Minister Kalliomäki at Conference on Learning, Competence and Active Citizenship

As I see it, the foundation for knowledge and innovation is laid by an education policy which prioritises adult learning. It is important to appreciate that preparedness for change also paves the way for the creation of more feasible action models. We need capacity for renewal, and we must boldly tackle the need for change. Capacity and willingness for constant learning is a precondition for the success of both individuals and communities.

The development of education, educational opportunities and services is built on creativity tempered by knowledge and wisdom gained through experience. Indeed, investment in human capital has recently emerged as a crucial means of managing change. Other themes that have been to the fore include some that are indispensable for the coherence and continuity of society, such as sustainable development. In efforts to address these issues, lifelong learning and equitable opportunities for quality learning play a key role.

Although the EU countries have their own important national priorities and forms of action, I consider it vital that new solutions are also sought at the European level. The populations are ageing at a rapid rate in European countries, while our aim is to enhance the competitiveness of our continent and employment.

This is why we need to make a greater input to matching jobs and competencies, improving work capacity and preventing unemployment. I want to highlight the role of adult learning in this.

Human activities are increasingly based on various social networks at work and in free time. And as Europe is a patchwork of different peoples and cultures, citizens need to operate in multicultural communities more and more often in their day-to-day life. This opens new vistas for them and engages them in a dialogue.

Therefore, I see it important to invest in identifying and responding to the learning needs of an ever more multiethnic population. I would like to call attention to the fact that when people and their views meet in a tolerant environment, it makes space for creativity and innovation.

Such an environment needs the support of a democratic community. But even this is no guarantee for broad-based civic participation or for tolerance. What we need is genuine shared interests. The discussion on the European Constitution is such a topic. Whether for it or against it, people now take more interest in jointly agreed EU policy. The sense of being a citizen of Europe would gain nourishment already from an awareness of the shared interests underpinning European cooperation. Raising such an awareness requires initiative and common action. In these endeavours, I see a very important role for the third sector, notably civic organisations.

In its Lisbon strategy, the European Union set an aim to enhance growth, employment and innovation and to promote socially balanced development.

To this end, the member states, together with the European Commission, have determined priority areas in which action should be taken to develop European education and knowledge systems.

The main aims of the Finnish Presidency in the field of education are to bring to conclusion the decision on the Lifelong Learning Programme, to take forward the Education 2010 work programme, to enhance the quality, equity and efficiency of education, and to consolidate interaction between education and innovation.

The decision on the Lifelong Learning Programme only needs final touches. I believe that the envisaged decision will be taken at the November Education Council and that the programme can be launched from the beginning of 2007.

This will be a worthy conclusion to the efficient work done by the previous Presidencies and the European Parliament.

The programme will benefit an even larger range of students, teachers, researchers, and trainees than before.

The Lifelong Learning Programme will support the development of the EU as a knowledge society and adds to social coherence in Europe. Young and older participants can improve their knowledge of European languages and cultures and absorb outlooks and processes vital for sustainable development.

I am convinced that the new programme and its various forms of cooperation will have a very positive effect on the quality of education and training, strengthening the European dimension of education. I am particularly happy that the share of the Grundtvig Action for cooperation in adult education will grow.

Investment in lifelong learning strengthens the economy and is conducive to balanced development of our welfare societies. Education systems have a substantial effect on the economic and social success of European societies in the long term.

In the short term, the most effective way to promote economic growth and competitiveness is to target investment to maintaining and improving the work force's knowledge and competencies. This will also encourage ageing employees to stay longer in working life.

The best way to prevent unemployment, exclusion and a waste of human resources is to enhance quality and equity in education.

Studies show that it is possible to achieve good learning outcomes and equity simultaneously with efficiency in education. We need to deepen EU cooperation in improving the return on the money invested in education and developing good and equal learning outcome.

To achieve the best possible results for both the individual and society with the funds available for education, we need more and better cooperation, both nationally and in the European scope, between education policy and educational research, especially in the economics of education.

During the Presidency, Finland has sought to promote interaction between education and innovation. It is not possible to achieve a creative and innovative society without a proactive school which also encourages risk-taking. High-standard research and innovation is based on future-oriented education and an excellent education system sustaining it.

Teachers are among the most important factors for an innovative society. Sustained input into teachers' knowledge and skills not only enhances the quality, equity and efficiency of the education system, but also improves the prerequisites of research and innovation.

In vie of this, I want to stress the importance of the forum which at this conference will discuss the professional development of adult education staff.

Yesterday, in this very hall, there were experts talking about the development of credit transfer in vocational education and training in Europe. This credit transfer system and the closely related European Qualifications Framework are major tools for identifying and recognising prior learning at the European level. This is also a theme addressed by one of your forums.

Ladies and gentlemen,
Now is the time to contribute to the adoption of the shared EU policy lines in adult education and training. It is indispensable for balanced running of our welfare society and economy that we develop the whole population's knowledge and participation in education and training.

Lifelong learning is not possible to realise without substantial investment in adults' knowledge and skills. I think it is important to emphasise this in the implementation of the EU programmes and in the allocation of resources.

As we are all aware, adult education and training is organised in very different ways across Europe. Adult learning typically accumulates. The most active participants are well educated people with good jobs. We need to find new ways of widening the provision of education geared to adults and to further develop information and advisory services.

It is important to guarantee equal opportunity in education in order to encourage and enable those with less education and training to develop their knowledge and skills and thus cope with the changes in working life.

It is crucial to bear in mind that equity in education is not only important for the development of working life but also for the coherence of society.

For focused action, we also need comprehensive data on the extent to which adults participate in learning events outside the education system, as well as comprehensive information about the provision of adult education in relation to the other sectors in the education system.

Ladies and gentlemen
This conference will discuss a wide range of themes relating to adult learning. Some of these I have already touched upon.

Among the foremost themes is the development of competencies needed in working life. Some of the chief assets of Europe and one pillar of welfare in Europe are the competence of the work force and world-class innovations.

However, it has been estimated that there are over 70 million employees in Europe whose training does not meet the needs of the labour market and new technologies.

Constant improvement of knowledge and good work capacity make for an efficient labour market and prevent marginalisation. They also require special wisdom on the part of management and the developers of working life.

Finally, I want to look at one conference theme − active citizenship − from a perspective of particular topicality for us Finns, as we are about to celebrate the centenary of universal suffrage in our country.

A democratic social system entails active participation by citizens − both as voters and as members of organisations which sustain democracy. I believe that one cornerstone of our European values is action taken to develop this sector, together with a wide range of learning opportunities for adults.

The development of adult education requires goal-oriented cooperation. We also need visions shared by different sectors of society and coordination between these sectors. I hope the discussions conducted at this conference will also accommodate the specific national features in education and training.

To end with, Ladies and gentlemen, I extend our warmest thanks to the Commission and all the experts who have contributed to the arrangement of this conference. I give you my best wishes for the conference and for lively and productive discussions. Thank you for your attention.