THE ROLE OF INDEPENDENT SCHOOLS IN

EUROPEAN SOCIETY

A DECLARATION BY THEIR REPRESENTATIVE ASSOCIATIONS

A message to the European society

At the beginning of the new Century, formal education, which provides the basis for lifelong learning and training is a key foundation for the “society of knowledge” and for “accomplishing Europe through education and training”.

It is with this in mind that the European Organisations of Non-Governmental Schools and European Organisations which promote the right to education and freedom of education, all together representing twelve million pupils and their parents, make this Declaration.

With it we want to call the attention of European public opinion and its political representatives to the vital contribution independent education makes to a free, democratic and pluralistic society (whether in free subsidized schools, independent schools under contract or in non-subsidized schools, be they denominational or non-denominational, general or vocational).

Within a new context

Worldwide society is increasingly evolving towards “a learning society”, a “society of knowledge". The extent of change that will result from the new information and communication technologies cannot be foreseen, but they will have a profound effect on education.

At the same time, Globalisation influences patterns of education urging the consolidation of national and regional systems and values. As this strengthens economic and competitive aspects of citizens’ lives, a new, balanced and creative approach to achieve integral education has to be taken.

In Europe, this is the first time in history that an attempt is being made to build a united – though not uniform – Europe, based on common ideas shared between member countries instead of by force, conquest and imposed decree.

Human rights and European citizenship are consolidated values in the new European society, just as social coherence and equality of opportunity for all are general aspirations.

Political boundaries, like some national currencies, are tending to disappear as countries become more aware of their place in a multiethnic, intercultural and religiously plural European community.

As a consequence, most people perceive the need “to accomplish Europe through education and lifelong learning”. This is leading towards a convergence in educational approaches, even though each individual country preserves its own educational system.

Pluralism

Our European society is clearly developing as a pluralistic one. This plurality is one of the essential dimensions of European citizenship, to which all of us are entitled.

Such a plural and learning society requires national educational systems which recognise the need for a variety of educational possibilities to meet citizens’ different requirements, parental and student choice.

This is the way to ensure equal opportunity for all and to lay a firm foundation for lifelong learning. Combined with open access, it will help to generate the healthy sense of social cohesion needed in the new Europe.

Independent schools, recognised as they are by constitutions, long traditions, laws and international documents, including art.14 of the recent Charter of Fundamental Rights of the European Union, offer a positive answer to the new social context and to the consequent educational needs in the wider European community.

Independent schools provide all citizens with the possibility of choosing their education: the way to give a sense and a soul to their existence and to the personal history of their children. At this time both these aspects are essential to channel the torrents of information and knowledge in which, through the new technologies, the children and the young of all stages are engulfed.

Education in a plural society

Education is the top priority of our society.

To build the best European society of knowledge with a background of lifelong learning and training, clear ideas about education, learning, knowledge, formation and schooling are necessary: All these similar, but not equal, aspects must be well understood now if they are to be properly developed in the future.

Education in Independent schools stresses the development of the whole human being as more important than mere knowledge, teaching and learning facts, and beyond the simple acquisition of the new information and communication technologies. Together with the transmission of skills, competencies and knowledge, their ultimate aim is the acquisition and development of human, cultural and spiritual values. To this end, the arts and hand-on experience are becoming more and more important.

Independent schools play a vital role in any educational system by ruling out any tendency towards educational monopoly. They are an important ingredient in all educational systems due to their capacity to promote the educational innovation required by social change.

Furthermore, there is ample evidence, as governments are well aware, that independent schools make a real contribution to the development and quality of education nationally in terms both of management and pedagogy.

This means that national states must trust and acknowledge the independent schools and demonstrate their understanding that they are en essential element in the educational system of a plural free and democratic society.

 

Autonomy and subsidy

European Society gives parents the right to choose for their children an education which matches their religious, philosophical or pedagogical convictions, as it is ensured by article 14 of the Charter of Fundamental Rights of the European Union,

To help parents exercise real parental choice, national governments must give a clear response to the needs of Independent schools and recognize their responsibility for their support.

To fulfil their educational and social role in a free society, Independent schools need adequate autonomy and realistic funding by the State.

Pedagogical autonomy in different aspects is essential if the Independent sector is to respond to the needs and beliefs of citizens, and to be able to develop innovative educational programmes. Within legal limits, the specific nature of the independent schools requires a certain possibility of organisation of the school and of the teachers’ formation.

Realistic funding is also necessary, in accordance with the long standing Resolution of the European Parliament of 14 March 1984, which has so far largely been side-lined by member governments.

Aspirations and hopes

Independent schools aspire to contribute, as they have long been doing, to educational quality in all schools and for all pupils in our respective countries and in the new plural Europe to which we belong. This is the vocational aim and the essence of our activity and dedication.

We hope that the European society, governments and citizens, will understand and value our role in our societies and, on behalf of generations to come, will help us to improve and strengthen our contribution to education.

Brussels, the 12th of September 2002.

Carlos Díaz-Muñíz,                          Simon Steen                           Per Kristensen

ECNAIS (European Council of National Associations of Independent Schools)

Alvaro Fernández, CADEICE (Conféderation d'Associations d'Ecoles Independantes des Communatés  Européennes)                                                                                                

Etienne Verhack, CEEC  Comité Européen pour l’Enseignement Catholique)

Ulrich Klemens, CoGREE (Coordination Group for Religious Education),  IV (Interna-

tional Association for Christian Education)

Detlef Hardorp, ECSWE (European Council for Steiner Waldorf Education)

Ingo Krampen, EFFE (European Forum for Freedom of Education)

Gregorio Romera, FUNDEL (Fundación Europea Educación y Libertad)

Miguel Angel Sancho Eugenio Gil OIDEL (Organisation Internationale pour le Développement de la Liberté  d’Enseignement)