpaid work, as a means of
acquiring skills and experience which they will be able to develop in their
professional life. However, in their view, voluntary service is not a substitute for paid
employment.
It also reflects changes in society; voluntary service provides young people with an
area in which to socialise, but society too benefits from these non-market activities
for which demand has increased in recent years. There has been frequent mention of
setting a target of 30% participation in voluntary activities. In some countries, these
new forms of participation have become popular as a result of compulsory military
service coming to an end.
Finally, voluntary service is both a form of social participation and an educational

experience. It is a factor in social integration and a very tangible way of countering
prejudice. It is potentially universal and must remain open to all. It is therefore an
exemplary response to the wishes expressed during the White Paper consultation
exercise.
Voluntary service can be at local, national and European levels. At European level, it
plays an essential part in creating a European identity and should be an effective tool
in bringing people together when new Member States join.
All of the work carried out in this field within the Council of Europe46, as part of
national civilian service schemes, in the EU's Council of Ministers (the subject is
being discussed right now), within the European Union's YOUTH programme or in
the United Nations47 points to the development of voluntary service.
Voluntary social or ecological year
In Germany, a federal law concerning the Voluntary Social Year (Freiwilliges Soziale Jahr-FSJ)
enables young people (16-27) to carry out full-time activities in a social welfare, care or educational
project for a period of 6-12 months. In 1993 the law was amended to include the Voluntary Ecological
Year (Freiwilliges Ökologisches Jahr -FOJ). The law ensures that young volunteers continue to
receive benefits during their period of service (such as family allowance and bonus points for
university placements) and that social insurance credits are paid for them by the host organisation.
The law places special emphasis on the educational value of the year by setting minimum support
standards for the volunteer.
http://www.ijgd.de
Relations with the rest of the world
At European level
The following proposals emerged from the consultations, particularly with young
people:
46
cf. European Resolution on young volunteers involved in youth policy
47
cf. 2001 – International Year of Volunteers
56
• To ensure that people everywhere are given the same opportunities for welfare
and development:
– reduce third-world debt (on condition that human rights and democratic
values are observed);
– comply with the UN's request that 0.6% of gross domestic product be
spent on public aid in order to promote development in poor countries;
– adopt measures to provide effective aid to the countries of the south.
• Support youth policies in developing countries and incorporate a 'youth'

dimension in the cooperation programmes.
• Set up an institute to prevent conflict in Europe and in the immediate vicinity.
• Introduce programmes to prevent conflict in Europe and the rest of the world,
taking account of the importance of contacts and exchanges between young
people in contributing to peace. Youth policy in general and exchange
programmes in particular have a real impact in the international field.
Migration
At European level
• Set up aid programmes to help countries of emigration. In concrete terms, they

should be given economic aid and employment opportunities in their own area.
• Pay special attention to refugees and asylum-seekers once they have arrived in
Europe and encourage targeted initiatives.
• Make Community programmes accessible to young people from third countries

(exchanges of information, removal of linguistic and administrative barriers in
particular).
Protection of fundamental values and respect for human rights
• Change national legislation to give homosexuals the same rights as heterosexual

couples, including marriage and adoption.
• Schools should address issues relating to society and behavioural trends. Set up
sex education courses dealing with all types of practices.
• Promote a comprehensive and compulsory course on human rights, or 'world

education'.
• Create specific courses for teachers, civil servants and police.
At European level
57
• Incorporate European citizens' fundamental rights into the Treaties by taking in
the Charter signed in Nice in December 2000, which includes the Convention on
Human Rights and adds to it. The young people who took part in the consultation
exercise feel that the European Union should also sign this Convention. These
fundamental rights must also apply to migrants and refugees.
• A European ombudsman post should be created to ensure that anti-discrimination

laws are observed.
Fight against racism and xenophobia
• Give priority to this issue in national youth activities.
• Encourage and support outreach work via local projects to promote solidarity and
accountability. Accordingly, the work of youth organisations must be recognised
and developed.
• Following the Youth Council declaration of May 2001, a common understanding

is needed of the laws relating to the publication and dissemination of racist or
xenophobic information, for example on the Internet.
• Promote joint measures with companies and highlight the benefits of diversity
management.
• Education and training should focus on rejection of racism and xenophobia:

foreign language education for minorities and immigrants, but also education in
their mother tongue; emphasis on diversity in teacher training; participation in the
educational system, particularly for migrants and minorities.
At European level
• Make this topic a regular feature on the agendas of ministerial meetings.
• Include youth initiatives in the action plan to combat discrimination, adopted by

the EU in 2001.
• Make racism and xenophobia a priority issue in all Community programmes and
action affecting young people, including the Social Fund.
• Use the YOUTH programme to set up an Internet platform to combat racism and
xenophobia.
• Increase cooperation with the European Monitoring Centre on Racism and

Xenophobia (Vienna) and support action by civil society in this area.
• Community programmes should pay special attention to young people from ethnic
minorities and second or third-generation immigrants.
• Open a debate on the political contradiction between EU immigration policy and

the willingness to tackle racism.
58
• Intensify efforts to develop European citizenship and a European identity.
• Harmonise the rights of refugees and immigrants and enhance their status
throughout Europe.
At all levels
• Invite decision-makers at all levels to enhance the value of grassroots projects

with a view to closer contact with young people.
• Public administrations and institutions should reflect the diversity of society, and
minorities should be appropriately represented.
• Facilitate access to information and communication and support initiatives and

projects, particularly at grassroots levels but also in companies, in the world of
work and in cultural and artistic initiatives.
• Support networking at all levels and organise consultations between all actors.
Europe's institutions and youth policy
At European level
• Strengthen existing policies and action at Community level, and get the Member
States to promote youth policy.
• Strengthen the mechanisms for cooperation between Member States and the
European institutions and publicise successful experiences for the benefit of
young people.
• Develop an overview of the various policies affecting young people.
• Consult young people on any new initiatives which might affect them directly or
indirectly, for example by using Internet portals which have been developed for
this purpose at European level.
• In addition to Commission action, the Council of Ministers for Youth must step
up its work and the Council's Working Party on Youth must continue to play a
part in drafting decisions. Together, the institutions must create a positive climate
for the younger generations.
• Develop monitoring tools by means of closer collaboration between the EU and

the Council of Europe and begin regular dialogue with the latter with a view to
taking joint action.
59
Mobility
• Implement the Action Plan48 and the Recommendation on mobility49, thus

ensuring that mobility for young people is never impeded, and that people taking
part in mobility programmes have the same advantages as nationals: reductions on
public transport, housing assistance, access to health care, etc.
• Extend the bilateral exchange programmes which constitute the core of

cooperation policy in this area. These bilateral exchanges supplement the
multilateral exchanges which take place under the YOUTH programme.
• As mobility at local level is often the best springboard for international mobility,
network the various people involved at local level by:
– increasing mobility between rural and urban areas;
– setting up "mobility partnerships" involving local authorities, the social

partners and a wide variety of businesses and NGOs.
• Support training (particularly language training) for the people in universities,

associations and administrations who are in charge of organising exchanges.
Progress in mobility in the coming years depends on the support they receive and
on the pooling of experience. Teacher mobility must also be increased. For
example, all teachers of foreign languages should have the opportunity, by 2006,
to take part in a mobility programme.
• Enhance the quality of mobility projects and take all possible steps to ensure that
young people on mobility programmes retain their autonomy (quality of
information, supervision, linguistic and cultural preparation, financial support).
• Incorporate a European, intercultural dimension into education and training for all
young people, both in schools and in informal learning. This would facilitate
physical mobility.
• Finally, take young people into account when drafting transport policies.
At European level
• Implement the monitoring mechanisms provided for in the Action Plan and the
Recommendation on mobility.
• Widen the range of young people taking part in the programmes. Specifically:
48
Resolution of the Council and of the representatives of the Governments of the Member States, meeting
within the Council of 14 December 2000 concerning an action plan for mobility - 2000/C371/03-, in OJ
C 371/4 of 23.12.2000
49
Recommendation of the European Parliament and of the Council on mobility within the Community for
students, persons undergoing training, young volunteers, teachers and trainers - COM (1999) 708 - C5 -
0052 / 2000 - 2000 / 0021 (COD), in OJ C 178 of 22.6.2001
60
– give priority to young people for whom mobility is more difficult for
social reasons;
– encourage mobility among young people undergoing vocational training

and young workers;
– raise awareness of mobility issues among young people as early as

possible;
– provide more financial support.
• Initiate a full discussion on mobility for young people with disabilities.
• Take highly practical measures to assist young people prior to departure and on
their return.
– Simplify administrative procedures, for example visa applications for

young people from third countries. At European level, the lack of a
"mobility passport" is often an obstacle to movement.
– Introduce general use of "Youth Cards", ensuring that Europe as a whole

is covered, with more reductions for young people, more services
accessible with the card and better information on all these services.
– Place greater emphasis on linguistic preparation.
– Ensure that information on opportunities for mobility is more targeted,

adapted to meet young people's needs, easy for them to understand and to
find and can be successfully used in conjunction with initiatives which
are already ongoing in this field.
– Officially recognise the experience, both formal and informal, acquired

in this way.
Voluntary service
• In the next ten years, significantly increase voluntary work among young people
at all levels (local, regional, national and European).
• In each Member State, create a voluntary service of one form or another, set up
the appropriate structures, increase the number of host sites and provide funding.
The municipalities, regions, associations and youth organisations should play an
essential role in this. The young people themselves should be able to share their
experience and help to define and implement voluntary service.
• Draw up a national set of conditions for young volunteers, possibly incorporated

into a wider framework. These would set out the rights and responsibilities of
voluntary workers, facilitate the development of voluntary work and guarantee
social protection for young people.
61
• Implement without delay the Recommendation and the Action Plan on mobility
(see below).
• Raise awareness among employers of the qualities acquired from voluntary work
(initiative, self-assurance, teamwork skills, etc.).
• Involve young people in promoting and developing voluntary work.
At European level
• Monitor local, regional, national and European voluntary service schemes in

qualitative and quantitative terms. A number of indicators should be set out for
purposes of comparison, exchange of experience and identification of future
trends.
• Throughout the world there are a great many voluntary service organisations, both
public and private. These activities are generally not easily accessible for young
people. The European Commission could be given the task of negotiating with
these organisations to make them more open to young people.
• Make the European Voluntary Service even more accessible to young people in
difficult circumstances and young people with disabilities.
• Recognise voluntary service and enhance its status as a non-formal educational

experience.
6. CONTRIBUTION TO THE WHITE PAPER
(a) On the European Commission’s website

http://europa.eu.int/comm/education/youth/ywp/index.html the following documents
can be downloaded:
• White Paper on Youth Policy in Europe, National Youth Consultation, May – July 2000,
– Summary report, Second version [DE, FR];

– overview, 27.9.2000;
– national reports and websites of national conferences.
• European youth gathering in Paris, 5-7 October 2000. Recommendations of the 450
young delegates [EN, DE].
• Report on the Hearing on Youth Policy held in the European Economic and Social
Committee in Brussels on 20 February 2001.
• Meeting on Conditions for Young People in Europe, Report on the conference on 16-17
March 2001, Folkets Hus in Umeå, Sweden.
• European Commission White Paper on Youth consultation process: Report of the

research consultation pillar, presented in Umeå on 16-17 March 2001.
• Position paper of the German Federal Authorities
• Eurobarometer 55.1 on young people in Europe in 2001
62
(b) On the European Parliament’s website,
http://www.europarl.eu.int/hearings/20010424/cult/minutes_en.pdf the following
document can be downloaded:
• European Parliament, Directorate General for Research, Summary of the Public Hearing
on Youth, 24 April 2001, Brussels, IV/WIP/2001/04/0094.
(c) On the Economic and Social Committee’s website,

http://www.ces.eu.int/pages/avis/11_00/en/CES1418-2000_AC_en.doc, the following
document can be downloaded:
• Opinion of the Economic and Social Committee on the White Paper: Youth Policy (own-
initiative), adopted 29 November 2000, CES 1418/2000 [ES, DA, DE, EL, FR, IT, NL,
PT, FI, SV].
(d) On the European Youth Forum’s website,

http://www.youthforum.org/start/whitepaper/whitepaper.htm the following
documents can be downloaded:
• Contribution of Civil Society organisations to the European Commission’s consultation

for its White Paper on Youth Policy, 3rd edition, Hearing at the European Economic and
Social Committee in Brussels on 20 February 2001.
• Strategy and Key Objectives for a Youth Policy in the European Union, Second
Contribution of the European Youth Forum to the European Commission's White Paper
on Youth Policy, adopted by the Council of Members, Brussels 6-7 April 2001 [FR].
63
ANNEX 2
OVERVIEW ON EUROPEAN ACTION ON THE YOUTH FRONT
1. THE YOUTH PROGRAMME
In 1988 the European Union launched the Programme YOUTH FOR EUROPE,
which supported exchanges between young people from different countries.50 During
the period 1989-1991 some 80 000 young people between 15 and 25 years of age
benefited from the programme. In July 1991, on the basis of Article 149 of the Treaty
establish the European Communities, YOUTH FOR EUROPE II was adopted51 and
in March 1995 the third phase of the programme commenced. It ended in 1999.52
In 1996 the European Commission went beyond exchanges and proposed a

Community action programme for a European Voluntary Service for young people.53
This became a fully-fledged Community action programme in 1998, enabling young
people to participate as volunteers in social, cultural and environmental activities of
benefit to the local community.54
In general terms, the YOUTH FOR EUROPE programme and the European
Voluntary Service scheme stimulated the development of European, national and
local projects involving young people, in particular those facing special difficulties.
In April 2000 the Council of Ministers and the European Parliament adopted the
YOUTH Programme, covering the period 2000 to 2006.55 The YOUTH Programme
goes beyond the YOUTH FOR EUROPE programme and the European Voluntary
Service scheme, focusing more on the acquisition of knowledge by young people and
the creation of cooperation between Member States in the development of youth
policy. 56 Moreover, education and training outside school ("non-formal education")
plays a more important role in the YOUTH Programme. Projects which the YOUTH
programme promotes must have links to the following:
(1) Youth for Europe exchanges;
(2) European Voluntary Service;
(3) Group Initiatives and Future Capital;
(4) Joint Actions with the programmes in education (SOCRATES) and

vocational training (LEONARDO DA VINCI);
(5) support measures.
50
OJ L 158 of 25.6.1988
51
OJ L 217 of 6.8.1991
52
OJ L 87 of 20.4.1995
53
COM(1996)610 of 23.12.1996
54
OJ L 214 of 31.7.1998
55
OJ L 117 of 18.5.2000, pp. 1-10
56
For more information, see http://europa.eu.int/comm/education/youth/youthprogram.html
64
The programme is also open to Norway, Iceland and Liechtenstein as well as to the
pre-accession countries (i.e. countries in Eastern Europe as well as Cyprus, Malta,
Turkey). Under certain conditions, activities are also possible with third countries
(i.e. countries in the Mediterranean area, South-eastern Europe, the Commonwealth
of Independent States and Latin America).
2. POLITICAL INITIATIVES WITH AN IMPACT ON YOUTH
Youth affairs as such are largely the responsibility of the national, regional and local
authorities of the Member States. But a closer look at the Treaties57 reveals the extent
of the European dimension of youth matters in a significant number of areas of
Community action.
Article 6 of the Treaty on European Union (TEU) states that "the Union is founded
on the principles of liberty, democracy, respect for human rights and fundamental
freedoms, and the rule of law". The article refers to the European Convention for the
Protection of Human Rights and Fundamental Freedoms signed in Rome in 1950.
Article 13 of the Treaty establishing the European Community (TEC) deals with
prevention of various kinds of discrimination in the European Union. According to
this article, the European Union "may take appropriate action to combat
discrimination based on sex, racial or ethnic origin, religion or belief, disability, age
or sexual orientation".
Article 17 TEC establishes European citizenship. It stipulates that "every person

holding the nationality of a Member State shall be a citizen of the Union. [...]
Citizens of the Union shall enjoy the rights conferred by this Treaty and shall be
subject to the duties imposed thereby".
Under Article 125 TEC – which must be interpreted in connection with Article 2
TEC – the Member States and the European Community shall "work towards
developing a coordinated strategy for employment and particularly for promoting a
skilled, trained and adaptable workforce and labour markets responsive to economic
change". To this end, the European Union launched the European Employment
Strategy in Luxembourg in 1997.
In Article 136 TEC the European Community recognises the social rights of workers.
Within this framework, "the Community and the Member States [...] shall have as
their objectives the promotion of employment, improved living and working
conditions, [...] proper social protection, dialogue between management and labour,
the development of human resources with a view to lasting high employment and the
combating of exclusion".
Article 137 TEC mentions the activities at national level which should be supported
by the European Community, such as improvement of the working environment to
protect workers' health and safety, working conditions, the information and
consultation of workers, the integration of persons excluded from the labour market,
etc.
57
For more information on the Treaties, see http://europa.eu.int/abc/treaties_en.htm
65
Article 146 TEC refers to the European Social Fund (ESF), which contributes to the
financing of measures to develop human resources, "to render the employment of
workers easier and to increase their geographical and occupational mobility within
the Community, and to facilitate their adaptation to industrial changes and to changes
in production systems". Young people are directly affected by projects financed by
the European Social Fund.
Article 149 TEC constitutes the legal basis for cooperation at European level in the
field of educational and youth. It stresses the central role of education in providing
opportunities for young people to live, to study and to move freely in a Europe
without borders. Article 149 TEC lists the different fields in which the European
Community can develop cooperation: teaching and dissemination of the languages of
the Member States; mobility of students and teachers; cooperation between
educational establishments; exchanges of information and experience on issues
common to the education systems of the Member States; youth exchanges and
exchanges of socio-educational instructors; distance education. Article 149
constitutes the legal basis of the YOUTH and SOCRATES programmes.
Under Article 150 TEC, the European Community "shall implement a vocational
training policy" to supplement action by the Member States. It defines the objectives
which should be reached and underlines that "particularly young people" should have
access to vocational training and mobility schemes.
Article 151 TEC constitutes the basis for cultural cooperation at European level.
According to this article, the Community supplements the Member States' actions in
the areas of "culture and history of the European peoples ... cultural heritage of
European significance ... cultural exchange ... artistic and literary creation, including
in the audiovisual sector". Though young people are not explicitly mentioned, they
are directly concerned by these actions. Article 151 TEC constitutes the legal basis
for the CULTURE 2000 programme, which inter alia gives funding to projects in the
area of cultural heritage, artistic and literacy creation, professional mobility,
dissemination of art and culture and intercultural dialogue and knowledge of
European history.
Under Article 152 TEC, the European Community pursues the aim of a high level of
human health protection in the definition and implementation of all Community
policies and activities. The article explicitly mentions the Community's competence
to develop "action in reducing drugs-related health damage, including information
and prevention".
Article 153 TEC concerns consumer protection. It stipulates that the Community
"shall contribute to protecting the health, safety and economic interests of consumers
as well as to promoting their right to information, education and to organise
themselves".
Articles 163 to 173 TEC refer to the European Community's objective of

strengthening the scientific and technological bases of Community industry and
encouraging it to become more competitive at international level. On this basis, in
February 2001 the Commission suggested a framework programme for Research and
Technological Development which constitutes a major tool to support the creation of
the European Research Area (ERA). The latter includes support for training and
mobility of young researchers at European level (cf. Article 164 d TEC).
66
On the basis of Article 177 TEC, the European Community contributes to sustainable
economic and social development in the developing countries, their integration into
the world economy and the campaign against poverty in these countries. This article
constitutes a major tool for the Community's support of the needs of young people in
developing countries.
Various political initiatives which benefit young people have been developed or are
about to be developed on the basis of these articles. The major themes are as follows:
• Young people
Apart from the YOUTH programme mentioned above, these mainly take the form of
resolutions of the Council of Ministers, such as the one on the participation of young
people, 58 on the non-formal education dimension of sporting activities,59 on social
inclusion of young people60 and on the promotion of initiative, enterprise and
creativity of young people.61
• Employment
The European Employment Strategy is the overarching annual process launched at

the Special European Council in Luxembourg in November 1997 – often also known
as "the Luxembourg process". The fact that Member States and the Commission
agreed to proceed with this new process, ahead of the ratification of the Amsterdam
Treaty and the Employment Title which provides its legislative basis62, is an
indication of the priority attached then, and since, to employment and labour market
issues and the wide range of related policy areas.
Within the framework of the European Employment Strategy, the European

Commission and the Member States give a clear priority to young people as a core
target group in the common efforts to reduce and prevent unemployment. The
Employment Guidelines have always referred, for example, to the Member States’
target of offering each young unemployed person a "new start" before they reach six
months of unemployment. Following the Lisbon Summit, the education and training
components of the Guidelines were consolidated to highlight the need for Member
States – with other actors such as the social partners – to develop and implement
comprehensive and coherent lifelong learning strategies. More detailed references
are made to the need to "equip young people with the basic skills relevant to the
labour market", "reduce youth…illiteracy" and "reduce substantially the number of
young people who drop out of the school system early" 63. There is also a requirement
for Member States to ensure that "particular attention should also be given to young
people with learning difficulties and with educational problems." Other Guidelines
on social inclusion, the promotion of entrepreneurship and equal opportunities
between women and men are also highly relevant to young people.
58
OJ C 42 of 17.2.1999, pp. 1-2
59
OJ C 8 of 12.1.2000, p. 5
60
OJ C 374 of 28.12.2000, pp. 5-7
61
OJ C 196 of 12.7.2001, pp. 2-4
62
See title VIII, Employment, of the Treaty establishing the European Community; concerning the
procedure, see in particular Article 128 TEC
63
OJ L 22 of 24.1.01, pp. 18-26
67
• Education and training
The Lisbon European Council in March 2000 adopted a long-term strategy for a
competitive knowledge-based economy with more and better employment and social
cohesion. This strategy set new goals for different policy fields which are closely
related to youth, such as education, employment, social inclusion, information and
civil society. It defined new priorities for offering learning and training opportunities
tailored to target groups at different stages of their lives. It contains three main
components: a) the development of learning centres; b) the promotion of new basic
skills; c) increased transparency of qualifications. One of the most important goals is
to increase investment in human resources, to halve the number of 18 to 24 year olds
with only lower-secondary level education who are not in further education and
training by 2010, to turn schools and training centres – all linked to the Internet –
into open learning centres, to provide support to each and every population group
and to use the most appropriate methods to define new basic skills.
In November 2001 the Commission published the Communication “Making a

European Area of Lifelong Learning a Reality”64. One priority for action relates to
valuing learning and the need to improve the ways in which learning participation
and learning outcomes are understood and appreciated, particularly in the field of
learning outside school (i.e. non-formal learning).
In March 2001 the Commission presented the eLearning Action Plan with regard to
linking schools to the Internet, covering infrastructure, training, services and content
and cooperation and dialogue.65 In July 2001 the Council of Ministers and the
European Parliament adopted the recommendation on mobility of students, persons
undergoing training, young volunteers, teachers and trainers. Its aim is to abolish
obstacles to mobility, to introduce transnational mobility into national policies and to
contribute to the dissemination of good practices.66
In July 2001 the Commission published a Communicationentitled “Strengthening the

Cooperation with Third Countries in the Field of Higher Education”67. This
Communication had two objectives: to create quality human resources in the partner
countries and in the Community by means of mutual development and to promote the
European Union as world centre of excellence for studies/training and scientific and
technological research.
Currently the Commission prepares a proposal for a directive on the admission of

inhabitants of third countries to the EU for study and training purposes.This will
touch upon hundreds of thousands of students. The proposal will aim at enhancing
the reception of foreign students and will at the same time strengthen Europe’s
position as place for excellence training worldwide.
• Information society
64
Communication from the Commission "Making a European Area of Lifelong Learning a Reality"
65
European Commission, Communication from the Commission to the Council and the European
Parliament, The eLearning Action Plan, Designing tomorrow’s education, COM(2001)172, 28.3.2001
66
OJ L 215 of 9.8.2001, pp. 30-37
67
Communication from the Commission to the European Parliament and the Council on strengthening
cooperation with third countries in the field of higher education, COM(2001)385 final.
68
An essential part of the Lisbon strategy, the eEurope 2002 Action Plan68, approved at
the Feira Summit in June 2000, comprises a set of action areas to accelerate Europe’s
entry into the information society. The action “European youth into the digital age”
aims to promote the use of digital technologies and the Internet in European schools
and the acquisition of new skills. The essential role of e-Learning in achieving the
goals of the eEurope 2002 Action Plan has led to the adoption by the Commission of
the eLearning Action Plan mentioned above.
In addition, three other actions of the eEurope action plan will facilitate the
integration of youth to the information society : “Faster Internet access for
researchers and students”, which aims at upgrading research and university networks
within the EU; “Working in a knowledge based economy”, which puts emphasis on
life-long learning and digital skills; “Participation for all”, with the promotion of
public Internet access points.
With regards to research and technological development in the area of Information

Society, the European Commission has launched several initiatives in order to create
a critical mass of resources able to support, guide and stimulate research and
innovation in education and training. E-learning technologies will play a fundamental
role in ensuring that Europeans have flexible, convenient and cost-effective access to
learning resources and services, so that they may develop the essential skills
necessary for the knowledge society. Within the IST (Information Society
Technologies) research programme, which is part of the 5th Framework Programme
for Research and Technological Development, education and training is one of the
key priorities. A certain number of IST projects are currently financed in the
Education and Training area, that cover technology development and applications
that facilitate the access to and the integration of youth into the information society.
• Entrepreneurship
In May 2000 the Commission published the Communication on "Challenges for

enterprise policy in the knowledge-driven economy" 69, which states that "Education
for entrepreneurship is another driver towards a more dynamic enterprise culture.
General knowledge about business and entrepreneurship should be taught, right
through primary, secondary and higher education" and that "to expand the number of
entrepreneurs, enterprise policy will aim at improving the start-up rate among
women, young people and the unemployed...".
The Forum on "Training for Entrepreneurship" (Nice, October 2000)70 – co-

organised by the Commission and the French authorities – has promoted the
exchange of best practice in this field and raised awareness at the European level of
the objectives that must be achieved.
As a follow-up to the conclusions of this Forum and as part of the Multiannual

Programme for Enterprise and Entrepreneurship (2001-2005)71, the Commission has
launched a "best procedure" project on education and training for entrepreneurship.
This will focus on education – from primary school to university – and will aim at
68
“eEurope 2002 – An information society for all. Action Plan” (http://europa.eu.int/eeurope)
69
COM(2000) 256 final (OJ C311E, 31.10.2000, pp. 180-186)
70
http://europa.eu.int/comm/enterprise/entrepreneurship/support_measures/training_education/index.htm
71
OJ L 333, 29.12.2000, pp. 84-91
69
identifying and assessing measures and best practices developed at national or local
level in order to promote entrepreneurial attitudes and skills within education
systems.
On 20 June 2000, the European Council approved the European Charter for Small
Enterprises72 in Santa Maria da Feira. The Charter calls upon Member States and the
Commission to take action in a number of areas to support and encourage small
enterprises. One of the key areas for improvement in the Charter is "Education and
training for entrepreneurship".
• Social affairs
The Lisbon Strategy called for a renewed and modernised European social model
covering three key issues: 1) investing in people; 2) building an active and dynamic
welfare state; 3) strengthening actions against unemployment, social exclusion and
poverty. Concerning social inclusion the Lisbon European Council noted that the
number of people living below the poverty line and in social exclusion in the Union
is unacceptable. Efforts must be made to improve the skills of these young people, to
promote access to knowledge and to fight unemployment.
The Nice European Council in December 2000 approved the objectives of combating
poverty and social exclusion adopted by the Council. The four objectives adopted at
Nice are all highly relevant to young people. They are as follows : 1) to facilitate
participation in employment and access for all to the resources, rights, goods and
services (in particular social protection, housing and basic services, healthcare,
education, justice, culture, sport and leisure); 2) to prevent the risks of exclusion; 3)
to help the most vulnerable; 4) to mobilise all relevant bodies. Specific reference is
made to preventing the exclusion from school and the elimination of social exclusion
among young people.
The Council invited the Member States to develop their priorities in relation to these
objectives and to submit by June 2001 a two-year national action plans on combating
poverty and social exclusion. All Member States have already submitted such plans.
These plans confirm that the issue of poverty and social exclusion among young
people is an issue of major concern to most Member States.
The Nice European Council also approved the Social Agenda, which defines specific
priorities for action over the next five years, and confirmed the importance of the
strategies to combat all forms of discrimination in accordance with Article 13 of the
Treaty.
The Stockholm Summit in March 2001 confirmed this strategy and invited the
Council and the European Parliament to agree on a proposal for a social inclusion
programme in 2001. This programme will provide an important opportunity for an
exchange of learning and best practices between Member States on reducing and
preventing poverty and social exclusion amongst young people.
72
The European Charter for Small Enterprises was adopted by the General Affairs Council on 13.6.2000
70
• Health
Young people are part of the strategy laid down in the Community Action
Programme on Public Health. In July 2001, the Health Council agreed on a common
position on this Action Programme (2001-2006)73. One of the main aspects is the
improvement of information and knowledge about health issues. The programme
also covers prevention of AIDS and drug dependence. The Council also adopted a
recommendation against alcohol abuse by young people, in particular children and
adolescents.
• Prevention of racism and xenophobia
In 1997 the Council welcomed the European Year against Racism and stressed that
Member States' efforts must be intensified and underlined the importance of
education. In 2000 the Education and Youth Council took note of the need to tackle
racism and xenophobia among young people. At the Youth Council in May 2001 a
declaration on combating racism and xenophobia on the Internet by intensifying
work with young people was adopted.
• Sport
The Amsterdam Treaty recognised in declaration no. 29 the social significance of

sport, in particular its role in forging identity and bringing people together. The
declaration also emphasised the important role of sports associations and of amateur
sport. On this basis the EU has developed an active role in the area of sports. It
supports inter alia projects promoting the integration of young people through
sporting activities, prevention of doping in sports, and a school information
campaign on ethical values in sport and Olympic ideals. The resolution of the
Council of December 199974 stressed the need to exploit the non-formal educational
potential of sporting activities in the context of European cooperation policy in the
field of youth. The Nice European Council adopted a declaration on the specific
characteristics of sport, inviting the Community to take into account social,
educational and cultural values of sport in its action under the various Treaty
provisions. The European Council also agreed to intensify European cooperation on
anti-doping.
The European Commission has proposed to the Council and the European Parliament
that 2004 be declared the “European Year of Education through Sport”. The main
objectives of this European Year will be to encourage the education sector and the
sports organisations to work together in order to use the educational value of sport
and its role in social integration and to emphasise the importance of voluntary
sporting activities as an aspect of informal education. Schools should be encouraged
to give greater importance to sporting activities in their curricula as well as in school
exchanges.
73
OJ C 307 of 31.10.2001, pp. 27-40
74
OJ C 8 of 12.1.2000, p. 5
71
3. FUNDING IN EMPLOYMENT, EDUCATION, CULTURE AND YOUTH PROTECTION
There are a number of other funding lines in the field of education, employment,
culture and youth protection, which directly or indirectly support measures in favour
of young people. Here are a few examples:
• Infrastructure: during the funding period 2000 – 2006, the European Regional
Fund provides support in certain regions for infrastructure projects which include
projects for the benefit of young people (such as youth centres, schools, etc).
• Employment and social inclusion: during the funding period 2000-2006 the
European Social Fund is providing back-up for schemes in the field of labour,
social inclusion, information and counselling, etc. at national and regional level
which are specifically addressed to young people.
• Education: the SOCRATES programme supports exchange and mobility measures

for young people in schools or at universities.
• Vocational training: the LEONARDO programme gives young people access to

modern vocational training services, language-learning facilities and work abroad.
• Culture: the programme CULTURE 2000 includes a “youth” element in allocating

funding to projects in the area of creativity and mobility, dissemination of art and
culture and inter-cultural dialogue and knowledge of European history.
• Protection of youth: the DAPHNE programme supports preventive measures to

stamp out violence against children, young persons and women.
4. THE CHARTER OF FUNDAMENTAL RIGHTS
The proclamation of the Charter of Fundamental Rights in Nice in December 2000

constituted an important step. The Charter combines in a single text the civil,
political, economic, social and societal rights of people. Its two chapters about
freedoms (Chapter II) and solidarity (Chapter IV) explicitly recognise the rights of
children and young people (see Article 14 about the “right to education”, Article 24
about “the rights of the child” and Article 32 about the “prohibition of child labour
and protection of young people at work”).
5. SUPPORT FROM THE EUROPEAN PARLIAMENT
The European Parliament has actively supported activities at European level in

favour of youth, especially concerning the adoption of the programmes related to
youth. In March 1999 it adopted the “resolution on a youth policy for Europe” which
stressed “the increasing prominence of the “youth factor” in the context of economic
and cultural changes in European societies". 75
In April 2001 the Committee in charge of Youth Affairs organised a public hearing
on youth. MEPs, youth experts, representatives from economic and social
75
OJ C 175 of 21.6.1999, p. 50
72
organisations, youth associations and non-organised young people attended. The
number of participants and the high level of discussion was impressive and
contributed to the success of the meeting.
The Committee’s rapporteur on youth stated in the hearing that, “a coherent EU

policy as regards young people …[is] still missing and the main objective of the
White Paper …[should be] to develop an integrated approach to tackle the concerns
of young people”.76 The European Parliament underlined that the White Paper should
serve as a resource of ideas, inspiration and discussion in order to show examples of
good practice and to encourage the Member States and regional and local authorities
to take new initiatives.
Young people said that they had high expectations in the White Paper, especially in
areas such as information, anti-discrimination, equal opportunities for young disabled
people, formal and non-formal education, employment and social inclusion as well as
participation in exchange programmes, demographic change in Europe and the
participation of young people in society. They said that “a true European youth
policy is needed … [and that] youth policy at all levels from local to European
should be complementary and … should be co-ordinated between the different
levels”.
6. CONTRIBUTIONS FROM THE ECONOMIC AND SOCIAL COMMITTEE AND THE

COMMITTEE OF THE REGIONS
Young people are indirectly represented in the European Economic and Social
Committee (ESC) since many of the ESC’s members are linked to organisations with
youth branches which are active at the national, regional and local level. In
November 2000 the ESC adopted an opinion on youth policy.77 According to it youth
policy must value young people as a “resource to society” and enable them to
become “active, free and responsible citizens”. Youth policy is considered to be an
“integrated cross-sectoral policy” with the aim, “to improve and develop the living
conditions and participation of young people by encompassing the whole range of
social, cultural and political issues that affect them as well as other groups in
society.”
In February 2001 the ESC and the European Commission organised, in cooperation
with the Youth Forum of the European Union, a hearing of civil society in the
context of the White Paper. The hearing was extremely useful since it gave first hand
information on the situation of young people in Europe and their social, economic
and personal expectations.
The regional and local authorities represented at the Committee of the Regions
(CoR) are in most Member States the central actors with regard to the
implementation of youth policy. In 1999 the CoR adopted an opinion on “local and
regional cooperation in protecting children and young people in the European Union
76
European Parliament, Directorate General for Research, Summary of the Public Hearing on Youth,
organised by the Committee on Culture, Youth, Education, the Media and Sport, 24 April 2001 in
Brussels, IV/WIP/2001/04/0094, 18 May 2001.
77
Opinion of the Economic and Social Committee on the White Paper on Youth Policy, CES 1418/2000,
29-30.11.2000, p. 2-4
73
from abuse and neglect”.78 The CoR stressed the need for an EU-wide strategy on
preventing abuse and neglect of children and young people without interfering with
the responsibilities of national, regional and local authorities. The CoR's view is that
involving children and young people in decisions that affect their lives and to
empower them to get their voices heard contributes to prevention. The CoR argues
that the decentralised structures of a Europe close to the citizens require more co-
ordination, cross-border and transnational cooperation and that children and young
people should not be ignored in this process.
7. DIALOGUE WITH THE EUROPEAN YOUTH FORUM
The European Youth Forum (EYF) was founded in 1979 in order to represent youth
organisations at European level and to start a dialogue with young people. Its
members are the national youth councils in the EU Member States and international
non-governmental youth organisations. It fosters contacts and communication
between its member organisations – which bring together millions of young people –
and with individual young people on a day-to-day basis. It aims at taking on a
stronger representation role. The EYF has acquired considerable expertise in youth
work, youth policy, the non-governmental youth sectors and questions of civil
society. The EYF is represented in European Commission working groups and is
involved in selecting projects within the YOUTH Programme.
The EYF played an important part in the consultation process which led up to this
White Paper. It took part in the consultation of young people and organised together
with the Commission and the ESC the consultation of civil society organisations. The
EYF worked out a contribution of its own and submitted it for discussion of the
White Paper.79
8. THE WORK OF THE COUNCIL OF EUROPE
In the 1970s the Council of Europe established the European Youth Centre (EYC)
and the European Youth Foundation (EYF) in Strasbourg. In 1995 a second
European Youth Centre was opened in Budapest. The programmes and projects of
the EYC and the EYF are co-managed. 80.
The Council of Europe adopted a number of declarations and resolutions on such

questions as the participation of young people, citizenship, non-formal education,
mobility and the combat against racism.
In March 1992 it adopted the European Charter on the Participation of Young People
in Municipal and Regional Life.81 The Charter urged greater involvement of young
people in public affairs at regional and local level and called for the implementation
of "various forms of participation" which should apply "to all young people without
78
Opinion of the Committee of the Regions of 18.11.1999, COM-7/017
79
Strategy and Key Objectives for a Youth Policy in the European Union, Second Contribution of the
European Youth Forum to the European Commission’s White Paper on Youth Policy, adopted by the
Council of Members, Brussels, 6-7 April 2001
80
Concerning the principle of co-management, see footnote no. 20.
81
Resolution 237, adopted on 19.3.1992 by the Congress of Local and Regional Authorities of Europe
(CLRAE)
74
discrimination". In the recommendation on youth participation and the future of civil
society, adopted in 1997, the Committee of Ministers reaffirmed "the crucial role of
the participation of young people in the development of civil society as a resource for
the constant renewal of democratic society."82
At the 5th conference of the Council of Europe in Bucharest in April 1998, the Youth
Ministers declared that the integration of young people into working life would be
built on the skills and qualifications that they acquire by non-formal education. The
Council of Europe underlined the importance of non-formal education which clearly
enriches traditional models of education. The Council of Europe took a further step
when it adopted a recommendation on non-formal education in January 2000, in
which it acknowledged that formal educational systems alone cannot respond to
rapid and constant technological, social and economic change and for this reason
should be reinforced by non-formal educational practices.83
The fight against racism, xenophobia and intolerance has a long tradition within the
Council of Europe. At the beginning of the 1990s it launched a broad European
Youth Campaign in cooperation with European youth organisations for a tolerant
society and stimulated pilot projects. The Council of Europe also focused on the
development of the youth card as a service card that aims at improving the situation
of young participants in mobility projects. It promotes a voluntary service scheme for
young people at the national and European level and maintains the Interrail system at
a reasonable price. It provides support for non-profit platforms for youth exchanges.
A partnership between the European Commission and the Council of Europe was set
up in 1998 in order to develop a training programme for youth trainers for the
promotion of common values such as human rights, pluralist democracy, the rule of
law, active citizenship and European cooperation84. The concrete actions resulting
from the partnership include training publications and cooperation in the field of
advice and research with regard to training events.
9. STUDIES AND OPINION POLLS LAUNCHED BY THE EUROPEAN COMMISSION
Around thirty studies were cofinanced over five years under the YOUTH FOR
EUROPE programme. The majority were comparative analyses, but some were case
studies, covering three subject categories: 1) disadvantaged young people and risk
behaviours; 2) values, expectations and identity of young people, particularly in
relation to Europe (including the question of young immigrants, racism and
xenophobia); 3) non-formal education methods.
Four studies were funded under the European Voluntary Service programme. They
cover sport as an instrument of social integration for young people; the national
civilian service schemes; access for young people with disabilities to the European
voluntary service; the certificates issued on completion of voluntary service (national
or other).
The impact of the European Voluntary Service scheme has also been evaluated.
82
Committee of Ministers, Recommendation no. R(97)3 adopted 4.2.1997
83
Parliamentary Assembly, Recommendation 1437 on non-formal education, adopted 24.1.2000, § 7.i
84
http://www.coe.fr/youth/english/partnership/new/
75
A study on young people and youth policies in the Member States was carried out by
the IARD Institute (Milan) and published in June 2001.85 It provides an overview of
quantitative and qualitative data illustrating young people's situations and
expectations. It also describes youth structures and policies in the Member States.
As part of the Third Multiannual Programme for Small and Medium-Sized

Enterprises in the European Union (1997-2000)86, the Commission presented the
study on "Young Entrepreneurs, Women Entrepreneurs, Ethnic Minority
Entrepreneurs and Co-entrepreneurs in the European Union and Central and Eastern
Europe". The study identified the main problems and challenges faced by these target
groups of entrepreneurs and contained a number of recommendations to help foster
their development.
In parallel with this work, the Commission set out to gauge the opinions of young
people in Europe. In 1997 a public opinion poll - Eurobarometer 47.2 “Young
Europeans” – was carried out. The Commission launched another Eurobarometer
survey with a view to drawing up this White Paper on Youth Policy. The results were
published in October 200187.
85
http://www.europa.eu.int/comm/education/youth/studies.html
86
OJ L 6, 10.01.1997, pp.25-31
87
http://europa.eu.int/comm/education/youth/ywp/eurobarometer_youth.html
76

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COMMISSION OF THE EUROPEAN COMMUNITIES

EUROPEAN COMMISSION WHITE PAPER

A NEW IMPETUS FOR EUROPEAN YOUTH

EUROPEAN COMMISSION WHITE PAPER

Young people to the fore

Young people and Europe

From local to European: a new dynamic

It is important, though, to give a European dimension to youth-related activities, with a view

More generally, there are a number of subjects — such as participation or autonomy

– demographic and social change, which is making relations between the

This modernisation of European public action is supported by five fundamental

– Accountability: developing a new and structured form of cooperation between

– Coherence: developing an overview of the various policies which concern

2.1. Demographic trends

The ageing of the EU-15 population between 2000 and 2020

16,2 Age group

2000 2005 2010 2020 Year

Source: Eurostat, Demographic Statistics 1999, national forecasts, pp. 202-205

2.2. Changing youth

2.4. European integration

3. A PRODUCTIVE CONSULTATION EXERCISE

– 17 national conferences were organised by the Member States. These involved

– A meeting was held in Umeå, in mid-March 2001, under the Swedish

– A day of debates was held in the European Parliament on 24 April 2001.

The consultation exercise, which is analysed in detail in Annex 1, broadly confirmed

3.1. Key messages

Four key messages have emerged from the consultation process.

Active citizenship for young people

Participation must be encouraged, without exception, which means making it easier

Expanding and recognising areas of experimentation

Greater emphasis should therefore be placed on mobility and voluntary service,

Developing autonomy among young people

For a European Union as the champion of values

– application of the open method of coordination in the more specific field of

– taking more account of youth in other policies.

4.1. The specific field of youth

4.1.1. The open method of coordination

Article 149 of the Treaty is concerned with contributing to the development of

Young people’s concerns, as clearly expressed during the consultation exercise,

The Commission proposes the following plan.

– Acting on a proposal from the Commission, the Council of Ministers

– Each Member State appoints a coordinator, to act as the Commission’s

– The European Commission submits a summary and an analysis of this

– The European Commission is responsible for periodic monitoring and

– Applicant countries are associated as far as possible.

Participation for young people is typically a concern of the Member States.

Participation should be developed primarily in the local community, including

As a strong signal to young people, the Commission also proposes strengthening a

– introduce an electronic portal to give as many young people as possible access

– set up an electronic forum.

• Voluntary service among young people

Voluntary service is a form of social participation, an educational experience and a

• Greater understanding of youth

A greater understanding of the realities which concern young people is necessary at

– focusing discussion on the right approach at European level;

– drawing up, where appropriate, a study and research programme based

– provision of the requisite statistical resources, making optimum use of

4.2. Taking more account of youth in other policies

As a result of the consultation exercise, the European Commission believes that