natgillin/translations-raw huggingface dataset:
Alavanos og hans gode hensigter med hensyn til undervisning af børn af arbejdstagere i Fællesskabet.
Pruvot the problems which exist and putting forward practical proposals for reforms.
Til trods herfor har vi nogle forbehold over for udvalget om ungdom, kultur, uddannelse, information og sport's forslag til beslutning, som ikke tillader os at stemme for det.
Nevertheless I would like to draw the attention to the House and of the Commission to several matters here and now.
Naturligvis betyder det ikke, at der ikke må være udvekslinger, erfaringer, udnyttelse af erfaringer etc., men dette kan efter vor mening kun ske på regeringsniveau og ikke via overnationale organer.
We are looking to the Commission to provide, by the end of 1984 at the latest, a clear analysis of the problems together with realistic proposals which will enable Parliament as the directly elected representative of the people to draw up a report which will help to provide the kind of education which will one day make our young people Europeans.
Pruvot (L). — (FR) Hr. formand, kære kolleger, på egne og min gruppes vegne takker jeg hr. Papapietro for det initiativ, han har taget, til i Parlamentet at behandle det vigtige spørgsmål om Europaskolerne og for den interessante betænkning, der er resultatet heraf.
Secondly we would like to see access to the European schools made available to all Community citizens and not merely to the children of Community officials.
Vi vil stemme for beslutningsforslaget, men vi deler også de bekymringer, der er medtaget deri.
Thirdly European schools should be established in areas outside the places of work of the Community institutions.
Den enestående mulighed for gennem oprettelsen af Europaskolerne at uddanne europæiske borgere udnyttes ikke fuldt ud.
In other words, every young person should have the possibility of a multicultural and multilinguistic education.
Dette europæiske undervisningssystem uden lige har nået et meget kritisk stade.
We reject the idea of firstclass and second-class Community citizens.
Vi siger nemlig, at man bør optage elever i Europaskolerne, som er børn af andre familier, simpelthen for at øge antallet af Europaskolernes elever, og at man ignorerer et andet problem, nemlig undervisning af vandrede arbejdstageres børn.
Obviously the European Schools whose job is to provide such children with a substitute for natural schooling in their home countries, have immense educational problems to contend with, and they will always attract criticism.
Dette problem gælder hundredtusinde vandrende arbejdstageres børn, som lever i Fællesskabet, og vi kender det på første hånd, i det mindste hvad angår græske børn.
On the other hand, it is not obvious that these problems should be solved by making the schools take on more than is needed to put right the things that are going wrong at present.
Det andet punkt vi gerne vil berøre er punkt 6 i Kommissionens forslag. Kommissionen nævner, at den vurderer undervisning i samtidsorientering som positiv i forhold til historie- og geografiundervisning.
To begin with, the present report demands that Euro pean Schools be set up in all Community Member States, irrespective of whether there are large Community staffs and hence a large number of foreign school children ; secondly, that the schools should be open to children who do not belong to families from other Community countries ; thirdly, that preparation should be given for all school-leaving examinations in the countries of the Community ; and, last but not least, that they should educate the children in a Euro pean ideology.
Vi forstår godt dette synspunkt, vi forstår nødvendig heden af, at eleverne overvinder de nationale fordomme, chauvinistiske tendenser og teorier.
The justification for this gigantic — quantitative and qualitative — extension of the present arrangements, according to the report, is as follows :
Men på den anden side er det nødvendigt, at eleverne, det vil sige børn af udlændinge, som lever i de forskellige fællesskabslande, også i Europaskolerne undervises i deres lands historie, geografi og sprog.
While welcoming the teaching of a second language we feel it would be a mistake to teach it to pupils who are too young to have acquired a solid foundation in their mother tongue.
Er det for det første ikke yderst ulogisk, at Europa skolen, der for en stor dels vedkommende finansieres over det europæiske budget, og som er en mellem statslig organisme, ikke underkastes nogen som helst form for europæisk kontrol?
This education system, its role as an innovator and the experience it offers have now reached a critical point.
Det er grunden til, at min gruppe indtrængende anmoder om, at man iværksætter en fuldstændig europæisk finansiering med den fuldstændige europæiske kontrol, der følger heraf.
Unless there is a leap forward aimed at improving the quality and role of the schools, the complex problems with which they are dogged may become even more complicated and drain their vitality.
For det andet ønsker vi, at Europaskolerne åbnes for alle Fællesskabets statsborgere og ikke kun for børn af europæiske tjenestemænd.
The positive aspects of European cooperation should be stressed, but we feel it is wrong to idealize Euro pean history or to make it an endless recital of national wars.
Det er endvidere vigtigt at oprette Europaskoler uden for de europæiske organers arbejdssteder.
A peculiar thing about the Community is that, if things are not developing, they are disintegrating.
Når alt kommer til alt, burde enhver ung have mulighed for at følge en undervisning, der omfatter flere kulturer og flere sprog.
I do not understand this. Would it not be more sensible to concentrate our forces on the problem which is before us, which we have clearly not been able to solve satisfactorily, which is natural, as I have said ?
Vi nægter faktisk at anerkende, at der er europæiske borgere af første klasse og europæiske borgere af anden klasse.
Why does everything in the Community suffer from this mania for development, growth and expansion ?
Den foreslår også i punkt 24 og andre punkter, at disse skoler udvides, nemlig således at der foregår en stærk strøm til Europaskolerne.
Fortunately the European Schools' final diploma affords access to all universities throughout the Community, which is a positive aspect.
Pruvot til at gabe over endnu mere end det, der går galt i dag.
Bøgh upbringing and education, be turned into a messianic mission of European union ?
Det er nødvendigt, at undervisningen sikrer de europæiske kulturers forskelligartethed. tethed.
Why does culture always have to be used for some purpose, instead of allowing it simply to be itself ?
Ligesom med hensyn til kulturen lægger de europæiske liberale også med hensyn til uddannelsen vægt på pluralismen.
schools give me — and not only me, as I see it — the impression that they are schools for the élite.
Henter Europa ikke sin rigdom og sin styrke fra sin kulturelle forskelligartethed?
All teaching is aimed at the baccalaureate.
Og selvfølgelig gælder disse betragtninger af generel karakter ligeledes med hensyn til Europaskolerne.
Pupils who have set their sights lower do not come off so well.
Vi må ikke begå den fejltagelse at tilbyde eleverne en europæisk uddannelse, der er en blanding.
An experiment in the past clearly failed, and we feel another should be made.
Forbin delsen med Europa skal styrkes, men man må vogte sig for at bryde forbindelsen med oprindelseslandet, med den nationale kultur, det nationale sprog og de nationale skoler.
We therefore appeal to the Commission to use the one seat it now has on the Board of Governors to call for renewed experiments to be made in an effort to promote the democratization of these schools.
Denne skoleorganisation, den nyhed, den repræsenterer, samt det eksperiment, der udføres her, har nu nået et kritisk punkt.
Mr President, the ideals of the rapporteur and the Committe on Youth, Culture, Education, Information and Sport have my full support.
Enten må der ske et skridt fremad med henblik på at højne dens kvalitet og funktion, eller også kan de problemer, den er berørt af, yderligere gå i hårdknude og standse dens vækst.
They obviously agreed unanimously on these ideals, which are described very lyrically in the last paragraph of the explanatory statement.
For så vidt angår undervisningen i et andet sprog, mener vi, at det er noget godt; det ville imidlertid være en fejltagelse at ville give den til for unge elever, der endnu ikke råder over et solidt grundlag i deres modersmål.
But we should like to hear from the Commission which parts of this resolution have its support and whether it will be forwarding them to the Council of Education Ministers in the near future.
Det er godt at lægge vægt på de positive aspekter af det europæiske samarbejde, men det er en fejltagelse, mener- vi, at søge at idealisere den europæiske historie og at behandle nationale krige i det uendelige.
In fact the European family still includes a country in which much thought and work has been devoted to the education of children and pedagogical problems, and it would perhaps have been appropriate to take this work into account, if it was the intention to set up something European at all costs.
Jeg forstår det ikke.
I am thinking of my own country, Denmark.
Var det dog ikke rimeligere, at man samlede kræfterne om den opgave, man har fået, og som man åbenbart ikke har kunnet løse tilfredsstillende, hvad der som sagt er naturligt?
We have a pedagogical tradition in Denmark of making the school seek its starting point in the child's interests, the child's perceptive ability, the child's world in general and in avoiding the imposition on children of ideological or institutional objectives by society.
Hvorfor lider alt i EF af denne mani med udvikling, vækst og udvidelse?
In other words, the opposite of what this report takes as its starting point.
Hvorfor skal selv de mest jordbundne og konkrete opgaver forsynes med en ideologisk over bygning?
We do not think that culture is something that can be fabricated in the way this document assumes.
Hvorfor skal dagligdags funktioner, som f.eks. at give børn en naturlig opdragelse og uddannelse, gøres til et messiansk missionsprojekt for EF-unionen?
We think that culture springs from the environment into which an individual is born.
Hvorfor er kultur altid noget, man skal bruge til et andet formål, i stedet for at kultur kunne hvile i sig selv?
We think that culture has its persepective in something which is universal.
Det er godt, at det afsluttende bevis åbner adgang til alle universiteterne i Det europæiske Fællesskab.
Mrs Pery (S). — (FR) Mr President, ladies and gentlemen, in presenting his report and in the report itself, Mr Papapietro has highlighted a number of problems.
Vi forventer af Kommissionen for De europæiske Fællesskaber, senest ved udgangen af 1984, en klar analyse af problemerne ledsaget af realistiske forslag, således at det af befolkningerne direkte valgte Parlament kan afgive en konstruktiv betænkning om en uddannelse, takket være hvilken vore unge en dag vil blive europæere.
I am fairly certain that this project is one of those which the ordinary taxpayer in the Member States at a time of austerity will find it unreasonable to pay for.
Til den europæiske familie hører faktisk stadig væk et land, hvor der er tænkt og arbejdet meget med børne skolens pædagogik og problemer, og det havde måske været rimeligt, om man havde taget disse tanker med, når man absolut ville lave noget europæisk.
Although the European schools represent a highly interesting cultural and pedagogical laboratory one must not forget that they were established primarily for the education of the children of Community officials. However, paragraph 4 of the Papapietro report stresses the fall in the number of Community officials' children attending these schools and asks the Commis sion to look more closely at the causes.
Jeg tænker på mit eget land Danmark.
We can, however, already enumerate some of them.
Altså lige det modsatte af, hvad denne betænkning går ud på.
For the children who pass their examinations and for their parents there are no problems.
Vi mener ikke, at kultur er noget, man kan udarbejde, som der står i pjecen her.
However, these schools are unable to provide the necessary pedagogical support for those children who have problems in adapting.
Vi mener, at kultur har sit udspring i det, som et menneske fødes ind i. Vi mener, kultur har sit sigte i det, som er universelt.
These students are educational failures and leave the European school.
For os er det et kunstgreb at prøve at udslette den kultur, som et menneske er født ind i, og et endnu større kunstgreb at forkorte det kulturelle sigte til noget europæisk, dvs. noget som kalder sig europæisk, men kun er ti ud af Europas lande.
Children who attend a European school after a number of years in a non-European school are weak in foreign languages — also referred to as 'second languages' — and have a very real need for supplementary instruction in small groups.
Hr. formand, undertiden er sparetider en stor lykke.
Mr Eisma (NI). — (NL) Mr President, the Commis sion should have more seats on the Board of Governors of the European schools to give it a greater say in their policy.
Der sættes ganske.vist ikke nogen grænser for, hvilke fantastiske projekter der kan fremsættes, men de sætter en grænse for, hvilke der kan bevilges penge
Mr Papapietro's excellent report makes many requests, which would cost more money, and I am therefore afraid they will remain pious hopes. I find this regret table because we believe that a very great deal of money must be invested in education and training.
Bøgh (CDI). — Hr. formand, det er en af omkostningerne ved multinationale organisationer, at der bliver en del børn, som på grund af forældrenes arbejde rykkes op fra deres normale miljø.
Unfortunately, education in many countries has been the victim of cuts, and the European schools should therefore show how an optimal education is an investment in young people's futures.
Det er indlysende, at de Europaskoler, som skal give sådanne børn en erstatning for et naturligt skole forløb i hjemlandet, har nogle enorme pædagogiske problemer at slås med, og at de altid vil være udsat for kritik.
Things that cost more money must also be quantified and, after the praises that have been sung of the Papapietro report, that is a criticism, because none of the things referred to in the report is followed by an estimate of the costs.
Derimod er det ikke indlysende, at disse problemer skulle kunne klares ved, at skolerne sættes
The European schools must also strengthen the ties with the parent and the latter must participate more closely in the work of the school.
til.
Pery
Europaskolerne forbereder kun til studentereksamen, og de udgør på grund af selve deres natur, det må siges, skoler på højt plan.
Although such multinational and multilingual schools are very important, in many ways they will only serve their purpose by meeting the needs of the majority of the children concerned, and not by forming a Euro pean elite.
De kræver af børnene ubestridelige skoleevner, men også evner for tilpasning til en civilisation, til en kultur, til et sprog, til anderledes uddannelsessystemer.
They could then become something other than a laboratory and enable schools for migrant children and those in multicultural regions of Europe to benefit from their experience.
For de børn, der klarer deres skolegang, er der ingen problemer, ej heller for deres forældre.
The Community must provide the European schools with the financial means needed to develop a more flexible and open structure.
Men for dem, der tilpasser sig dårligt, giver disse skoler ikke den for disse elever uomgængeligt nødvendige pædagogiske støtte struktur. De får et nederlag i skolen og forlader Europaskolen.
A European spirit should not be a privilege of an elite, but involve the greatest possible number of young people.
Eisma (NI). — (NL) Hr. formand, Kommissionen bør have flere pladser i Europaskolernes administrationsråd og derved opnå større indflydelse på disse skolers politik.
tation periods. I should like to take this opportunity to say a few basic things about this anti-history tendency, which has emerged all over Europe in the last ten years.
Europa-Parlamentet har budgettet som redskab til at øve indflydelse.
This tendency has had unfortunate results.
Hr. Papapietros fremragende betænkning udtrykker mange ønsker, som vil koste flere penge, og jeg er derfor bange for, at de blot vil forblive mange fromme ønsker. Jeg beklager i øvrigt dette, fordi vi er af den opfattelse, at der i undervisning og uddannelse må investeres mange, mange penge.
Adolescents lose all sense of historical perspective and of the historical background to social phenomena, partly because this teaching of the human sciences is regarded in practice as very anti-historical and structuralist and also because the practical examples used are taken from modern history and politics.
Desværre er undervisningen i mange stater offer for besparelser, og derfor burde Europaskolerne danne forbillede for, hvordan man gennem den bedst mulige undervisning investerer i de unges fremtid.
The object of the reform, it is said, is to go beyond the nation as the sole focal point of political and cultural history and increase the time spent on historical development.
Sager, der koster flere penge, må også kvantificeres, og det er ved siden af de rosende ord om Papapietrobetænkningen en kritik deraf, fordi omkostningerne ved alle de ting, der er nævnt i betænkningen, ikke er anslået. Det er nødvendigt, fordi vi, for at gøre det godt, vil knytte næven over for Kommissionen"og Rådet.
The defenders of this movement seem to forget that modern history, what has been called la nouvelle histoire, as it has been taught for a number of years in France by such illustrious people as Duby and Leroy-Ladurie, in Belgium, where very interesting proposals have been made by Professor Verhuist and others, and also in Germany, is an allembracing history of societies within a framework that is not formed by the nation or nation state.
Elever med et lavere niveau kommer åbenbart ikke til. Et forsøg i sin tid er tyde ligvis mislykkedes og nye forsøg anser vi dog for nødvendige.
There is no need for them to be replaced with human sciences.
Marck (PPE). — (NL) Hr. formand, som taler nummer to fra min gruppe behøver jeg ikke endnu engang at udbrede mig over den generelle del, men jeg vil gerne gå nærmere ind på et mere specielt problem.
Mr Marck (PPE). — (NL) Mr President, as I am the second member of my group to speak, there is no need for me to expand on the general aspects, but I should like to look at a more specific problem.
Hvad angår den generelle del kan jeg sige, at jeg sammen med de øvrige kolleger giver udtryk for min anerkendelse af hr. Papapietros betænkning.
As regards the general part of the report, I can say that I join with other Members in congratulating Mr Papapietro on his work.
I udvalget om ungdom, kultur, uddannelse, information og sport har jeg kunnet erfare, med hvor megen energi og udholdenhed han har arbejdet derpå, og jeg kan blot ønske, at alle ordførere ville ligge på samme niveau.
In the Committee on Youth, Culture, Education, Information and Sport I was able to see the zeal and perseverance with which he set about his task, and I only wish that all rapporteurs would follow his example.
Jeg er således enig i de store linjer i Papapietro-betænkningen. pietro-betænkningen.
I thus agree with the broad lines of the Papapietro report.
Jeg vil derfor gentage visse ting, men det er måske heller ikke så helt dårligt.
It is sometimes objected that this means looking for an ideal history.
Der er imidlertid et punkt, som jeg drager tvivl, og et andet, som jeg vil sætte mig imod. Jeg nærer en vis tvivl vedrørende udvidelsen af Europaskolen til andre elevgrupper. Principielt er jeg for den, hvordan skulle man kunne være andet? Men jeg ser i Papapietrobetænkningen ikke en eneste forklaring, ikke en eneste anvisning på, hvordan denne skal foregå, i hvilken retning den skal gå, og hvordan man i praksis skal kunne bruge den.
In answer to this, it can be said that the new trend in historiography is to compare every thing European and to show that European develop ments are not imaginary but have actually happened.
Jeg spørger hele tiden mig selv
It is here above all that the European schools can do pioneering work.
Det er derfor, jeg stadigvæk gerne vil vide, om denne udvidelse virkelig skal gå i denne retning.
But there is one point about which I have my doubts and another that I oppose.
Undertiden gives der vel udtryk for frygt for, at man så vil gå i gang med at søge efter en ideel historie.
In principle, I am in favour of this. How could it be otherwise ?
Og jeg vil gerne i meget høj grad insistere på, også over for hr. Papapietro, at han udelader den nuværende formulering, og at han vil erklære sig enig i mit ændringsforslag.
But I cannot find in Mr Papapietro's report a single explanation, a single reference to how this should be done, what direction it would take or what practical form it might take.
Styrkelsen af historieundervisningen er en berigelse for ånden og en udvidelse af de unge europæeres synsfelt, nu hvor de i stadig højere grad konfronteres med den europæiske virkelighed.
I still wonder why the European schools should be opened to the children of civil servants and perhaps of diplomats but not to the children of migrants who have arrived in the country by another, but equally fortuitous, route.
Europaskolerne skulle netop ad denne vej kunne udføre et banebrydende arbejde.
Consequently, I should still like to know whether expansion will be in this direction ?
Formanden. — På grund af tidspunktet afbryder vi nu forhandlingerne og genoptager dem i morgen (').
President. — Because of the time the debate will now be suspended and resumed tomorrow. '
(Mødet hævet 'kl. 20.00)
(The sitting ivas closed at 8 p.m.)
Nu kommer jeg til det punkt, som jeg vil modsætte mig, og som jeg gerne vil gå nærmere ind på. Hr. Papapietro foreslår, at fagene historie og geografi i grundskolen og på efterfølgende niveauer erstattes af samtidsorientering.
I now come to the point which I oppose.
Resultaterne af denne tendens er ulykkelige.
I should like to go into this in some detail.
Hensigten med reformen, således siges det, er at komme ud over nationen som eneste center for den kulturelle og politiske historie og at udvide rammerne for den historiske udvikling.
Mr Papapietro proposes that history and geography should be replaced with human sciences during the pre-orientation and orien
(') Dagsorden for næste møde: se protokollen.
Agenda for next sitting : See Minutes
I dette,bilag findes ordførerens stillingtagen dl de forskellige ændringsforslag samt stemmeforklaringerne.
The Annex indicates the rapporteur's opinions on amendments and reproduces the texts of explanations of votes.
Tyrrell (ED). — (EN) Dette begyndte som et yderst uanvendeligt direktivforslag, men retsudvalget og Parlamentet har omdannet det til en god tekst.
Mr Tyrrell (ED). — This started as an utterly impraticable proposal for a directive, but it has been converted by the Legal Affairs Committee and the Parliament into a workmanlike text.
Men selv om det giver sig ud for at være et harmoniseringsdirektiv, er der dog stadig ikke tale herom.
However, although it masquerades as a harmonization directive, it is still not one.
Artikel 16 giver nemlig medlemsstaterne mulighed for fortsat at udelukke tjenesteydelser fra andre dele af Fællesskabet ved eksplicit at tillade medlemsstater at vedtage strengere foranstalt ninger end dem, der er indeholdt i direktivet.
This is because Article 16 provides a loophole for Member States to continue to keep out services from other parts of the Community by expressly enabling Member States to adopt more stringent measures than the directive lays down.
Erfaringen har vist, at visse medlemsstater vil udnytte sådanne muligheder. Beklageligvis støttede Parlamentet Kommissionen med hensyn til at bevare disse muligheder.
We know from experience that some Member States will take advantage of such loopholes.