natgillin/translations-raw huggingface dataset:
Når talen er om lærere, vil bestræbelser med henblik på at fremme bevægeligheden være forgæves, hvis de sociale betingelser for deres tilbagevenden ikke samtidig sikres i nødvendigt omfang.
The third would apply to teachers who want to settle permanently in another Member State and to have a permanent teaching post there.
Sikkerheden for igen at kunne få beskæftigelse, hen syntagen til undervisningsanciennitet, som er opnået i den anden medlemsstat og bevarelse af erhvervede rettigheder er alt sammen vigtige aspekter, som den fællesskabsstatut, der omtales i hr. Munchs betænkning, skal beskæftige sig med.
Mr Münch's report therefore comes at exactly the right time, and I should like to congratulate him warmly on his excellent and thorough work which is before us today.
Til slut vil jeg gerne gøre opmærksom på følgende : For tiden underviser over fem millioner lærere halv fjerds millioner elever i de tolv EF-lande.
We do not want to be unrealistic and ask too much, so we will accept temporary solutions and adjustments to the qualifications required by the respective employer countries.
Hvis vore tanker og forestillinger kunne omsættes i praksis, ville det betyde en eksplosionsartig udvidelse af kendskabet til EF, den egne horisont, forståelsen for hinanden og den gensidige tolerance samt give den interkulturelle forståelse en helt ny dimension og kvalitet.
We are aware that additional problems will arise in Germany because of its federal structure and the cultural sovereignty of each of the Länder, nor will we simply put those problems aside; but I think they can be resolved if the three levels, Europe, the German Federal Republic and the Länder, work together in a spirit of genuine cooperation.
Det ville være skammelig letsindighed, hvis vi på den europæiske ungdoms vegne ikke udnyttede denne chance for vores kontinents kulturelle videreudvikling. ling.
However, we must take a political approach and cannot leave the problems to the lawyers and bureaucrats in the ministries.
De bestemmelser, der skal iværksættes af medlems staterne på dette område, skal som ønsket af retsudvalget udelukke enhver form for forskelsbehandling af lærere, uanset dises oprindelsesland og uanset om de er beskæftiget inden for den offentlige eller den private sektor.
We hope that the Commission will very soon put an end to any ambiguity of interpretation in this matter and also as regards the requirement of nationality, which is quite contrary to the Treaty of Rome.
Europa kan ikke, hr. formand, kære kolleger, opbygges uden lærere, uden dem, der har den spændende opgave at uddanne vore landes ungdom.
Ladies and gentlemen, we must forge ahead with European cultural and educational policy, not contra lege but in a spirit of political innovation.
Jeg håber, at Parlamentet med meget bredt flertal vil stemme for hr. Munchs betænkning for at give udtryk for et helt klart ønske på dette område.
We must take note of the hopeful signs that emerged from the 1983 Stuttgart summit, the 1984 Fontainebleau summit and the Milan summit in 1985 and we must try to instil a new spirit into our educational policy.
Fontaine (PPE), ordfører for udvalget om retlige an liggender og borgernes rettigheder. — (FR) Hr. for mand, kære kolleger, til trods for de følelige frem skridt, som vi har gjort for at forbedre borgernes frie bevægelighed inden for Fællesskabet, må det erkendes, at læreres frie bevægelighed inden for medlems staterne fremdeles støder på næsten uovervindelige vanskeligheder.
But a dynamic Community mobility policy must not be aimed solely at those individuals who wish to set up permanent residence in a Member State other than that of which they are nationals. As far as teachers are concerned, all efforts to promote such mobility would be in vain if there were no proper assurance of the social conditions for their return.
Om nogle måneder træder Erasmus- og Comett-pro-grammerne, som vi har godkendt i Europa-Parlamentet, i kraft.
To conclude, may I point out that today more than five million teachers are teaching 70 million pupils in the 12 EEC countries.
I november i år skal vi behandle ungdomsudvekslingsprogrammet. Direktivet om gensidig anerkendelse af eksamensbeviser vedtages forhåbentlig snart af Rådet.
If we could translate our ideas and aims into action, we would see an explosive increase in people's knowledge about the EEC, a broadening of their own horizons, a groundswell of
Peus må vi sige ja, således at alle lærere og elever i Fælles skabet marker, at den sætning, vi så ofte gentager, virkelig er et alvorligt anliggende for os: Den euro pæiske enhed er kun mulig, hvis ungdommen ønsker den, og hvis den begynder med ungdommen!
Fontaine teaching abroad, the retention of acquired rights, are all important matters which will have to be dealt with by the Community statute for teachers envisaged in the Munch report.
Alle af os, der engang har arbejdet et år eller mere som sproglærer i en anden medlemsstat, ved, hvor dybt dette arbejde har præget vores liv, og hvordan det har motiveret os til virkelig at engagere os for Europa.
The provisions to be implemented in this field by the Member States must, as our Legal Committee has pointed out, exclude all discrimination between teach ers, irrespective of their country of origin or the public or private sector in which they work.
Seibel-Emmerling (S). - (DE) Hr. formand, i 1984 fremsatte fru Viehoff for den socialistiske gruppe et beslutningsforslag om en fællesskabsstatut for lærere. Dette beslutningsforslag tog udgangspunkt i den tanke, der i dag besjæler Europa-Parlamentet, nemlig at læreres mobilitet er Europas mobilitet.
For the rest, successful teaching certainly does not depend only on the results of tests and reports but far more on whether the teachers are prepared to accept continuous further training, on their genuine interest in the students and their acceptance of the student as a human being too and, lastly, on their ability to look beyond the narrow confines of the school and try to educate the students to become aware citizens in the widest sense of the word.
Det glæder os, at dette for lærere og elever, ja for Fællesskabet som helhed så vigtige emne nu er nået i plenum.
Teachers from other Com munity countries — assuming of course that they have an excellent knowledge of the appropriate language — are probably particularly well suited to this.
Det er nødvendigt, at Kommissionen opfylder Parlamentets ønsker og hurtigst muligt forelægger forslag til en snarlig rådsafgørelse.
The con cern that keeps being voiced, namely that the activity of these teachers trespasses on sovereign rights and that their teaching must therefore be restricted to the citizens of their own country of origin, cannot be taken seriously.
Netop vi, de tyske medlemmer ved, at det ikke er let, for når vi ser på, hvor uendelig mange år, der gik, inden der var mulighed for en rigtig udveksling af lærere mellem delstaterne i Forbundsrepublikken, ved vi, at det bestemt ikke vil være lettere med de forskellige forudsætninger og krav, der gælder i Europa.
Europe will not be built, Mr President, ladies and gen tlemen, without teachers, without those who have the noble task of training the young people of our countries.
Men dette skridt må tages, må begyndes, det te skridt er muligt.
I hope that this House will make its position quite clear and give Mr Münch's report a very large majority.
Vi må nemlig uden en sådan mobilitet for lærere, som jo også bringer mobilitet i tankerne om Europa, endnu i flere årtier beklage, at der mangler et borger nes Europa, ja at borgeren ikke har nogen indflydelse på et virkeligt europæisk Fællesskab. Derfor arbejder vi på denne statut, som efter vores opfattelse udgør en væsentlig forudsætning.
If we really want the European Union and the European dimension in education that we keep describing in this House — and that is a matter of political resolve — then we cannot say 'yes and no' on this crucial question, we must say 'yes', so that all the teachers and young people of the Community will feel that we really mean the slogan we keep repeating so seriously: European Union is possible only if young people want it and if it begins with the young!
Det er klart — og hr. Münch har allerede været inde på det — at der vil opstå ikke ubetydelige vanskelig heder, når der drejer sig om den praktiske gennemførelse af princippet i de enkelte medlemsstater som følge af uddannelsernes vidt forskellige varighed, som følge af undervisningsplanernes forskellige indhold og som følge af den forskellige andel af teori og praksis i læreruddannelsen. Det er indlysende, at eksamensbeviser ikke kan ligestilles på alle punkter.
Mrs Peus (PPE). — (DE) Highly qualified teachers, Mr President, ladies and gentlemen, are an excellent means of providing an in-depth knowledge of the European Community and its Member States and awakening an understanding for differences of tradition, culture and economic structures, of getting the students to engage in dialogue, appreciate each other's values and tolerate each other.
Alligevel er dette princip om horisontal anerkendelse den eneste mulighed for virkelig at tilsikre lærere den fri bevægelighed, som må garanteres dem som alle andre arbejdstagere.
It is an enormous advantage if a teacher has not just acquired his know ledge theoretically from his own education and train ing — however good that may be — but has also taught in another Member State.
For at undgå alt for store forskelle i uddannelserne — også dette har hr. Münch allerede forklaret — foreslås det i betænkningen, at kurserne i praktisk undervisningsfærdighed afholdes i en anden medlemsstat, således at lærerne har mulighed for at falde til i direkte kontakt med virkeligheden i det andet medlemsland.
Anyone here who has spent a year or more in another Member State as an assistant language teacher knows what a deep effect this activity has on one's personal life and how much it motivates one genuinely to commit oneself to Europe.
Det er ligeledes planen at ind føre en kategori af delvis kvalificerede lærere med en tilsvarende finansiel struktur.
So it is essential to enable as many teachers as possible to spend part of their professional life in another Member State or even to settle there.
Begge forslag får fuld støtte fra det europæiske folkepartis gruppe.
To that end, the principle of the horizontal recognition of diplomas, which we adopted in this House some months ago by a large majority, has now been transposed to the field of teaching.
Vi takker ordføreren, der imødekom alle vore ændringsforslag i udvalget med stor beredvillighed.
Mrs Seibel-Emmerling (S). — (DE) Mr President, in 1984 Mrs Viehoff submitted a motion for a resolution on behalf of the Socialist Group on a Community statute for teachers.
Det var et godt samarbejde, og beredvilligheden vedrørte frem for alt noget, der lå os meget på sinde, nemlig at undgå, at der opstod to lærerkategorier, to klasser af lærere, således at vi på arbejdsmarkedet ville få en billig lærer, nemlig en slags arbejderlærer, og en dyr — den selvuddannede — lærer.
Underlying that resolution was an idea that now also inspires this Parliament, namely, that the mobility of teachers is the mobility of Europe. We are glad that this subject, that is so important for teachers and pupils, for the Community as a whole, has now reached this House.
Det ville eventuelt bringe os i den situation, at mange husstande i fælles skabslandene i givet fald ville foretrække en lavere betalt lærer.
The Commission must comply with Parliament's request and submit as soon as possible proposals for an immediate Council deci sion.
Det er lærere fra andre EF-med-lemsstater — naturligvis forudsat at de besidder fremragende sprogkundskaber — sandsynligvis i sær lig grad egnede til.
If we think how many years it took until proper exchanges of teachers became possible just between the Länder of the Federal Republic, we realize that it will certainly be no easier to achieve this in Europe, given the different conditions and requirements in the different countries.
Hvis vi virkelig ønsker en europæisk union og en europæisk dimension på uddannelsesområdet, som vi jo atter og atter har beskrevet her i Parlamentet — og her er det et spørgsmål om politisk vilje —, så kan vi ikke på dette afgørende punkt sige både ja og nej, så
Naturally, as Mr Munch has mentioned, fairly serious difficulties will arise in the practical implementation of this principle in the individual Member States, because of the very different lengths of training courses, differ ent curricula and different ratios of theory to practice in teacher training.
Denne fare er ryddet af vejen.
Clearly, diplomas are not equivalent in every respect.
Vi er glade for, at vi i dag kan vedtage en sådan betænkning sammen.
If we want to avoid excessively wide differences in training courses — a matter which Mr Munch also touched on — the report proposes that teacher training courses can be completed in the other Member States so that the teacher will become familiar with it through direct contact.
Under afstemningerne skete der imidlertid noget, som jeg håber kan nå at blive korrigeret i plenum.
Provision is also made for introducing the status of partly qualified teacher, with the appropriate salary.
Under afstemningerne i udvalget om ungdom, kultur, ud dannelse, information og sport var vi blevet enige om at lade en passus i betænkningen, der sigtede på at svække statens rolle i uddannelsen af lærere, udgå.
For if we did not have mobility of teachers, which also means mobility of thought for Europe, we would have to spend decades lamenting the absence of the people's Europe, the lack of interest on the part of the citizens in a real European Community.
Med henblik herpå skal punkt I, som blev overset under afstemningen, imidlertid fjernes fra betænkningen.
How ever every State must guarantee the suitability of the training of its teachers who work in the private sector.
Jeg tak ker under alle omstændigheder mine kolleger for de res medvirken.
That is an indispensable function of the State for reasons of public policy, which I mentioned earlier.
For det første forekommer det logisk, at Parlamentet efter at have vedtaget en betænkning om et emne, det har gjort sig så store forhåbninger om, nemlig fri bevægelighed for studerende, også beskæftiger sig med dets modstykke, lærernes bevægelighed.
All these points are drawn together in paragraph 13 of the report, concerning the Community statute for teachers, which we shall not be able to achieve unless the above points are taken into consideration.
Imidlertid vil jeg gerne ud over at rose denne betænknings store fortjeneste fremsætte nogle be mærkninger hertil.
That could under some circumstances end up with some Community countries giving priority in their budgets to the cheaper teacher.
For det andet mener jeg, at der i denne betænkning sættes fokus på den politiske vilje, der er givet udtryk for på de seneste møder i Det europæiske Råd, til inden for en nøglesektor at skabe og opbygge en euro pæisk identitet og bevidsthed hos de unge lige fra deres uddannelsesår i erkendelse af de uddannelseserfaringer, som lærere fra andre fællesskabslande har.
Mr Bayona Aznar (S). — (ES) Once again, Mr President, this Parliament makes itself the driving force and conscience of the building of Europe with this excellent own-initiative report in response to a series of petitions on actual cases which have arisen in European society. I should like to mention in particular the three points in this report which seem to me to be fundamental. damental.
Retten til fri bevægelighed kan ikke være et udtryk for forskelsbehandling.
But something happened during the voting which, I hope, can still be rectified in plenary.
Der kan ikke være en typpe arbejdstagere, i dette tilfælde lærere, som ikke har samme mobilitet, som tilkendes andre erhverv og andre arbejdstagere.
During the voting in the Committee on Youth, Culture, Education, Information and Sport we had agreed to delete from the report a passage that would in our view have restricted the role of the State in teacher training.
Betydningen af en sådan mobilitet bør ikke få os til miste en vis varsomhed.
We are in favour of the State's role in teacher training because we think it is important that teachers are trained for all the citizens of the Community and not just for specific groups.
Jeg tænker fundamentalt set på to aspekter, som er taget op i betænkningen, men som jeg gerne vil fremhæve.
That is why recital I, which was overlooked during the vote, must be deleted. I thank my colleagues for their cooperation. eration.
For det første kræver ligestillingen af eksamensbeviser, som betænkningen efterlyser, en indsats, således at ligheden ikke blot bliver formel, men at betingelserne for anerkendelse af læreren bliver om ikke de samme så i det mindste af en sådan art, at der kan drages paralleller mellem alle medlemslandene.
First, it seems logical that, having approved a report on a matter on which this Parliament has pinned so much hope, namely, the freedom of movement of students, we should deal with the corollary to that — freedom of movement for teachers.
For det andet, som det tidligere er blevet fremhævet, skal arbejdsvilkårene også kunne parallelliseres. Der kan ikke eksistere enorme uoverensstemmelser i lærernes løn med dette system.
Mr Cantarero del Castillo (ED). — (ES) Mr President, I should like to express my support and that of my group for Mr Münch's report, as I already have done in person in committee.
Hele betænkningen omhandler princippet om den frie bevægelighed for personer; i dette tilfælde velkvalificerede personer med ansvar for hele samfundet, som det er tilfældet med lærere.
Secondly, this report reflects the political will shown at the last Council meetings in this key sector for the creation and intensification of a European identity and awareness in young people from their school years onward with a knowledge enriched by the educational experience of having teachers from other Community countries.
Der skal naturligvis indføres fri bevægelighed, ansættelse og erhvervsudøvelse for lærere fra et hvilket som helst land i Fællesskabet inden for dets rammer.
The whole report deals with the freedom of movement of persons, in this case qualified, responsible persons, namely, teachers.
Men for den offentlige ordens skyld må det kræves, at bestemte uddannelser udøves under visse betingelser.
Thirdly, there is one further reason why this report is so appropriate.
For mig er dette et ufravigeligt krav i alle de erhverv, som indebærer offentlige og i mange tilfælde tunge ansvar.
The right to freedom of movement cannot be discriminatory.
På den anden side står der i betragtning E, at man må respektere uddannelsessystemerne, læreruddannelsessystemerne i de forskellige lande.
We cannot have one group of workers, in this case teachers, who are denied the freedom of movement granted to other workers.
I betænkningen foreslås en statut for lærere. Det er den rette vej.
I should like to draw attention here to two points included in the report, which seem to me to be fundamental.
Det er måske et begreb, der i for høj grad er rettet mod funktionærer, og hvis konkrete anvendelse må undersøges, men dets målsætning skulle være en ligestilling af lærernes arbejdsvilkår inden for denne mobilitet.
First, the recognition of the com parability of qualifications called for in the report demands an effort to ensure that this is not simply in name only but that the requirements for qualification as a teacher are, if not exactly identical, at least com parable between all member countries.
Jeg er enig heri, men hver stat bør sikre hensigtsmæssigheden af uddannelsen af de lærere, der underviser i privatskoler.
But there are reasons of public policy requiring that certain teaching should be conducted under certain conditions.
Det er en ufravigelig statsopgave — som jeg har sagt tidligere — for den offentlige ordens skyld.
I regard this as a jine qua non in all occupations involving public responsibility — and heavy responsibility in many cases.
Alt dette sammenfattes i punkt 13 i betænkningen vedrørende en fællesskabsstatut for lærere, der ikke kan gennemføres, hvis man ikke tager de kommentarer i betragtning, som jeg netop har fremsat.
On the other hand Recital E states that there must be respect for different systems of education, of teacher training in the various countries.
Bayona Aznar (S). — (ES) Hr. formand, endnu en gang mener jeg, at Parlamentet optræder som den europæiske opbygnings motor og samvittighed med denne fremragende initiativbetænkning, som er et svar på en række andragender om konkrete sager, som var opstået i det europæiske samfund. Og jeg vil
But the effects of the proposals contained in this report would require a minimum standardization, some minimum require ments to which each country would be free to add its own details in greater or lesser degree, but never fall ing below these minimum requirements in each of the countries of the Community.
Han har forelagt en fremragende betænkning.
The report proposes a Teachers' Statute, and this is a step in the right direction.
Estgen især ungdommens, opstår i første række gennem ud dannelsesområdet.
Mr Estgen (PPE). — (DE) Mr President, ladies and gentlemen, I too would like to join in the enthusiastic compliments of this House to Mr Munch.
Klasserne og auditorierne er lige så værdifulde instrumenter for den europæiske inte grationspolitik som plenarsalene i Strasbourg og Luxembourg. embourg.
Classrooms and lecture halls are just as important instruments of European integration policy as the Chambers of Strasbourg and Luxembourg.
den også med til Europas kulturelle rigdom.
Even if education policy will largely remain a matter of national sovereignty, it does form part of the cultural wealth of Europe.
Hvis vi havde den marxistiske enhedsskole, ville løsningen være enkel.
If we had the standard Marxist school, the solution would be simple.
Men netop det er vi jo ikke interesseret i! Jeg tror alligevel, at Munch-betænkningen vil bidrage til, at vi på kort eller mellemlang sigt afgjort kan løse dette problem.
But that is just what we don't want!
Alt dette kan bestemt forankres bedre hos vores ung dom, hvis deres læremestre over for dem optræder så at sige som symbol på Europa, hvis de kommer fra et andet land, et andet kulturelt miljø, hvis de udgør et konkret eksempel på eksamensbevisernes ligestilung og den fri bevægelighed i Europa.
All this will become more embedded in our young people if their teachers appear before them as a sort of symbol of Europe, if they come from another country, another cultural environment, if they reflect in real terms the equivalence of diplomas and freedom of movement in Europe.
På den måde kan de give afgørende impulser til fremme af fællesskabs tanken og af folks identitetsfølelse som europæere samt til engagementet for en europæisk union.
Then they can provide a strong impetus for the development of the Community ideal and the creation of a sense of European identity, and for a commitment to European Union.
Iodice (PPE). — (IT) Hr. formand, kære kolleger, Fællesskabets udvikling i retning af en politisk union af Europas stater er et mål, der kun kan nås, hvis vi arbejder for at skabe en europæisk identitet og be vidsthed hos Fællesskabets borgere.
Mr Iodice (PPE). — (IT) Mr President, ladies and gentlemen, the construction of the Community with the political aim of the union of the States of Europe may be pursued only by stengthening European identity and awareness on the part of Community citizens.
Det vil blive muliggjort af evnen til at fortolke ændringerne i det moderne samfund med politik på det videnskabelige, tekniske og kulturelle område, således at man kan fremme uddannelsesprocesser og undervisningsplaner, der tager hensyn til de særlige træk ved den nationale og lokale identitet i Fællesskabsdimensionen.
This will be possible only if they are able to interpret the changes in modern society through policies in the fields of science, technology and culture which encourage formative processes and educational pro grammes to take account of the specific features of national and local identities within the context of the Community.