WRITTEN QUESTION No. 3330/98 by Gerardo FERNÁNDEZ-ALBOR to the Commission. EU assistance for the democratization of Morocco
Date: 1998-11-10
Institutions: European Parliament, FERNANDEZ ALBOR
Subjects: EU aid, Morocco, OECD, debt reduction, democratisation, external debt, financial aid, the EU's international role

C 207/52

Official Journal of the European Communities

EN

21.7.1999

(1999/C 207/068)

WRITTEN QUESTION E-3329/98

by Gerardo Fernández-Albor (PPE) to the Commission

(10 November 1998)

Subject: Community programme to give university teachers practical experience of business

The shortcomings of university graduates during their training period in companies have led large firms in
various Community countries to negotiate with the relevant universities in order to try to ensure that students
meet the firms’ training requirements.

They therefore propose that this process should start with the teachers, by enabling them to acquire practical
business experience so that they may be better qualified to tackle their training duties, i.e. that they should
practice what they preach.

Does the Commission agree that it ought to promote a programme of exchanges to give university teachers
practical experience in firms in the various Member States, in order to enable them to improve the training of
students and hence remedy the shortcomings attributed to graduates by firms when they start work there after
a period of training?

Answer given by Mrs Cresson on behalf of the Commission

(17 February 1999)

The Leonardo da Vinci programme for the implementation of a European Community vocational training
policy (Council Decision 94/819/EC of 6 December 1994 (1)) offers the possibility of transnational exchange
programmes for instructors (measures I.1.2.c and II.1.2.b). To this end, the Commission provides financial
support for transnational exchange programmes between undertakings and training bodies or universities
with the focus on the preparation of transnational training programmes.

As indicated in its proposal ‘Towards a Europe of knowledge’ (2), which sets out the guidelines for a European
educational area with the objective of lifelong learning, the Commission agrees with the Honourable Member
on the need to develop these measures. The Commission’s proposal for the second phase of the Leonardo da
Vinci programme (3) does in fact seek to strengthen physical mobility programmes, including transnational
exchange programmes between companies and training organisations or universities, in order to bring the
world of education and training even closer to the world of work.

Under the current rules of the European Social Fund, various programmes in all Objective 1 Member States
and in a number of other regions provide for the upgrading of the output from universities to enable them to
reach higher standards. The same provision is made for organisations involved with technical and vocational
education throughout the Community, and for teacher training colleges where these are not part of the
university system. In all these areas, training periods in enterprises are included if appropriate. Under the
reformed Structural Funds, Objective 3 provides for ‘supporting the adaptation and modernisation of policies
and systems of education, training and employment’, which will further support the possibility of training
periods in companies for university teachers.

(1) OJ L 340, 29.12.1994.
(2) COM(97) 563 final.
(3) OJ C 309, 9.10.1998.

(1999/C 207/069)

WRITTEN QUESTION E-3330/98

by Gerardo Fernández-Albor (PPE) to the Commission

Subject: EU assistance for the democratization of Morocco

(10 November 1998)

In response to the expectations aroused by his government, the new Prime Minister of Morocco said that the
government’s success will benefit not only the country’s international partners but also Moroccan and foreign
investors, since the objective is to create a new political climate, consolidate the rule of law and promote
democracy.