natgillin/translations-raw huggingface dataset:
Jeg støtter hr. Pedinis ændringsforslag, som jeg måske endda forstærker, fordi det faktisk forekommer mig, at der er en uoverensstemmelse mellem punkt 6 og punkt 7.
May I refer to the Commission's statements made to this House on 10 March and the answers given during Question Time on 13 April and 18 May.
Punkt 6 går ind for undervisning i samtidsorientering i stedet for historie, men punkt 7 giver den kære gamle historie lidt mere plads.
There has been no change in the position since then ; the Egyptian wheat deal has remained an isolated case.
Nu bør man passe på med begrebet historie, fordi man ved kun at spørge efter ideer og værdier risikerer at rydde menneskene af vejen, og det er dog dem, der har skabt den, sammen med ideerne og de herskende klasser.
Now, we must be careful about what we mean by history, because if we look just for ideas and values we risk forgetting about human beings, who are those who made history alongside the ruling classes and ideas.
Ellers risikerer man at skabe en »aseptisk« historie, en historie som gør det af med tiden, som er historie, og følgelig gør det af med sig selv.
Otherwise we risk producing an 'aseptic' version of history, one that does away with time, which is the stuff of history, and so does away with itself.
Man kan ikke forestille sig en historie, der kun består af ideer, krigeriske eller fredelige ideer, religiøse eller økonomiske ideer.
Mr Gautier said yesterday that foreign trade policy is a reflection of internal agricultural policy, and I fully agree with that statement.
Disse skoler synes jo at fjerne sig mere og mere fra den oprindelige opfattelse, som lå til grund for deres oprettelse.
It is not possible to imagine a history just of ideas, warlike or pacifist, religious or economic.
Ofte er tilbud om ekstraundervisning ikke eksisterende, eller de er utilstrækkelige.
Involved in it are armies, wars, victories and defeats, flags in the mud and flags in the wind, conquerors and conquered !
Navnlig i Europaskolen i Bruxelles er det sket, at man nægtede at optage børn af tjenestemænd, fordi de havde utilstrækkeligt kendskab til'værtslandets sprog.
History which is just about the conquered is false history, and history without wars, Robespierre and Napoleon, without armies, is aseptic history.
Det er godt, at der undervises i historie.
It is a good thing to teach history of this kind.
Ethvert ungt menneske vil senere, i resten af sit liv, få tid til at revidere oplysningerne, læse historien om igen, korrigere meningerne og derefter give plads for alle de ideer og alle de mennesker, som der har været.
Every young person will then have time for the rest of his or her life to think again about the ideas, to re-read it and correct opinions and so to find room for all the men and ideas which formed part of it.
En historie uden stridende kræfter vil hverken tiltale lægmænd eller fremskridtsvenlige eller liberale eller marxister eller katolikker eller protestanter, som alle har taget del i den.
History without troops on the battlefield doesn't please either the lay or progressive forces, either Marxists or Liberals, Catholics or Protestants, all of whom took part in it and became part of it.
En historie uden disse elementer er uden rygrad, uden nerve, det er en historie in
History without these things has no bones or muscle ; it is history it vitro, false, and may be contained in books but bears no relationship to reality.
Lad det være sagt med det samme, at Europaskolerne er en smuk succes for fælles indsats på undervisningsområdet. Systemet virker glimrende.
It is a good thing for history to continue to be taught, without fear and with its national roots.
Jeg kan derfor ikke acceptere den efter min opfattelse for generelle formulering vedrørende de af de tilsynsførende konstaterede pædagogiske mangler.
Young people will then have the time, in the light of their own lives and intellectual interests, to look again at the definitions, and to re-read and correct what they have read, adapting it to their own ideas and making it once more the history of Europe.
Børn med specielle indlæringsvanskeligheder såsom dysleksi, talevanskeligheder, ordblindhed eller talblindhed, som — med sagkyndig støtte af psykologer og en tilpasset metodik — bestemt kan hjælpes i et normalt og ordentligt skole system, er slet ikke ønskede i Europaskolen.
Children with specific difficulties, such as dyslexia, speech difficulties, wordblindness and number-blindness, which — given expert counselling from psychologists and suitable methods — can be effectively overcome in a normal and efficient school system, are simply not wanted in the European Schools.
Der er ingen muligheder for at hjælpe dem.
There is nowhere to put them.
Lige så lidt har man sørget for hjælp til elever, som er stofmisbrugere.
Nor have any facilities been provided for young people who take drugs.
Det er ikke min hensigt at dramatisere dette spørgsmål, men vi må se kendsgerningerne i øjnene.
I do not want to overdramatize this aspect, but we must face facts.
Stofmisbrug forekommer — måske sporadisk, men i hvert fald symptomatisk — i Europaskolerne, bl.a. i Europaskolen i Uccie.
Drugs are being used — perhaps sporadically but certainly symptomatically — in the European Schools, including the one in Ukkel.
Disse unge mennesker har brug for forståelse og støtte samt hjælp til at løse de problemer, som har fået dem til at blive stofmisbrugere.
These young people need understanding and advice and help to solve the problems that led to their taking drugs.
At bortvise disse unge mennesker løser bestemt intet problem, hverken for de unge selv eller for skolen, hvis man ikke tager fat på selve årsagerne.
Showing them the door will certainly not solve any problems either for the young people themselves or for the school, if the real causes are not tackled.
Endvidere vil jeg gerne give udtryk for min forargelse over, at børn fra mindre begunstigede socio-profes-sionelle miljøer bliver udstødt eller afvist.
I should also like to express my indignation at the ejection or rejection of children from less privileged social and professional backgrounds.
For hvert år er der stadig færre børn af tjenestemænd i de lavere kategorier i Europaskolerne.
The number of children of lower-grade officials attending the European Schools falls every year.
Europaskolerne optager derimod stadig flere børn af ikke-tjenestemænd — selvfølgelig ikke fremmedarbejderbørn, men børn fra værtslandets og medlemsstaternes eliteprægede miljøer.
On the other hand, they are accepting more and more children of people who are not officials — not the children of migrant workers, of course, but certainly the children of the élite of the host country and the Member States.
Skolens, også Europaskolens, mål er at bringe hvert barn op på et optimalt niveau og lade det udfolde sig personligt.
The goal of a school, Mr President, and this includes the European Schools, should be to help every child to achieve optimal academic and personal development.
Vi socialister måler ikke blot en skoles succes ud fra den procentdel af eleverne, som tager studentereksamen.
We Socialists measure the success of a school not only by the percentage of pupils who pass the baccalaureate examination.
For os er det vigtigt, hvor mange børn der får en chance for fuld udfoldelse og opnåelse af flest mulige kundskaber, færdig heder og størst mulig kultur.
What is important for us is how many children are given the opportunity to develop to the full and to acquire as much knowledge, skill and culture as they can.
Vi ønsker, at der i frem tiden lægges vægt på denne målsætning, og at Europaskolerne bliver et spejlbillede af dét samfund, som vi ønsker, nemlig et sted, hvor de, der har ringe chancer, får tilbudt nye chancer, og hvor skæbnens uretfærdigheder bliver kompenseret.
We hope that in the future the emphasis will be placed on these objectives and that the European Schools will come to reflect the society we want, a place where the underprivileged are given fresh opportunities and where the injustices of life are compensated for.
Derfor vil vi stemme for Papapietro-beslutningen; vi vil støtte forslaget om, at der indledes en dybtgående undersøgelse af, hvorvidt Europaskolerne stadig holder fast ved deres oprindelige mål.
We shall therefore vote for the Papapietro resolution to express our support for the proposal that a thorough study should be made to see how far the European Schools are still pursuing their original goal.
Estgen (PPE). — (FR) Hr. formand, kære kolleger, først og fremmest vil jeg takke hr. Papapietro for hans indsats, selv om jeg som Luxembourger ikke kan tilgive ham at have gjort tysk til Luxembourgs officielle sprog; De bør vide, kære kolleger, at det officielle sprog i Luxembourg er letzeburgesch, hvoraf tysk er en mere eller mindre fjern afart.
Mrs Van Hemeldonck (S). — (NL) Mr President, ladies and gentlemen, this debate has revealed that it is not only the Socialist Group that is not very happy with the recent situation at the European Schools. They seem to be be departing more and more from the original idea that underlay their establishment.
De vandrende arbejdstagere er europæiske arbejdere i udtrykkets videste betydning, og en Europaskole bør ikke udelukke dem fra sin undervisning.
There was once a European, democratic and pedagogical ideal of a pluralistic, plurinational and pluricultural education for children from different Member States and different cultures.
Alle lederne af en Europaskole har to mareridt: for det første hvert år at skulle afvise mellem 100 og 200 interesse rede elever på grund af pladsmangel og for det andet at konstatere, at mindst 25 % af eleverne ikke klarer studentereksamen og derfor må forlade skolen hen ad vejen.
But in practice all that is left of this original idea — of learning other languages and about other cultures — are very strict admission requirements, and for children who suddenly leave their countries without knowing any language other than their own, these admission requirements are far too stringent.
Det skyldes det forhold, at Europaskolerne udelukkende sigter mod studentereksamen.
In many cases, little or no provision is made for special tuition to enable them to catch up with the others.
Det, der givetvis mangler, er mulighed for teknisk og erhvervsfaglig uddannelse.
At the European School in Brussels there have been cases of children of officials being refused admission because they did not know the language of the host country well enough.
Selvfølgelig er udstyr til laboratorier og værksteder bekosteligt, men man kunne indrette sig sådan, at Europaskolerne under deres lederes myndighed og ansvar kunne udnytte forhånden værende værksteder og laboratorier på de lokale tekniske skoler og fagskoler i den pågældende medlemsstat.
Mr Estgen (PPE). — (FR) Mr President, ladies and gentlemen, I should first of all like to congratulate Mr Papapietro on the job that he has done, although I cannot, as a native of the country concerned, forgive him for describing German as the official language of Luxembourg.
Alle betænkningens gode henstillinger og foranstaltninger er fuldt ud berettigede både ud fra pædagogiske og sociale synspunkter, men de vil sandsynligvis lide skibbrud på grund af de store omkostninger, som de medfører.
Allow me to inform you, ladies and gentlemen, that the official language of Luxembourg is Letzeburgesch, of which German is a somewhat remote derivative.
Derimod er det rigtigt, at tysk er hjælpesproget de fleste grene af primærundervisningen, erhvervsuddannelsen og den tekniske undervisning på sekundærtrinnet. I gymnasierne er det derimod fransk.
Parents are then again forced to send their children either to expensive private schools or to boarding schools in their country of origin or to enrol them for private tuition outside the school.
Efter at have sagt dette skal jeg gentage, at hr. Papapietro har givet os en meget god betænkning, der
However, the most serious criticism we have to make, Mr President, is that the European Schools are
Jeg vil gerne slutte af med et alvorligere, men måske provokerende for ikke at sige irriterende punkt: 90 % af Europaskolernes budget går til lærerlønninger.
The administrative language in Luxembourg is French. What is true, though, is that the working
Estgen vedkommende endog 7 gange lønnen til de kolleger, der arbejder i medlemsstaternes nationale undervisningssystemer.
Estgen language is German in most branches of primary, vocational and technical secondary education. In the lycées, on the other hand, it is French.
I betragtning af de økonomiske vanskeligheder vi befinder os i, og som kræver ofre af alle, også af de europæiske arbejdere, hvortil de vandrende arbejdstagere hører, ville det vel ikke være for meget forlangt, at lærerne ved Europaskolerne gav udtryk for offervilje ved at acceptere en nedgang i lønnen med henblik på »job sharing* med andre lærere, så Europaskolerne kunne tage imod flere elever?
That having been said, I repeat that Mr Papapietro has produced a very good report containing a detailed analysis of the situation in the European Schools, which can genuinely be described today, 30 years after the foundation of the first European School in Luxem bourg, as an experiment of unique and exemplary value to the world and of the greatest interest, not only in educational, cultural and sociological terms but also from the political viewpoint.
egenskab af kommissær for personale og administration, men også, som jeg allerede har nævnt, fordi jeg før har haft en faglig interesse i dette her.
I should like to end on a note which is more serious, but perhaps nevertheless provoking or even irritating : 90% of the European Schools' budget is absorbed by teachers' salaries.
Jeg modtager alle slags klager fra embedsmænd, som har været tvunget til at tage deres børn ud af en Europa skole, eller som i nogle tilfælde ikke har været i stand til at sætte dem i en.
I have been told that a European School headmaster is paid twice or even three times as much as the head of a school in one of our Member States and that the salaries of the teachers, which vary over a wide range, can be as much as three, four or even seven times as much as those of their colleagues working in the national educational systems of our Member States — Italy, for instance.
Det er, som det er blevet belyst i debatten, børn, som studentereksamens pensum ikke passer til, eller børn som mangler sprogsans, eller som ikke er i stand til at lære endnu et sprog, mens de er små, eller som ønsker at hengive sig til tekniske eller erhvervsprægede studier og så videre.
Bearing in mind that these are difficult economic times and that everyone is being asked to make sacrifices, including the migrant community who are European workers, would it be too much to ask the teachers in the Euro pean Schools to make a gesture of self-denial by accepting a reduction in their salaries so that there could be job-sharing with other teachers and the Euro pean Schools could take more pupils ?
Værtslandets uddannelsessystem står ikke åbent for dem på grund af sprogbarrieren; privatskoler er ofte uoverkommeligt dyre, især for familier med mere end ét barn.
I therefore cannot accept this wording on the subject of the pedagogical shortcomings found by the inspectors, which is too sweeping in my opinion.
Burke, medlem af Kommissionen. — (EN) Hr. formand, jeg synes, at det har været en meget interes sant og nyttig debat, som jeg personlig er meget glad for at have deltaget i, ikke blot som en der på grund af sine funktioner som kommissær for personale og administration har en vis forbindelse med systemet, men også som tidligere undervisningsminister, som i 1970erne havde en vis forbindelse med disse skoler i form af opsyn med deres udvikling på det tidspunkt.
It would therefore be highly desirable for these educational and sociological test-beds to broaden their role, opening their doors to much larger numbers of pupils, not just a privileged group of European officials' children. dren.
Ofte er de eneste muligheder, som synes åbne, derfor enten at sende barnet på kostskole i hjemlandet — jeg lyttede meget opmærksomt til det, der blev sagt herom; i lande i Centraleuropa kan kostskoler være temmelig dyre — eller at en af forældrene vender tilbage til hjemlandet med børnene uden den arbejdende halvdel af forældreparret, så børnene kan få mulighed for at gå i skole i deres eget nationale uddannelsessystem.
Mr Burke, Member of the Commission. — Mr President, I think this has been a very interesting and useful debate, which I am personally delighted to have attended, not only as one who because of his functions as Commissioner for Personnel and Administration has some link with the system, but also as a former Minister of Education who in the 1970s had some connection with these schools in terms of over seeing their progress at that time.
At en ung familie skal være nødt til at vælge mellem et normalt, samlet familieliv og deres børns uddannelsesmæssige trivsel, forekommer mig at være en uheldig situation.
I am not against elitism in education, but it has to be justified entirely by the ability and performance of the pupils, not their social background.
Til oktober har Europaskolerne, som hr. Estgen har mindet os om, eksisteret i 30 år.
Now, in October, as has been recalled by Mr Estgen, the European Schools will have seen 30 years of exist ence.
Som debatten klart har vist, er tiden nu kommet til, at vi bør gøre situationen op, især da det er næsten 8 år siden Europa-Parlamentet sidst havde en forhandling i plenum om dem.
As the debate has clearly shown, the time has now come to take stock of the situation, particularly since it is nearly eight years since the European Parliament last had a discussion in plenary sitting about them.
Som medlemmerne vil erindre, fik Europaskolerrie officiel status i 1957 ifølge en aftale mellem medlemsstaternes regeringer.
As Members will recall, the European Schools were given official status in 1957 under an agreement between the governments of the Member States.
Det bør fremhæves — og det er blevet anført af ordføreren, hr. Papapietro, og andre — at skolerne snarere end at udgøre en fællesskabsinstitution faktisk er struktureret som en mellemstatslig organistion, hvor det vigtigste beslut ningstagende organ er det øverste råd.
It should be emphasized, and this has been noted by Mr Papapietro, the rapporteur, and others, that the schools, rather than constituting a Community institution, are in fact structured as an intergovernmental body, the principal decisionmaking organ being the Board of Governors.
Dette øverste råd — for nu lige at rekapitulere fakta — består af 11 stemmeberettigede medlemmer, en repræsentant fra hver medlemsstat og en fra Kommissionen.
This Board of Governors — just to recall the facts — is made up of 11 voting members, one representative from each Member State and one from the Commission.
Med en sådan struktur, hvor Kommissionens rolle er særdeles begrænset, er det bydende nødvendigt, at Parlamentet og Kommissionen arbejder nært sammen, hvis der skal ske fremskridt.
Given such a structure, with the rôle of the Commission being extremely limited, it is essential that Parliament and Commis sion work closely together if progress is to be made.
Der er ikke fundet nogen virkelig tilfredsstillende løsning på dette problem, som har eksisteret længe.
They are completely lacking in facilities for technical and vocational training.
Derfor finder jeg det bydende nødvendigt den aller nærmeste fremtid at overveje tanken om, hvorvidt andre pensa, som anvendes i andre fællesskabslande, ikke kunne give større fleksibilitet og således tilgodese behovene hos et endnu større antal børn.
Of course, laboratory equipment for vocational training is very expensive, but arrangements should be made for the European Schools to make use of workshops and laboratories in local technical and vocational schools in the Member States concerned, with the European School headmasters retaining authority and responsibility.
De af os, som har beskæftiget os fagligt med hele dette område gennem 1960erne og 1970erne, har oplevet, at pensum udvidedes til et nyt fællesskabsbaseret system — et nyt enhedssystem.
All the good recommendations and initiatives contained in the report are entirely justified from both the educational and social points of view, but the high costs entailed will probably mean that they cannot be implemented.
Nu må det erkendes, at medlemsstaternes regeringer har gjort en meget stor indsats for at tilvejebringe såvel fremragende skolelokaliteter som et særdeles kompetent og interesseret lærerkorps.
Now it must be acknowledged that the governments of the Member States have made a major effort to provide both outstanding school premises and a highly competent and dedicated teaching staff.
Jeg mener, at det er almindeligt anerkendt, at den tilbudte undervisning er af høj standard.
I think it is generally acknowledged that the courses offered are of a high standard.
Burke skulle betale, blev tilsvarende nedskåret.
An item is included in the 1984 preliminary draft budget for parents with children having to attend schools other than the European Schools.
Denne foran staltning burde imidlertid ikke have nogen indflydelse på debatten om, hvordan man gør Europaskolerne selv fleksible, som jeg tidligere har været inde på.
This measure should not, however, influence discussion on how to make the European Schools them selves more flexible, as I mentioned earlier.
Kommissionen fremhæver fortsat behovet for at udvide støtteundervisningen og håber oprigtigt, at det øverste råd til december vil nå til en afgørelse på dette spørgsmål, ligesom om ansættelsen af flere bibliotekarer og erhvervelsen af nødvendige undervisningsmaterialer. ningsmaterialer.
At the secondary level they are of the highly structured type, common on the continent of Europe and to be found in the French lycée and the German Gymnasium, covering a set range of academic subjects with examinations determining the pupils' passage to higher classes and culminating in the European Baccalaureate, where the teaching, of course, is to a high degree bilingual.
Til slut, hr. formand, en enkelt lille detalje.
However, I must say that I share some of the worries expressed by Members.
Jeg henleder medlemmernes opmærksomhed på punkt 33 i forslaget til beslutning, som anmoder om, at det sendes til Kommissionen, Rådet og medlemsstaternes regeringer. Eftersom det øverste råd er det øverste beslutningstagende organ, ville det måske være ønske ligt, at beslutningen også blev sendt til det.
Not only do I do so as a person who receives complaints in his capacity as Commissioner for Personnel and Administration but also, as I have already mentioned, as having had a professional interest in this before.
Jeg forstår, at det blev gjort med Deres betænkning fra 1975 — Walkhoff-betænkningen. Jeg synes derfor, at vi for kontinuitetens skyld måske også skulle gøre det nu.
These, as has been highlighted by the debate, are children for whom the Baccalaureate's curriculum is not suited or children with no talent for languages or who were unable to learn a second language in their early years or who wish to pursue technical or vocational studies and so on.
Nu kommer vi til spørgsmålet om, i hvor høj grad, skolerne bør åbnes for elever, som ikke er børn af fællesskabspersonale.
Now we come to the question of the extent to which the schools should be opened to pupils who are not the children of Community staff.
I henhold til artikel 1 i den mellemstatslige protokol af 13. april 1962 blev Europaskolerne oprettet til fælles uddannelse og undervisning af børn af personale ved De europæiske Fælles skaber.
Under Article 1 of the Intergovernmental Protocol of 13 April 1962, the European Schools were set up for the education and instruction together of children of the staff of the European Communities.
Hidtil har det øverste råd udlagt denne bestemmelse i dens snævreste betydning og bestemt, at børn af andre end embedsmænd i Fællesskabet kan optages, forudsat at dette ikke nødvendiggør opdeling af en klasse.
Hitherto the Board of Governors has interpreted this provision in the most restrictive sense, stipulating that the children of persons other than Community officials may be admitted, provided this does not make it necessary to split a class.