WRITTEN QUESTION E-2162/00 by Alexandros Alavanos (GUE/NGL) to the Commission. Downgrading of foreign language teaching at Greek upper secondary schools (lycées).
Date: 2000-06-30
Institutions: European Parliament, Provisional data
Subjects: Greece, foreign language, language teaching, official language, secondary education

C 81 E/162

Official Journal of the European Communities

EN

13.3.2001

(2001/C 81 E/206)

WRITTEN QUESTION P-2160/00

by Carmen Fraga EstØvez (PPE-DE) to the Commission

(22 June 2000)

Subject: Proposed allocation of shrimp catch possibilities in Svalbard waters

The Commission(cid:146)s proposal for the management of the shrimp fishery in Svalbard waters changes the
reference period for allocation of catch possibilities from 1990-1995 to 1995-1999. It so happens that
1999 was a completely untypical year for this fishery, characterised by quite particular circumstances.

Can the Commission, accordingly, specify the grounds which led it to change the reference period, and
explain why it included 1999 when it was aware that in that year the historically active fleet fished less
than normal, as the vessels abandoned the fishery on a request from the Commission itself, which did not
wish to disturb relations with Norway?

Can the Commission also explain on what possible grounds, if the reference period is to be changed to
1995-1999, substantial catch possibilities can be allocated to Denmark, a country whose relevant fisheries
activity relates only to 1990 and 1991, and even then at extremely low levels?

Answer given by Mr Fischler on behalf of the Commission

(13 July 2000)

The Commission has not yet made such a proposal.

(2001/C 81 E/207)

WRITTEN QUESTION E-2162/00

by Alexandros Alavanos (GUE/NGL) to the Commission

(30 June 2000)

Subject: Downgrading of foreign language teaching at Greek upper secondary schools (lycØes)

The future of a citizens(cid:146) Europe depends to a great extent on giving as many citizens as possible (cid:129)
and particularly young people (cid:129) the chance to communicate and to overcome the language barrier.
The European Union has therefore set itself the target that every European citizen should be able to
communicate in two Community languages apart from his or her mother tongue. Compulsory foreign
language teaching in the educational system of the Member States is a basic measure adopted by the
Member States to attain the above objective. It is equally important if foreign language teaching is to
become firmly established and progress that foreign languages be put on a par with other school subjects.

In Greece foreign languages are taught throughout the school year at lycØes, but at the end of the year
they do not feature in the general examinations for the lycØe school leaving certificate, and the grades
obtained in foreign languages do not affect the overall grade of the student in this certificate, their ticket
for entering higher education.

Given the importance of learning foreign languages for the future of Europe, does the Commission
consider that the serious downgrading of foreign language teaching in Greece is in line with the general
trend towards promoting foreign language teaching in the European Union? Does it agree that, with due
respect for the principle of subsidiarity, foreign language teaching should be included in the general
examinations and in the overall school leaving certificate grade by leaving out other less important subjects
or reducing the syllabus of school subjects, so as not to further increase the heavy exam workload already
facing students?

13.3.2001

EN

Official Journal of the European Communities

C 81 E/163

Answer given by Mrs Reding on behalf of the Commission

(7 September 2000)

Language skills are key skills for all citizens of the Union to acquire and use throughout their lifetime.

The Commission white paper (cid:145)Teaching and learning(cid:146) (1) sets the general objective of proficiency in three
Community languages. It says that (cid:145)it is becoming necessary for everyone to be able to acquire and keep
up their ability to communicate in at least two Community languages in addition to their mother tongue(cid:146).

The white paper goes on to say that (cid:145)it is desirable for foreign language learning to start at pre-school level
with the learning of a second Community foreign language starting in secondary school. Upon completing
initial training, everyone should be proficient in two Community foreign languages. All this presupposes
the availability of top quality education drawing on modern materials equipment and methods customised
to meet the needs of the diverse groups involved.(cid:146)

In some Member States, a significant proportion of school-age pupils undertake language learning outside
the compulsory education system. The systems for testing and for formally recognising the language skills
which a citizen has acquired throughout his lifetime, whether in formal or informal education, whether in
the state or the non-state sectors, vary from country to country.

Article 149 (ex-Article 126) of the EC Treaty makes clear that the Community(cid:146)s role is to encourage
cooperation between Member States and to complement their actions, whilst respecting their responsibility
for the content of education and the organisation of the education system.

The Member may wish to note that the European Eurydice Unit is currently preparing for publication a
detailed survey of the teaching of foreign languages in the different education systems of Member States, of
European economic area (EEA) countries, and of
the other countries participating in the Socrates
programme. This publication, planned for the end of this year, will provide a useful comparison of
practice and policy across Europe.

(1) COM(95) 590 final.

(2001/C 81 E/208)

WRITTEN QUESTION E-2166/00

by Ioannis Souladakis (PSE) to the Commission

(30 June 2000)

Subject: Funding of the Turkish armed forces by the European Union

According to recent press reports, a Turkish general recently proposed that the new plan for the Turkish
armed forces deployed in south-eastern Turkey should be funded from EU aid to Turkey. However, the aid
granted to Turkey by the EU is intended to develop the country to make it a viable candidate for future
membership of the EU and not to help tackle Turkey(cid:146)s long-term security problems in its south-eastern
provinces caused by its refusal to resolve the Kurdish problem.

How confident is the Commission that the appropriations allocated to Turkey with a view to promoting its
bid for accession to the European Union will not end up in the budgets of the Turkish armed forces to be
used to strengthen Turkey(cid:146)s military machine in violation of all the relevant EU legislation?

What means and procedures is the Commission employing to ensure and monitor the proper use of EU
funds in Turkey and to frustrate the wishes of the Turkish military?