FranklinWillemen/mapa_plus huggingface dataset:
Similarly , in interpreting Article 7 of the EEC Treaty ( now Article 21 ( 2 ) TFEU ) , the Court held that equality of treatment regarding the conditions of access to vocational training applies not only to the requirements laid down by the educational establishment in question , such as enrolment fees , but also to any measure that may prevent the exercise of that right , such as the right of residence in the Member State where the course takes place . ( 26 ) 38 .
In Bidar , the Court has explainedthat , following the introduction of the concept of citizenship of the Union into the EC Treaty together with a chapter devoted , inter alia , to education and vocational training , the situation of a Union citizen who is lawfully resident in another Member State falls within the scope of the prohibition on discrimination on grounds of nationality for the purposes of obtaining assistance for students which is intended to cover maintenance costs , whether in the form of a subsidised loan or a grant .
The Court did not there distinguish between the different aspects of access to education covered by the financing . ( 27 ) 39 .
Furthermore , as the Commission submitted at the hearing , notwithstanding that Article 165 TFEU governing the European Union competence on education does not expressly mention the financing of studies , that article has served as the legal basis for establishing the Erasmus + programme , which includes , inter alia , funding for the learning mobility of individuals . ( 28 ) That reflects , in my view , the importance ascribed to access to education by the EU legislature as an essential aspect of education . 40 .
However , in order to decide whether or not the award of a scholarship or grant is included within the scope of Article 3 ( 1 ) ( g ) of Directive 2000 / 43 , I would not seek guidance from Article 11 ( 1 ) ( b ) of Council Directive 2003 / 109 / EC ( an idea that was explored at the hearing ) . ( 29 ) That provision concerns equal treatment of long-term residents with nationals of the host Member State as regards ‘ education and vocational training , including study grants in accordance with national law ’ .
It is apparent from the reference to ‘ national law ’ that the interpretation of that provision , insofar as what constitutes a ‘ study grant ’ is concerned , is not to be conducted under the principles applicable to autonomous concepts of EU law ( see points 20 and 21 above ) .
Against that background , and given the different personal and material scope of the two directives , I do not consider it appropriate to draw on Directive 2003 / 109 for the interpretation of ‘ education ’ in the context of Directive 2000 / 43 . 41 .
As regards the legislative history of Directive 2000 / 43 , Article 3 ( 1 ) ( g ) of the Commission Proposal explained that the scope of ‘ education ’ was to be taken as ‘ including grants and scholarships , 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 ’ . ( 30 ) Those explanations were removed however from the final text of the directive adopted by the Council .
The Foundation and the German Government consider that that indicates that the EU legislature deliberately chose to exclude grants and scholarships from the scope of that provision . 42 .
I do not agree with that interpretation . 43 .
The sentence that was removed from the final text also included the obligation to respect the responsibility of the Member States for the content of teaching and the organisation of their education systems .
That sentence reproduces verbatim Article 165 ( 1 ) TFEU setting out the Union competence on education .
Although the latter is not amongst the legal basis of Directive 2000 / 43 , the material scope of that directive is naturally limited to the powers conferred upon the EU . ( 31 ) Thus , the legislature ’ s intention , when it removed the sentence ‘ 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 ’ from Article 3 ( 1 ) ( g ) of Directive 2000 / 43 , cannot have been to change the scope of that provision .
And whilst there is no certainty as to the legislator ’ s intention when deleting that wording , the removal of tautologous language is certainly a plausible explanation .
The deletion simplifies the provision ’ s wording without changing its scope , whilst emphasising the autonomous nature of the terms used by removing the reference to the Member States ’ powers .
Logically , the same conclusion applies to the first part of the sentence that was removed , namely ‘ including grants and scholarships ’ .
The Foundation and the German Government argue that those words were deleted in order to narrow the definition .
But the opposite might equally be true : namely that the deletion was designed to ensure a broad definition . 44 .
That conclusion is not altered by the fact that other terms defining the directive ’ s scope ( in points ( a ) to ( e ) and ( h ) of Article 3 ( 1 ) ) are further explained by a sentence starting with ‘ including ’ .
Nor am I convinced by the argument that the fact that vocational guidance and training are mentioned separately , in Article 3 ( 1 ) ( b ) , demonstrates an intention to narrow the scope of the concept of education . 45 .
Vocational guidance and training are closely linked to access to employment and are thus mentioned directly after that aspect .
At the time when vocational training was the only term linked to education in the EEC Treaty , the Court found that , as a general rule , university studies constitute ‘ vocational training ’ within the meaning of Article 128 EEC and therefore a supplementary enrolment fee charged to students who were nationals of other Member States constituted discrimination on grounds of nationality contrary to Article 7 EEC .
It is clear that , in that case , the Court interpreted broadly and purposively the term ‘ vocational training ’ so as to prohibit discrimination on the grounds of nationality in university education .
There is , here , an analogy with the present case insofar as the same methods of interpretation should be used in order to arrive at a broader application of the rule at issue . ( 32 ) 46 .
The Commission submitted at the hearing that the award of scholarships may also be covered by Article 3 ( 1 ) ( f ) of Directive 2000 / 43 ( social advantages ) .
That issue may be important , should the Court find that the award of scholarships does not fall within the scope of education . 47 .
The Commission Proposal states that social advantages are of an economic or cultural nature , such as concessionary travel on public transport or subsidised meals in schools for children from low income families . ( 33 ) The Court has already held that assistance granted for maintenance and education in order to pursue university studies evidenced by a professional qualification constitutes a social advantage within the meaning of Article 7 ( 2 ) of Regulation No 1612 / 68 . ( 34 ) In my view , that covers study financing that is ‘ horizontal ’ — that is , granted to everyone according to criteria related for instance to the income or employment situation of the students or their parents .
I consider such cases as being both related to access to ‘ education ’ and constituting a ‘ social advantage ’ .
That means that an overlap in the scope of the two provisions cannot be excluded .
However , where financing is awarded to a limited number of students according to criteria related to their academic performances or other merits ( as seems to be the case in the main proceedings ) , it is my view that that financing should be considered to fall within the scope of ‘ education ’ . 48 .
It follows from all the above that the term ‘ education ’ in the context of Directive 2000 / 43 must be interpreted broadly and that it includes aspects that are related to access to education , such as financing by means of scholarships .
However , there must be a genuine link between the financing and education .
A scholarship has such a link when it covers , for instance , enrolment and tuition fees , travel costs associated with courses that take place in another State , or maintenance costs , when the objective is to permit students to follow their courses . ( 35 ) It is for the national court to verify those aspects . 49 .
I therefore conclude that the concept of ‘ education ’ within the meaning of Article 3 ( 1 ) ( g ) of Directive 2000 / 43 includes the award of scholarships intended to promote projects for research and studies abroad .
It is for the national court to verify the existence of a genuine link between the financing provided and ‘ education ’ .
Conclusion 50 .
In the light of the foregoing considerations , I propose that the Court should answer the question referred by the Bundesgerichtshof ( Federal Court of Justice , Germany ) to the following effect : The concept of ‘ education ’ within the meaning of Article 3 ( 1 ) ( g ) of Council Directive 2000 / 43 / EC of 29 June 2000 implementing the principle of equal treatment between persons irrespective of racial or ethnic origin includes the award of scholarships intended to promote projects for research and studies abroad .
It is for the national court to verify the existence of a genuine link between the financing provided and ‘ education ’ . 1 Original language : English . 2 ‘ Ὅτι μὲν οὖν τῷ νομοθέτῃ μάλιστα πραγματευτέον περὶ τὴν τῶν νέων παιδείαν , οὐδεὶς ἂν ἀμφισβητήσειε … τίς δ ᾽ ἔσται ἡ παιδεία … δεῖ μὴ λανθάνειν . ’
Aristotle , Politics , book 8 . 3 Article 14 of the Charter of Fundamental Rights of the European Union ( OJ 2000 C 364 , p . 1 ) ( ‘ the Charter ’ ) . 4 Directive of 29 June 2000 implementing the principle of equal treatment between persons irrespective of racial or ethnic origin ( OJ 2000 L 180 , p . 22 ) . 5 Article 1 . 6 The Foundation ’ s objective is , according to its statutes , to promote higher education for young people whose great scientific or artistic talent and personality give rise to expectations of particular achievements in the service of the community .
The objective of the ‘ Bucerius Law Programme ’ is to provide particularly qualified law graduates in Germany with knowledge of foreign legal systems and languages as well as the experience of being abroad . 7 See , to that effect , judgment of 2 March 2017 , J .
D . , C ‑ 4 / 16 , EU : C : 2017 : 153 , paragraphs 23 and 24 and the case-law cited . 8 Judgment of 3 September 2014 , Deckmyn and Vrijheidsfonds , C ‑ 201 / 13 , EU : C : 2014 : 2132 , paragraph 19 and the case-law cited . 9 That definition of education is to be found in the Collins English Dictionary .
The Oxford English Dictionary has ‘ the process of giving or receiving systematic instruction , especially at a school or University ’ .
Taken together , the two definitions correspond to a usual understanding of what ‘ education ’ means . 10 In French , the definition of ‘ education ’ by the Petit Robert seems to me even broader : ‘ mise en œuvre des moyens propres à assurer la formation et le développement d ’ un être humain ’ .
In German , the language of the procedure in the present case , the Duden — Deutsches Universalwörterbuch offers , under ‘ Bildung ’ , ‘ ( a ) das Bilden ( 5 ) , Erziehung : die B . der Jugend ; mehr für die B . tun ; ( b ) das Gebildetsein ; das Ausgebildetsein ; erworbenes Allgemeinwissen : eine wissenschaftliche , künstlerische , humanistische B . ; seine B . vervollständigen , vertiefen ; eine umfassende B . besitzen ; eine vorzügliche B . erhalten ; ein Mann von B .
( ein gebildeter Mann ) ; das gehört zur allgemeinen B .
( das sollte jeder Gebildete wissen ) ; ( c ) ( seltener ) gutes Benehmen : sie hat keine B .
( weiß nicht , was sich schickt ) ’ .
From an etymological perspective , a survey of the different linguistic versions of the directive shows that seven of them ( English : ‘ education ’ , French : ‘ éducation ’ , Maltese : ‘ edukazzjoni ’ , Polish : ‘ edukacja ’ , Portugese : ‘ educação ’ , Romanian : ‘ educația ’ , and Spanish : ‘ educación ’ ) use a word etymologically deriving from the latin verb educare ‘ bring up , rear , educate ’ , related to educere ‘ bring out , lead forth ’ . 11 The International Standard Classification of Education is the reference for international classification for organising education programmes and related qualifications by levels and fields proposed by the United Nations Educational , Scientific and Cultural Organisation .
That definition is partially reproduced as the definition of ‘ education ’ by Article 2 ( d ) of Regulation ( EC ) No 452 / 2008 of the European Parliament and of the Council of 23 April 2008 concerning the production and development of statistics on education and lifelong learning ( OJ 2008 L 145 , p . 227 ) . 12 Regulation ( EU ) No 1288 / 2013 of the European Parliament and of the Council of 11 December 2013 establishing ‘ Erasmus + ’ : the Union programme for education , training , youth and sport and repealing Decisions No 1719 / 2006 / EC , No 1720 / 2006 / EC and No 1298 / 2008 / EC ( OJ 2013 L 347 , p . 50 ) defines ‘ lifelong learning ’ as ‘ all general education , vocational education and training , non-formal learning and informal learning undertaken throughout life , resulting in an improvement in knowledge , skills and competences or participation in society within a personal , civic , cultural , social and / or employment-related perspective , including the provision of counselling and guidance services ’ . 13 Article 1 . 14 Judgment of 16 July 2015 , CHEZ Razpredelenie Bulgaria , C ‑ 83 / 14 , EU : C : 2015 : 480 , paragraphs 58 and 72 and the case-law cited . 15 Recital 3 . 16 See also judgment of 16 July 2015 , CHEZ Razpredelenie Bulgaria , C ‑ 83 / 14 , EU : C : 2015 : 480 , paragraph 74 . 17 Article 3 ( 1 ) and recital 16 .
The afforded protection extends , where appropriate , to legal persons where these suffer discrimination because of the racial or ethnic origin of their members . 18 Article 3 ( 1 ) . 19 See recital 12 of the directive and judgment of 12 May 2011 , Runevič-Vardyn and Wardyn , C ‑ 391 / 09 , EU : C : 2011 : 291 , paragraphs 41 and 42 .
In this regard , its scope is broader than that of Council Directive 2000 / 78 / EC of 27 November 2000 establishing a general framework for equal treatment in employment and occupation ( OJ 2000 L 303 , p . 16 ) . 20 Judgment of 16 July 2015 , CHEZ Razpredelenie Bulgaria , C ‑ 83 / 14 , EU : C : 2015 : 480 , paragraph 42 and the case-law cited . 21 See , to that effect , for the access to and supply of goods ( Article 3 ( 1 ) ( h ) of Directive 2000 / 43 ) , judgment of 16 July 2015 , CHEZ Razpredelenie Bulgaria , C ‑ 83 / 14 , EU : C : 2015 : 480 , paragraph 43 . 22 I pause to observe that segregation in education on racial or ethnic grounds was the norm under the apartheid regime of South Africa ; and women , even though they sat exactly the same examinations as their male counterparts , were not admitted to degrees at Cambridge University until December 1947 . 23 Proposal for a Council directive implementing the principle of equal treatment between persons irrespective of racial or ethnic origin , COM ( 1999 ) 566 final ( ‘ the Commission Proposal ’ ) , p . 5 . 24 Regulation of the Council of 15 October 1968 on freedom of movement for workers within the Community ( OJ , English Special Edition 1968 ( II ) , p . 475 ) , repealed by Regulation ( EU ) No 492 / 2011 of the European Parliament and of the Council of 5 April 2011 on freedom of movement for workers within the Union ( OJ 2011 L 141 , p . 1 ) .
I note that that regulation served as inspiration for the Commission and its explanation of some of the terms used in Directive 2000 / 43 ; Commission Proposal , p . 7 . 25 See judgment of 15 March 1989 , Echternach and Moritz , 389 / 87 and 390 / 87 , EU : C : 1989 : 130 , paragraph 33 .
In a previous case also concerning Article 12 of Regulation No 1612 / 68 , the Court held in the judgment of 3 July 1974 , Casagrande , 9 / 74 , EU : C : 1974 : 74 , paragraph 7 , that ‘ integration presupposes that , in the case of the child of a foreign worker who wishes to have secondary education , this child can take advantage of benefits … relating to educational grants , under the same conditions as nationals who are in a similar position ’ . 26 Judgment of 26 February 1992 , Raulin , C ‑ 357 / 89 , EU : C : 1992 : 87 , paragraph 34 . 27 Judgment of 15 March 2005 , C ‑ 209 / 03 , EU : C : 2005 : 169 , paragraphs 39 to 42 .
That judgment marked an evolution from previous case-law where the Court had held that , at the stage of evolution of Community law ( at the time ) , education and assistance given to students for maintenance and for training fell outside EEC competence ; see judgment of 21 June 1988 , Lair , 39 / 86 , EU : C : 1988 : 322 , paragraph 15 . 28 Regulation No 1288 / 2013 . 29 Directive of 25 November 2003 concerning the status of third-country nationals who are long-term residents ( OJ 2004 L 16 , p . 44 ) . 30 Commission Proposal , p . 8 . 31 Article 3 ( 1 ) of the directive . 32 See judgment of 2 February 1988 , Blaizot and Others , 24 / 86 , EU : C : 1988 : 43 , paragraphs 10 to 24 , especially 19 , 20 and 24 . 33 Commission Proposal , p . 7 . 34 See judgment of 15 December 2016 , Depesme and Others , C ‑ 401 / 15 to C ‑ 403 / 15 , EU : C : 2016 : 955 , paragraph 38 and the case-law cited .
The Commission Proposal expressly draws inspiration ( at p . 7 ) from Regulation No 1612 / 68 concerning the concept of ‘ social advantages ’ . 35 In that respect , I am of the view that EU law has clearly evolved since the Court held , in its judgment of 21 June 1988 , Brown , 197 / 86 , EU : C : 1988 : 323 , at paragraph 18 , that ‘ at the present stage of development of Community law , assistance given to students for maintenance and for training falls in principle outside the scope of the EEC Treaty for the purposes of Article 7 thereof ’ .
See judgment of 15 March 2005 , Bidar , C ‑ 209 / 03 , EU : C : 2005 : 169 , paragraphs 39 to 42 , cited at point 38 above .
That must be the case , a fortiori , in the context of Directive 2000 / 43 , considering its purpose and scheme , as analysed in point 24 and seq . above .
CONCLUSIONES DE LA ABOGADO GENERAL SRA .
ELEANOR SHARPSTON presentadas el 11 de septiembre de 2018 ( 1 ) Asunto C ‑ 457 / 17 Heiko Jonny Maniero contra Studienstiftung des deutschen Volkes e.V .
[ Petición de decisión prejudicial planteada por el Bundesgerichtshof ( Tribunal Supremo de lo Civil y Penal , Alemania ) ] « Directiva 2000 / 43 / CE — Igualdad de trato de las personas independientemente de su origen racial o étnico — Artículo 3 , apartado 1 , letra g ) — Educación — Becas concedidas a estudiantes que hayan aprobado el primer examen jurídico estatal » 1 .
« Que el legislador debe ocuparse sobre todo de la educación de los jóvenes nadie lo discutiría [ , ] [ … ] [ pero ] no debe dejarse en el olvido cuál debe ser la educación [ … ] . » ( 2 ) 2 .
De hecho , el legislador europeo ha aprobado legislación a tal efecto , incluido el reconocimiento del derecho a la educación como un derecho fundamental . ( 3 ) Sin embargo , no ha definido el concepto de « educación » .
La presente petición de decisión prejudicial exige que el Tribunal de Justicia dé respuesta a esta cuestión ancestral , que ahora se plantea en el marco del Derecho de la Unión y , más concretamente , de la Directiva 2000 / 43 / CE del Consejo . ( 4 ) ¿ Qué constituye la educación ?
Marco jurídico Directiva 2000 / 43 3 .
La Directiva 2000 / 43 tiene por objeto establecer un marco para luchar contra la discriminación por motivos de origen racial o étnico . ( 5 ) 4 .
El artículo 2 , apartado 1 , prohíbe tanto la discriminación directa como la indirecta por motivos de origen racial o étnico .
El artículo 2 , apartado 2 , dispone que la discriminación directa existirá « cuando , por motivos de origen racial o étnico , una persona sea tratada de manera menos favorable de lo que sea , haya sido o vaya a ser tratada otra en situación comparable » , y que la discriminación indirecta existirá « cuando una disposición , criterio o práctica aparentemente neutros sitúe a personas de un origen racial o étnico concreto en desventaja particular con respecto a otras personas , salvo que dicha disposición , criterio o práctica pueda justificarse objetivamente con una finalidad legítima y salvo que los medios para la consecución de esta finalidad sean adecuados y necesarios » . 5 .
El artículo 3 , apartado 1 , establece el ámbito de aplicación de la Directiva , « dentro de los límites de las competencias atribuidas a la Comunidad [ , ] [ … ] a todas las personas , por lo que respecta tanto al sector público como al privado , incluidos los organismos públicos , en relación con : [ … ] g ) la educación » .
Legislación nacional 6 .
La Directiva 2000 / 43 se incorporó al Derecho alemán por la Allgemeines Gleichbehandlungsgesetz ( Ley General de Igualdad de Trato ; en lo sucesivo , « AGG » ) . 7 .
El artículo 1 de la AGG prohíbe toda discriminación por motivos , entre otros , de origen racial o étnico .
El artículo 2 , apartado 1 , punto 7 , por el que se incorpora al Derecho alemán el artículo 3 , apartado 1 , letra g ) , de la Directiva 2000 / 43 , delimita el ámbito de aplicación de la prohibición al incluir la discriminación , entre otros ámbitos , en relación con la educación .
El artículo 3 , apartados 1 y 2 , precisa que la ley prohíbe tanto la discriminación directa como la indirecta .
Hechos , procedimiento y cuestiones prejudiciales 8 .
El Sr .
Heiko Jonny Maniero , de nacionalidad italiana , nació y reside en Alemania .
En 2013 , obtuvo una licenciatura en Derecho en una universidad de Armenia . 9 .
El 11 de diciembre de 2013 , el Sr .
Maniero se puso en contacto con la Studienstiftung des deutschen Volkes e .
( Fundación académica del pueblo alemán ; en lo sucesivo , « Fundación » ) — una asociación registrada que concede becas — con el objetivo de solicitar la beca del programa « Bucerius-Jura » , enfocada a fomentar proyectos de investigación y estudios jurídicos en el extranjero . ( 6 ) 10 .
La Fundación le respondió el 17 de enero de 2014 señalando que los candidatos debían haber aprobado el primer examen jurídico estatal .
Maniero , a su vez , contestó exponiendo que el « título de cinco años » que obtuvo en Armenia era equivalente al segundo examen jurídico estatal , pues habilitaba para el ejercicio de la magistratura y la profesión de abogado en dicho país .
Asimismo , sugirió que el requisito impuesto por la Fundación podría infringir la AGG por constituir una discriminación por el origen étnico o social . 11 .
Maniero no solicitó la beca .
En la correspondencia posterior con la Fundación afirmó que lo que le disuadió de hacerlo fue la actitud negativa de esta . 12 .
Maniero presentó una demanda ante el Landgericht ( Tribunal Regional de lo Civil y Penal , Alemania ) en la que solicitaba que se ordenara a la Fundación , por un lado , que cesara de aplicar el trato discriminatorio por razón de su edad u origen y que se abstuviera de aplicarlo en el futuro y , por otro , que le abonara 18 734,60 euros por daños y perjuicios , además de una compensación por gastos de viaje .
Tanto esta demanda como el recurso que la siguió fueron desestimados . 13 .
Posteriormente , el Sr .
Maniero presentó un recurso de casación ante el Bundesgerichtshof ( Tribunal Supremo de lo Civil y Penal , Alemania ; en lo sucesivo , « órgano jurisdiccional remitente » ) . 14 .
El órgano jurisdiccional remitente considera que el recurso solo puede prosperar si la concesión de becas está comprendida en el concepto de « educación » del artículo 2 , apartado 1 , punto 7 , de la AGG , por el que se incorpora al Derecho alemán el artículo 3 , apartado 1 , letra g ) , de la Directiva 2000 / 43 .
De ser así , el siguiente paso sería dilucidar si el requisito de haber aprobado el primer examen jurídico estatal constituye una discriminación indirecta prohibida por el artículo 3 , apartado 2 , de la AGG , por el que se incorpora al ordenamiento nacional el artículo 2 , apartado 2 , letra b ) , de la Directiva 2000 / 43 .