I believe improving the educational outcomes of first nations students at all levels requires the pursuit of three broad but complementary goals: enhance the quality, accessibility, and relevance of educational programs and supports for first nations students; strengthen the planning, management, and accountability of first nations education programs and supports based on effective and meaningful first nations education systems; and foster interconnections and collaboration between first nations educators, federal, provincial, and t ...[+++]erritorial governments, and other stakeholders.

The main beneficiaries of the programme will be all the stakeholders in the education system, and in particular:

In fact, to some extent it enhances and focuses on the distinguishing feature of e-Learning, which is that a nation's education systems and teaching methodologies will always be more important than any other system, even systems of government, and they must therefore receive the benefit of the greatest possible input from all the players in the establishment of a welfare community.

In fact, to some extent it enhances and focuses on the distinguishing feature of e -Learning, which is that a nation's education systems and teaching methodologies will always be more important than any other system, even systems of government, and they must therefore receive the benefit of the greatest possible input from all the players in the establishment of a welfare community.

Comparisons between the countries are based on 16 quality indicators relating to pupil attainment in key subjects such as reading or mathematics, dropout rates, the participation of those involved in the education system in its evaluation and the resources available. The report does not prefigure any harmonisation of the Member States' education systems.

Centred on schools (there are more than 300 000 pre-school, primary and secondary education establishments in the Community), which are one of the main places for exchanges and contacts between the various people involved in education, and implemented by means of projects and transnational cooperation networks, Community measures in the field of education could be based on the following points: - encouraging cooperation between education establishments by means of, for example, mobility and exchanges of young people, providing them with the opportunity to encounter different environments; - making teachers and other people involved in e ...[+++]ducation more aware of the European dimension in education during their training and, to this end, encouraging cooperation and exchanges between training institutes in different Member States; - developing language teaching, thereby increasing mobility vis-à-vis other countries and the possibility of communicating with other cultures, strengthening Community action to this end on the basis of experience acquired through the Lingua programme, and encouraging the development of teaching materials; - encouraging greater exploitation of the possibilities offered by distance education and multimedia systems to help young people adapt to occupational developments or, where necessary, retraining, and facilitating the transfer of knowledge; - promoting educational innovations and their dissemination by encouraging the establishment at European level of networks of researchers into education and training requirements and methodologies; provisions to this end are set out in the proposal for the fourth framework programme of Community activities in the field of research and technological development; - strengthening exchanges of information and experience relating to the education systems and methodologies of Member States, their reforms and innovations, and thereby profiting from the considerable knowledge acquired through the work of the ...