natgillin/translations-raw huggingface dataset:
The schools also provide a broad and balanced education in mathematics, science, religion (or ethics), art, music, and physical education.
The schools also provide a broad and balanced education in mathematics, science, religion (or ethics), art, music, and physical education.
All programmes of study lead to the European Baccalaureate, which is recognised by all Member States and which is broadly comparable in esteem with the International Baccalaureate.
All programmes of study lead to the European Baccalaureate, which is recognised by all Member States and which is broadly comparable in esteem with the International Baccalaureate.
The European Communities, as a 'Contracting Party' to the Convention are represented by the Commission on the Board of Governors , the body that governs the European Schools.
The European Communities, as a 'Contracting Party' to the Convention are represented by the Commission on the Board of Governors , the body that governs the European Schools.
This body decides on educational matters as well as on the budget.
This body decides on educational matters as well as on the budget.
All the Member States have one vote, as has the Commission and the European Patent Office.
All the Member States have one vote, as has the Commission and the European Patent Office.
In the school year 2003/2004, 19 267 pupils were enrolled at the schools.
In the school year 2003/2004, 19 267 pupils were enrolled at the schools.
The schools vary considerably in size: 3 802 pupils were enrolled at the Luxembourg school, 647 at Mol (Belgium).
The schools vary considerably in size: 3 802 pupils were enrolled at the Luxembourg school, 647 at Mol (Belgium).
Pupils are divided into three categories:
Pupils are divided into three categories:
· Category I: children of staff in the service of Community institutions and bodies
· Category I: children of staff in the service of Community institutions and bodies
· Category II: pupils covered by individual agreements with public bodies or companies
· Category II: pupils covered by individual agreements with public bodies or companies
· Category III: other pupils
· Category III: other pupils
The proportion of Category I pupils ranged from 81% at Brussels II to 1,6% at Culham (UK).
The proportion of Category I pupils ranged from 81% at Brussels II to 1,6% at Culham (UK).
In fact, in 2003-2004, in only four schools were more than one-third of pupils children of EU officials (the three schools in Brussels and that in Luxembourg): in all the others, more than two-thirds of pupils fell into Category II or III.
In fact, in 2003-2004, in only four schools were more than one-third of pupils children of EU officials (the three schools in Brussels and that in Luxembourg): in all the others, more than two-thirds of pupils fell into Category II or III.
Fees are charged to cover the full cost per Category II pupil: fees of up to EUR 3 657 per year (the level of fees depends on parental income) were charged for Category III pupils at secondary level (the fees for primary and nursery pupils are lower).
Fees are charged to cover the full cost per Category II pupil: fees of up to EUR 3 657 per year (the level of fees depends on parental income) were charged for Category III pupils at secondary level (the fees for primary and nursery pupils are lower).
In 2005-2006, Category III fees will rise to EUR 4 500 but will still be less than half the average cost per pupil across the system.
In 2005-2006, Category III fees will rise to EUR 4 500 but will still be less than half the average cost per pupil across the system.
The budget of the European Schools is governed by Articles 13.2 and 25.2 of the Convention.
The budget of the European Schools is governed by Articles 13.2 and 25.2 of the Convention.
According to the latter, the contribution from the Communities is 'intended to cover the difference between the total amount of expenditure by the Schools and the total of other revenue' i.e. the Communities' contribution is a balancing contribution.
According to the latter, the contribution from the Communities is 'intended to cover the difference between the total amount of expenditure by the Schools and the total of other revenue' i.e. the Communities' contribution is a balancing contribution.
Each school has its own budget, as does the Board of Governors: in 2003-2004, the total budget was EUR 222,4 million.
Each school has its own budget, as does the Board of Governors: in 2003-2004, the total budget was EUR 222,4 million.
About 57% of this - EUR 127 million - came from the European Communities' budget while some 22% was provided by the Member States.
About 57% of this - EUR 127 million - came from the European Communities' budget while some 22% was provided by the Member States.
Teachers' salaries and allowances (which are based on those of Community officials) account for a large proportion of the schools' budgets.
Teachers' salaries and allowances (which are based on those of Community officials) account for a large proportion of the schools' budgets.
The average cost per pupil in 2003-2004 was EUR 10 361, but this figure varied from one school to another: it cost EUR 8 991 to educate a pupil at the Luxembourg I school, but EUR 15 966 at Mol (Belgium).
The average cost per pupil in 2003-2004 was EUR 10 361, but this figure varied from one school to another: it cost EUR 8 991 to educate a pupil at the Luxembourg I school, but EUR 15 966 at Mol (Belgium).
Two points need to be stressed:
Two points need to be stressed:
· average costs per pupil at the European Schools compare favourably with those at other schools serving the children of other expatriate officials
· average costs per pupil at the European Schools compare favourably with those at other schools serving the children of other expatriate officials
· there is a strong correlation between school size and cost per pupil, costs being lowest at the schools in Brussels and Luxembourg and highest at Mol, Bergen, and Culham.
· there is a strong correlation between school size and cost per pupil, costs being lowest at the schools in Brussels and Luxembourg and highest at Mol, Bergen, and Culham.
A number of questions arising from the development of the European Schools system have led the European Commission to launch a debate about the future of the schools.
A number of questions arising from the development of the European Schools system have led the European Commission to launch a debate about the future of the schools.
The schools system - the number of schools, the number of pupils they teach, the number of languages in which instruction is given - has grown dramatically since the 1950s: is it as well-organised and governed as possible?
The schools system - the number of schools, the number of pupils they teach, the number of languages in which instruction is given - has grown dramatically since the 1950s: is it as well-organised and governed as possible?
In the past fifty years, there have been important changes in educational policy and practice in the Member States: has the European Schools system taken adequate account of these changes?
In the past fifty years, there have been important changes in educational policy and practice in the Member States: has the European Schools system taken adequate account of these changes?
Finally, as it has expanded, the schools system has become more expensive: does it offer value for money and should the current system for financing the schools be maintained?
Finally, as it has expanded, the schools system has become more expensive: does it offer value for money and should the current system for financing the schools be maintained?
Some of these questions were raised by the Parliament in its resolution of 17 December 2002 on Financing of the European Schools.
Some of these questions were raised by the Parliament in its resolution of 17 December 2002 on Financing of the European Schools.
At its meeting in March 2004, the Board of Governors took the decision to close some language sections in these four schools and to increase fees payable by the parents of Category III pupils.
At its meeting in March 2004, the Board of Governors took the decision to close some language sections in these four schools and to increase fees payable by the parents of Category III pupils.
THE COMMISSION COMMUNICATION
THE COMMISSION COMMUNICATION
Governance and organisation .
Governance and organisation .
The Communication suggests a number of changes to the current system:
The Communication suggests a number of changes to the current system:
· all the European institutions (not just the Commission but also the Parliament, the Council, the Economic and Social Committee, the Committee of the Regions, the Court of Auditors and the Court of Justice) should have a seat and voting rights on the Board of Governors (the Council should be added to this list)
· all the European institutions (not just the Commission but also the Parliament, the Council, the Economic and Social Committee, the Committee of the Regions, the Court of Auditors and the Court of Justice) should have a seat and voting rights on the Board of Governors (the Council should be added to this list)
· the role of the Board should be one of strategic review rather than involvement in detailed management issues: these might be more appropriately dealt with by the Administrative Boards of each of the schools
· the role of the Board should be one of strategic review rather than involvement in detailed management issues: these might be more appropriately dealt with by the Administrative Boards of each of the schools
· an EU agency should be established to administer financial and operational aspects of the schools and to liaise with the EU institutions
· an EU agency should be established to administer financial and operational aspects of the schools and to liaise with the EU institutions
· a Code of Good Administrative Conduct should be adopted, the system as a whole should be made more transparent, and the remit of the Complaints Board should be clarified
· a Code of Good Administrative Conduct should be adopted, the system as a whole should be made more transparent, and the remit of the Complaints Board should be clarified
· the individual schools should be given the final say on the appointment of individual teachers and control over the longer-term planning of staff levels (at present, the Member States nominate seconded teachers; the Schools have full control over the appointment of only local, non-seconded, staff).
· the individual schools should be given the final say on the appointment of individual teachers and control over the longer-term planning of staff levels (at present, the Member States nominate seconded teachers; the Schools have full control over the appointment of only local, non-seconded, staff).
Educational and curriculum issues .
Educational and curriculum issues .
Although they are open to the children of all EU officials, the European Schools have in practice been highly academic: in essence, the European Baccalaureate is a university matriculation qualification (a recent study carried out at the Parliament's request showed that about four-fifths of those passing the Baccalaureate go to university).
Although they are open to the children of all EU officials, the European Schools have in practice been highly academic: in essence, the European Baccalaureate is a university matriculation qualification (a recent study carried out at the Parliament's request showed that about four-fifths of those passing the Baccalaureate go to university).
The schools now make some provision for pupils with certified Special Educational Needs (i.e. learning difficulties or physical disabilities), but they make none for the much larger number of pupils who are unable to reach the academic standards required by the Baccalaureate.
The schools now make some provision for pupils with certified Special Educational Needs (i.e. learning difficulties or physical disabilities), but they make none for the much larger number of pupils who are unable to reach the academic standards required by the Baccalaureate.
Class sizes (which may be as large as 32 pupils) are larger than would be permitted under the relevant legislation in a number of Member States: this is particularly regrettable because, since the most recent enlargement of the EU, many classes contain pupils whose mother-tongue is different from that of the language section in which they have been placed.
Class sizes (which may be as large as 32 pupils) are larger than would be permitted under the relevant legislation in a number of Member States: this is particularly regrettable because, since the most recent enlargement of the EU, many classes contain pupils whose mother-tongue is different from that of the language section in which they have been placed.
For example, there is no Latvian, Lithuanian or Estonian language section in Brussels: all pupils with these languages as their mother tongue are being directed to the Brussels II school, where they will be taught in the English, French or German language sections.
For example, there is no Latvian, Lithuanian or Estonian language section in Brussels: all pupils with these languages as their mother tongue are being directed to the Brussels II school, where they will be taught in the English, French or German language sections.
The Communication acknowledges that responsibility for educational issues within the system lies primarily with the Member States (represented on the Board of Governors).
The Communication acknowledges that responsibility for educational issues within the system lies primarily with the Member States (represented on the Board of Governors).
But it underlines that it (and, by implication, the other EU institutions) have a legitimate interest in ensuring that the schools offer a broad, modern curriculum and examination system, since the quality of the education offered by the schools is important for the recruitment and retention of suitably-qualified staff.
But it underlines that it (and, by implication, the other EU institutions) have a legitimate interest in ensuring that the schools offer a broad, modern curriculum and examination system, since the quality of the education offered by the schools is important for the recruitment and retention of suitably-qualified staff.
It suggests a number of changes:
It suggests a number of changes:
· greater attention should be given to developing appropriate support for the education of pupils with learning difficulties and physical disabilities (Special Educational Needs)
· greater attention should be given to developing appropriate support for the education of pupils with learning difficulties and physical disabilities (Special Educational Needs)
· a study should be carried out of the feasibility of offering a leaving certificate other than the European Baccalaureate, specifically tailored for less academically able pupils
· a study should be carried out of the feasibility of offering a leaving certificate other than the European Baccalaureate, specifically tailored for less academically able pupils
· consideration should be given to ways to reduce the maximum class size
· consideration should be given to ways to reduce the maximum class size
· consideration should be given to the establishment of a European Schools' Education Council, with responsibility for setting of curricula, inspections and final examination of both the European Baccalureate and any alternative leaving certificate
· consideration should be given to the establishment of a European Schools' Education Council, with responsibility for setting of curricula, inspections and final examination of both the European Baccalureate and any alternative leaving certificate
· the option of offering the European Baccalaureate outside the current schools system should be considered.
· the option of offering the European Baccalaureate outside the current schools system should be considered.
Future arrangements for financing the schools .
Future arrangements for financing the schools .
Inevitably, as the Commission acknowledges, the European Schools are more expensive than conventional state schools in the Member States.
Inevitably, as the Commission acknowledges, the European Schools are more expensive than conventional state schools in the Member States.
The educational model they follow is based on teaching in a number of languages by expatriate teachers; and, in many of the smaller language sections, class sizes are smaller than would be deemed economical in Member States.
The educational model they follow is based on teaching in a number of languages by expatriate teachers; and, in many of the smaller language sections, class sizes are smaller than would be deemed economical in Member States.
While defending the European Schools, the Commission nevertheless identifies several areas in which improvements could be made so as to ensure effective budgetary planning and control and demonstrate value for money:
While defending the European Schools, the Commission nevertheless identifies several areas in which improvements could be made so as to ensure effective budgetary planning and control and demonstrate value for money:
· the Commission proposes to continue the practice it began in 2004 of announcing in advance a ceiling on its contribution to the budget of the system as a whole and will expect the European Schools' budget presented to take this fully into account
· the Commission proposes to continue the practice it began in 2004 of announcing in advance a ceiling on its contribution to the budget of the system as a whole and will expect the European Schools' budget presented to take this fully into account
· it suggests that, in the longer term, the Member States and the European Community institutions might consider whether they wish to maintain the current division of responsibility for the financing of the schools.
· it suggests that, in the longer term, the Member States and the European Community institutions might consider whether they wish to maintain the current division of responsibility for the financing of the schools.
· it proposes that transparent and publicly-available criteria governing the admission of Category III pupils and the level of fees they are to be charged should be drawn up
· it proposes that transparent and publicly-available criteria governing the admission of Category III pupils and the level of fees they are to be charged should be drawn up
· it urges that the longer-term future of four of the smaller schools (in Bergen, Culham, Karlsruhe and Mol) should be considered in the light of an external evaluation currently being carried out at the Commission's request.
· it urges that the longer-term future of four of the smaller schools (in Bergen, Culham, Karlsruhe and Mol) should be considered in the light of an external evaluation currently being carried out at the Commission's request.
k možnostem rozvoje systému Evropských škol
on options for developing the European Schools system
Návrh 1
Suggestion 1
- s ohledem na výroční zprávu generálního tajemníka Nejvyšší rady evropských škol ze dne 1.–2. února 2005
- having regard to the annual report of the Secretary General of the Board of Governors of the European Schools from 1-2 February 2005
Návrh 2
Suggestion 2
Bod odůvodnění E
Recital E
E. vzhledem k tomu, že ačkoliv Evropské společenství hradí přes polovinu provozních nákladů Evropských škol, Evropská komise je jedinou evropskou institucí zastoupenou v Nejvyšší radě Evropských škol; z tohoto důvodu není rozpočtový orgán Společenství přiměřeně zapojen do procesu rozhodování;
E. whereas, while the European Community contributes well over half of the running costs of the European Schools, the European Commission is the only European institution represented on the Board of Governors of the European Schools and therefore the Budgetary authority of the Communities is not appropriately involved in the decision-making process;
Návrh 3
Suggestion 3
Návrh 4
Suggestion 4
Odstavec 1b (nový)
Paragraph 1 b (new)
Návrh 5
Suggestion 5
Odstavec 1c (nový)
Paragraph 1 c (new)
Návrh 6
Suggestion 6
Odstavec 1d (nový)
Paragraph 1 d (new)
Návrh 7
Suggestion 7
Odstavec 3
Paragraph 3
Návrh 8
Suggestion 8
Odstavec 4
Paragraph 4
25 bod 2 Úmluvy o statutu Evropských škol; vypouští se
Underlines, however, that the nature of the Communities' contribution to the schools' budgets is set out clearly in Article 25.2 of the Convention defining the Statute of the European Schools; deletion
Návrh 9
Suggestion 9
Odstavec 5
Paragraph 5
Návrh 10
Suggestion 10
Odstavec 10
Paragraph 10
Návrh 11
Suggestion 11
Odstavec 13
Paragraph 13
Návrh 12
Suggestion 12
Odstavec 14
Paragraph 14
Návrh 13
Suggestion 13
Odstavec 17
Paragraph 17
K možnostem rozvoje systému evropských škol
Options for developing the European Schools system
BUDG 12.5.2005
BUDG 12.5.2005
Herbert Bösch 20.4.2005
Herbert Bösch 20.4.2005
BUDG 16.12.2004
BUDG 16.12.2004
Datum jmenování
Rapporteur (s) Date appointed
María Badía i Cutchet, Guy Bono, Marie-Hélène Descamps, Věra Flasarová, Milan Gaľa, Claire Gibault, Vasco Graça Moura, Erna Hennicot-Schoepges, Ruth Hieronymi, Bernat Joan i Marí, Marianne Mikko, Ljudmila Novak, Doris Pack, Zdzisław Zbigniew Podkański, Christa Prets, Karin Resetarits, Pál Schmitt, Nikolaos Sifunakis, Hannu Takkula, Helga Trüpel, Henri Weber, Thomas Wise
María Badía i Cutchet, Guy Bono, Marie-Hélène Descamps, Věra Flasarová, Milan Gaľa, Claire Gibault, Vasco Graça Moura, Erna Hennicot-Schoepges, Ruth Hieronymi, Bernat Joan i Marí, Marianne Mikko, Ljudmila Novak, Doris Pack, Zdzisław Zbigniew Podkański, Christa Prets, Karin Resetarits, Pál Schmitt, Nikolaos Sifunakis, Hannu Takkula, Helga Trüpel, Henri Weber, Thomas Wise
1. o návrhu rozhodnutí Rady o uzavření Dohody mezi Evropským společenstvím a Švýcarskem o kritériích a mechanismech určení státu příslušného pro posuzování žádosti o azyl podané v některém z členských států nebo ve Švýcarsku jménem Evropského společenství
1. on the proposal for a Council decision on the conclusion on behalf of the European Community of the Agreement between the European Community and Switzerland concerning the criteria and mechanisms for establishing the State responsible for examining a request for asylum lodged in a Member State or in Switzerland
2. o návrhu rozhodnutí Rady o uzavření Dohody mezi Evropskou unií, Evropským společenstvím a Švýcarskou konfederací o přidružení Švýcarské konfederace k provádění, používání a rozvoji schengenského acquis jménem Evropského společenství
2. on the proposal for a Council decision on the conclusion, on behalf of the European Community, of the Agreement between the European Union, the European Community and the Swiss Confederation concerning the latter's association with the implementation, application and development of the Schengen Acquis
PE 357.647v02-00
PE 357.647
***III Postup spolurozhodování (třetí čtení) většina odevzdaných hlasů ke schválení společného textu
***III Codecision procedure (third reading) majority of the votes cast, to approve the joint text
V pozměňovacích návrzích Parlamentu je pozměňovaný text zvýrazněn tučnou kurzívou .
In amendments by Parliament, amended text is highlighted in bold italics .
STANOVISKO VÝBORU PRO PRÁVNÍ ZÁLEŽITOSTI K NAVRHOVANÉMU PRÁVNÍMU ZÁKLADU 13
OPINION OF THE COMMITTEE ON LEGAL AFFAIRS ON THE PROPOSED LEGAL BASIS 13
STANOVISKO VÝBORU PRO PRÁVNÍ ZÁLEŽITOSTI K NAVRHOVANÉMU PRÁVNÍMU ZÁKLADU 15
OPINION OF THE COMMITTEE ON LEGAL AFFAIRS ON THE PROPOSED LEGAL BASIS 15
o návrhu rozhodnutí Rady o uzavření Dohody mezi Evropským společenstvím a Švýcarskem o kritériích a mechanismech určení státu příslušného pro posuzování žádosti o azyl podané v některém z členských států nebo ve Švýcarsku jménem Evropského společenství
on the proposal for a Council decision on the conclusion on behalf of the European Community of the Agreement between the European Community and Switzerland concerning the criteria and mechanisms for establishing the State responsible for examining a request for asylum lodged in a Member State or in Switzerland
– s ohledem na návrh rozhodnutí Rady ( KOM(2004)0593 )
– having regard to the proposal for a Council decision ( COM(2004)0593 )