natgillin/translations-raw huggingface dataset:
Undervisningen bliver konfronteret med en stadig større efterspørgsel, ikke blot fra de unges side, men også fra mange voksne, den såkaldte »anden chance-undervisning«.
But the second aim — personal development and participation in social life — is at least as important an aspect of the open university because, at a time when a high level of structural unemployment means that millions of Europeans are looking for work, it is at least as important as the first, even though it is not directly related to the work process.
Dette fører mig til mine ændringsforslag nr. 18 og 19, hvori der anmodes om oprettelse af et europæisk »open university« for fredsforskning, hvor samtidig lærestolene emancipationsvidenskab, udviklingsvidenskab, menneskerettighedsuddannelse og Europa uddannelse burde optages.
One gets a feeling of alienation in a discussion on the problems of science, when the reports introduce all the Community's bombastic union ideology as a dimension in the functioning of institutes of higher education, and one gets an uncomfortable feeling when the EEC seeks to secure influence over the development of institutes of higher education by means of appropriations and scholarship funds, which in the last analysis come from the pockets of the taxpayers in the Member States.
For truslen mod freden og sikkerheden er ikke kun en følge af, at et bestemt politisk system ikke tolereres i de forskellige lande.
A remarkable thing about this Parliament is that there are always powerpolitical perspectives behind its actions and plans.
Problematikken omkring den tredje verden er et af de problemer, som bestemt må tages op i den forbindelse.
The word university means that which is allembracing, in both quality and quantity.
Desuden er der den samfundsmæssige ulighed og kvindens stilling.
To conclude, Mr President, I ask the Commission in my opinion, in view of what we of the Committee on Social Affairs and Employment have said in the resolution on the open university, to produce a communication.
For slet ikke at tale om samfunds mæssig diskriminering på grund af hudfarve, relegion, kultur, politisk overbevisning og social baggrund.
And I say this not only on my own behalf but also in the name of the whole of the Committee on Social Affairs and Employment.
Der er allerede et imponerende program af foranstaltninger med hensyn til studieprogrammering og udveksling mellem universiteterne, 269 i alt, og jeg tror, at resultaterne deraf kan kaldes overordentlig gode, selv om de ikke altid er nemme at måle.
Finally I would once more draw your attention to the fact that cultural policy activities, according to the interpretation of the Treaty of Rome which was put before the Danish electorate in 1972, are not a Community matter.
Men alligevel kunne netop dette vigtige integrationsaspekt af det europæiske samarbejde efter vor mening stadig forbedres betydeligt gennem en harmonisering af læreres retsstilling.
I still cannot see that the broad and general declaration of intent which is quoted as a legal basis has any relevance in this area.
Schwencke-betænkningen kan ikke kun sættes i forbindelse med artikel 2 i Rom-traktaten, men i selve traktaten understreges det også endnu en gang, at denne gensidige anerkendelse skal finde sted.
Mrs Viehoff (S). — (NL) Mr President, there has been talk of a common European industrial policy to help Europe overcome the crisis.
undervisningssystemerne, også inden for højere undervisning.
The open university is one aspect covered by Mrs Péry's report, and I very much hope that we can give it substance in the way I have proposed.
Det hænger naturligvis til dels sammen med den kulturelle forskelligartethed, hvilket sagtens kan respekteres.
In the Netherlands a committee has been formed to look into the establishment of a university of this kind.
Alligevel tror jeg, at effektiviteten kan forbedres betydeligt, med respekt for alles opfattelser og for kulturelle forskelle, hvis man med hensyn til en række praktiske ting ville indlede et bedre samarbejde.
I am not saying that we should have a similar committee, but I can certainly let the Commission have the commit tee's findings and the plan it has drawn up.
På det punkt kunne navnlig Rådet optræde mere aktivt og udarbejde bedre og tydeligere direktiver.
I should just like to point out that there are two mistakes in amendments Nos 18 and 19.
Det anmoder vi udtrykkeligt om, hr. formand.
I did submit corrigenda, but they have obviously not been distributed.
Jeg tænker også lige på f.eks. noget som adgang til de forskellige universiteter, det kunne da ordnes meget bedre og lettere, lige som anerkendelsen af afgangseksamener, selv om det igen giver større problemer.
Firstly, the word 'open' has been left out of both amendments and secondly, I should like the two amendments inserted as two new paragraphs, not as subparagraphs (a) and (b) of paragraph 29.
Vi er også enige i ordførerens forslag om at lade dette bedømme af en permanent arbejdsgruppe i Kommissionen, og at der på grundlag deraf også kunne forelægges forslag til direktiver.
The Community could and should now be using all kinds of selective financial and creative injections to encourage the development of new courses for Europe to follow.
Endelig drejer det sig med hensyn til disse betænkninger ikke så meget om fuldstændig nye forslag, men om udarbejdelse af en omfattende oversigt over de vigtigste problemer og de vigtigste muligheder.
Mr Beumer (PPE), chairman of the Committee on Youth, Culture, Education, Information and Sport. — (NL) Mr President, Article 2 of the Treaty of Rome states the purpose of European cooperation very clearly.
Jeg håber, at denne forhandling vil medvirke til, at der vil blive skænket mere intensiv opmærksomhed på de nuværende muligheder, som også burde udnyttes nu.
If we think about it very carefully, we will realize that it means far more than just economic cooperation, as is abundantly clear from today's debate.
Vandemeulebroucke (CDI) — (NL) Hr. formand, kære kolleger, jeg vil gerne først og fremmest tale om Schwencke-betænkningen og udtrykke min glæde over den måde, hvorpå hr. Schwencke har grebet sagen an, og over betænkningens indhold, som jeg er fuldstændig enig i.
Despite the slow speed at which many things proceed in Europe, young people in particular now have more in common in Europe than past generations. There are few barriers now dividing young people.
Jeg vil pege på, at Fællesskabet har tøvet særdeles længe med hele denne problematik.
They get to know each other's ideas and, outwardly at least, they look increasingly alike.
Hvad f.eks. angår den gensidige anerkendelse af akademiske titler, er vi næsten ikke kommet nogen steder endnu, for på det punkt er vi et kvart århundrede bagefter.
Europe could be happy with this trend were it not for the fact that a general feeling of unease in expectations of life and ideas can just as easily spread.
Endnu værre står det til med ligestillingen af beviser på faglige kvalifikationer, men dette bliver uden tvivl taget op i en af de kommende møde perioder.
I am thinking in particular of the expectations young people have as regards their future working lives, their freedom and their security.
Der er heller ikke en rigtig oversigt over ligestillingsprocedurerne, og der er stadig ikke nogen identifikation af det, som kan betragtes som fælles normer og kriterier.
I do not need to digress further, because we are all thinking of nuclear weapons in Europe.
Adamou (COM). — (GR) Hr. formand, både Perybetænkningen og Schwencke-betænkningen har nogle væsentlige konstateringer om vilkårene for den højere uddannelse i Fællesskabets medlemslande.
What would come of economic cooperation if there were no cooperation in education, especially — and these are the specific subjects we are discussing today — higher education — referring to Mr Schwencke's report — and the mutual recognition of diplomas and curricula ?
Jeg er fuldstændig enig i hr. Schwenckes forslag om at gå ind for en decentraliseret fremgangsmåde. Desuden må vi ikke nøjes med den nødvendige anerkendelse af akademiske eksamensbeviser og titler.
This last aspect adds to the responsibility the Community has to the younger generations, culminating in reflection on new contents and strategies in education and training.
Jeg vil gerne i denne forbindelse belyse en række aspekter, som måske ikke er blevet nævnt så meget.
The education system is facing a growing demand, not only among young people but also among many adults, for what has come to be known as 'second-chance education'.
Således må f.eks. foruden universitetsniveauet også alle ligestillede niveauer inden for den højere under visning impliceres. I mit land er der f.eks. ikke kun universitetsuddannelsen, men der er også lovmæssigt anerkendte uddannelser på universitetsniveau, uden at de er knyttet til et universitet.
Mr President, my group is very pleased that these reports, these impressive reports, are now before us, if only because at this time of major economic problems we have a greater opportunity to think about activities of this kind, since this is not just a question of funds but above all of stimulation, which is not always necessarily related to funds.
Den væsentligste er, at den højere uddannelse i højere og højere grad får klassemæssig karakter. På universiteterne og de højere læreanstalter kan kun — og dette understreger jeg — de riges børn, børn af landets herskende klasse studere uden besvær og i stadig mindre grad børn af arbejdere, funktionærer, små og mellemstore virksomhedsejere og landmænd.
This brings me to my. amendments Nos 18 and 19, which call for the establishment of an open European university for peace studies, which should also include chairs of emancipation, development, education on human rights and education on Europe, because peace and security are not only threatened by an intolerant attitude towards a given political system in the various countries.
Og grunden er den, at de studerendes udgifter stiger mere og mere for hvert år, mens arbejdernes indtægt falder, arbejdsløshedshæren vokser, inflationen og leveomkostningerne svulmer op, således at ethvert forsøg på højere uddannelse bliver en uopnåelig drøm for arbejderne.
The threat to peace and security stems for the most part from economic, political and social inequality, economic exploitation, the unequal distribution of knowledge and the unequal distribution of the basic essentials of life.
Derfor kan man ikke tale om masse universitetsuddannelse uden en løsning på arbejdsløsheds- og fattigdomsproblemet.
The Third World problem is one of the problems that will undoubtedly have to be discussed in this context.
I Belgien findes f.eks. titlen »licenciaat« og i Nederlandene »doctorandus«.
Other factors are social inequality and the situation of women.
I andre lande finder man slet ikke sådanne titler.
And we have not yet mentioned social
Jeg frygter imidlertid for, at begge betænkningers hovedformål er dyrkelse af den såkaldte »europæiske bevidsthed« hos de studerende, dvs. fællesskabsmonopolernes ideologi.
There is already an impressive programme of action concerning curricula and exchanges between universities, 269 in number, and I believe the benefits reaped will be considerable, even if they are not always easy to measure.
Et tredje aspekt vedrører en række konkrete problemer i forbindelse med mulighederne for fri etablering, efter at uddannelsen er afsluttet.
But we feel this important integrative aspect of European cooperation could be much improved if the legal position of university teachers were harmonized.
Niveau og erhvervsudøvelse må også anerkendes i samfundet.
This is an area, I feel, in which progress could be made far more quickly.
Jeg tænker her på et eksamensbevis i homøopati.
The systems for financing university courses, which for no good reason still differ so widely, and above all policies on
Det er klart, at man også skal kende det sprog, der tales i det pågældende område.
admission to universities could be extensively harmonized. ized.
I mange fællesskabsstater og i særdeleshed i mit land må universiteterne imidlertid gennemføre drastiske besparelser på forsknings- og uddannelsesområdet.
And we do not think that any real basis for cooperation exists when the countries concerned have such hugely different economic levels and when education in each of them is very differently structured and has differing objectives.
Til sidst vil jeg takke hr. Schwencke, fordi han ville optage mit forslag til beslutning vedrørende anerkendelse af de eksamensbeviser, som vort tysktalende mindretal i Belgien har.
Mr President, the Schwencke report should not only be linked to Article 2 of the Treaty of Rome : the Treaty itself emphasizes that there must be mutual recognition.
Det forholder sig således, at disse mennesker ofte er henvist til Tyskland for at kunne studere på deres eget sprog, og at de hidtil ikke en gang havde mulighed vor at beklæde en offentlig stilling med deres eksamensbeviser uden lovmæssig anerkendelse i Belgien, og det varer mindst to år.
If we then look at what has been achieved in the past, we cannot say that progress has been very rapid, although we must not overlook the major problems that have been raised by the consider able heterogeneity in the expansion of the various education systems, including the higher education system.
Og endelig vil jeg, hvad AVS-landene angår, sige, at vi også der bør gøre en indsats.
This is, of course, partly a result of cultural diversity, which must be respected as far as possible.
Så vidt jeg ved, er der to lande i Fællesskabet, der nægter at åbne deres universiteter for studerende fra udviklingslandene, nemlig Storbritannien og navnlig Belgien.
But I believe that things could be done far more effectively, while respecting everyone's views and cultural differences, if there were closer cooperation in a number of practical areas.
I betragtning af at vi taler så meget om udvikling, burde vi omsætte noget af det i praksis, som i alt for mange tilfælde forbliver ord og fromme ønsker.
We feel that in this respect the Council in particular could be more active and adopt better and clearer directives. That is something we should very much like to see, Mr President.
Jeg tror, at vi i hvert fald meget hurtigt må begynde — og det kunne Kommissionen allerede gøre — at anvende begrebet »anerkendelse« smidigt i grænseområder inden for Fællesskabet, hvor der tales samme sprog på begge sider af grænsen.
In finishing, Mr President, I want to say that, in spite of our grave reservations, we shall vote for both of the reports because of all the positive points they contain and with the hope that they will contribute to the development of science and research and ease the employment situation of the Community's hardpressed scientists.
På den måde ville der i det mindste allerede kunne gøres noget konkret.
Here again, practical circumstances might yield important suggestions.
Dette ville allerede være et stort fremskridt ikke kun for så vidt angår kulturen, men også for så vidt angår den sociale lovgivning.
We also agreed with the rapporteur's proposal that this should be evaluated by a permanent working party set up by the Commission and that proposals for directives should be based on its findings.
Dury (S). — (FR) Jeg vil gerne ganske kort udvikle tre tanker.
I hope that this debate will help to ensure that more thought is given to the existing opportunities, which should be seized now.
Hahn (PPE). — (DE) Hr. formand, mine damer og herrer, jeg takker de to forfattere, både hr. Schwencke og fru Pery, for disse værdifulde betænkninger. ninger.
Mr Adamou (COM). — (GR) Mr President, the Péry and Schwencke reports both highlight important points about the state of higher education in the countries of the Community.
Denne debat har altid sat sindene i bevægelse her i Parlamentet.
I would say that the Community has procrastinated over this whole question far too long.
Fru Perys betænkning kommer ved slutningen af valgperioden, og jeg anser det for yderst vigtigt, at vi endnu en gang retter blikket mod de højere læreanstalter.
As regards the mutual recognition of academic degrees, for example, wc have got virtually nowhere because in this respect we are a quarter of a century behind the times.
Måske har de ikke midlerne dertil, men dersom de ikke kan løse problemerne alene, så burde de i hvert fald tage dem op på passende måde.
The situation is even worse where the equivalence of qualifications of proficiency is concerned, but this will undoubtedly be discussed at a forthcoming part-session.
Jeg mener derfor, at man bør støtte bestræbelserne på at åbne en række universiteter i mange medlemsstater, og hvad angår »åbne universiteter«, bør foranstaltninger af denne art støttes og samordnes på europæisk plan.
Nor is there an accurate list of the equivalence procedures, and what might be considered common standards and criteria have still not been identified.
I det andet tilfælde ligger vægten på institutionerne. Som tidligere minister for videnskab og som tidligere rektor for et af de store universiteter, Heidelberg Universitet, vil jeg ganske særlig beskæftige mig med institutionen.
In this context, I should like to discuss a number of aspects which may not have received sufficient attention in the past.
Den anden ting, jeg vil sige, er, at fru Pery i sin betænkning foreslår europæiske kriterier for tildeling af legater.
The most important of these is that higher education is becoming ever-increasingly class-orientated.
Universiteternes betydning for europæisk kultur kan ikke vurderes højt nok. Andre store institutioner, teatre, museer, måske heller ikke folkehøjskolen, kan ikke sammenlignes med universiteterne, hvad betyd ning for kulturen angår.
For example, not only the universities but all equivalent levels of higher education must be considered.
Begge disse problemer fremkalder alvorlige vanskelig heder for unge i mit land.
Member States are making to be more open and that the idea of open universities should get European backing and coordination.
Universitetets opgaver er mangfoldige.
A second aspect is the nomenclature used for degrees.
På den ene side den brede uddannelse i alle akademiske erhverv, og på den anden side udvælgelsen inden for denne uddannelse af folk, der præsterer det usædvanlige.
In Belgium, for example, there is the title licenciaat and in the Netherlands doctorandus.
Heri ligger ikke nogen modsigelse.
Other countries do not have these titles at all.
Også det demokratiske samfund har brug for de usædvanlige præstationer, ikke på grund af afstamning eller på grund af økonomiske forudsætninger, men simpelt hen på grund af de evner, den enkelte kan og vil mobilisere.
It is important that we should be able to produce a comparative study of the abbreviations used for academic titles, such as 'engineer'.
Ikke mindst gælder det om, at forskningen bør tilrettelægges således, at den bliver konkurrencedygtig.
The titles civil, industrial and agricultural engineer have completely different meanings in four of the Member States, being an academic title in one and proof of vocational training at secondary level in another.
Men jeg vil gerne tilføje, hr. formand, at der også er behov for programmer, som vedrører de teoretiske videnskaber, de klassiske og moderne sprog, litteratur, historie og kunst.
The Belgian universities, in particular, have different admission fees for Belgians and other Europeans and people from developing countries.
Min kritik af disse betænkninger går ud på, at skønt vi bør vedtage dem — med stort flertal, håber jeg — fast sætter de ingen konkret og tilstrækkeligt klar procedure for den nødvendige opfølgning af dette vigtige arbejde.
However, I think this is due to the fact that many German students, for example, attend Belgian universities near the German frontier because they cannot obtain places at home.
Det gælder også for Italien og Frankrig — ikke helt i samme omfang — og egentlig for alle medlemsstaterne.
Levels of education and the access they give to occupations must be socially recognized.
Det har universiteterne hidtil ikke kunnet leve op til. Eliteuddannelsen inden for universiteterne har lidt under det. Det er her, tyngdepunktet må ligge for os.
An example here would be a diploma in homoeopathy, others might be occupations with a social bias, particularly in the medical sector.
For det første, at der nedsættes europæiske udvalg eller arbejdsgrupper bestående af repræsentanter fra universitetsinstitutionerne eller undervisningsstaben samt fra de studerende.
In many countries of the Community, mine in particular, the universities are having to make drastic savings in teaching and research. If we had a message to give to our govern ments today, it would, I believe, be to ask them to give the universities the means of achieving the ambitions we have just defined.
For det andet, at Kommissionen organiserer en særlig tjeneste til en meget systematisk overvågning af disse emner.
Finally, I should like to thank Mr Schwencke for including my motion for a resolution on the recognition of diplomas held by members of our Germanspeaking community in Belgium.
For det tredje, at Rådet af kultur- og undervisnings ministre behandler og fastlægger retningslinjer for at fremme disse vigtige spørgsmål inden for det viden skabelige samarbejde.
These people often have to go to Germany if they want to study in their own language, and at present their diplomas do not entitle them to hold public office until they have been officially recognized in Belgium, and that takes at least two years.
Af dem stammer 165 fra Amerika og Japan og kun 25 fra Det europæiske Fællesskab.
Since we have so much to say about cooperation and aid for the development of the Third World, we ought to put into practice what are all too often only words and pious hopes.
Det er ikke holdbart, og vi bør gøre alt — sikkert også i form af samarbejde inden for Det europæiske Fællesskab — netop i økonomiske krisetider, i sparetider for, at universiteterne igen kan blive sat i stand til at nå topresultater.
The foreign students in our countries have many problems — of university entrance and subsistence — at the moment, and I think that we, as partners of the ACP States, should urge our national governments to make a particular effort here.
Ouzounidis (S). — (GR) Hr. formand, først og frem mest bør jeg takke mine kolleger, fru Pery og hr. Schwencke, for deres meget vigtige arbejde. Da tiden er begrænset, vil jeg nu indskrænke mig til at kommentere to spørgsmål.
I believe that, come what may, we must act very quickly — and the Commission might make a start on this straight away — to ensure the flexible use of the term 'recognition' in intraCommunity frontier areas where the same language is spoken on both sides of the border.
Universiteterne bør være vores samfunds kreative hjerne — de er det muligvis ikke i dag, de befinder sig nemlig virkelig i en krise — som kan hjælpe os til at give USA, Japan og de andre store stater konkurrence, når de store opgaver i verden skal løses.
If the Commission intends at long last to make progress with respect to the equivalence of diplomas, it might start with frontier areas where the same language is spoken on both sides of the border.
Det vil få positiv betydning for hele befolkningen helt ud til de svageste kredse i vores befolkning.
This would at least mean that something practical is being done and signify a considerable step forward not only culturally but also with regard to social legislation.
Pesmazoglou (NI). — (GR) Hr. formand, jeg vil varmt støtte princippet og retningslinjerne i fru Perys og hr. Schwenckes forslag, og jeg takker dem for disse to meget værdifulde betænkninger.
Mr Hahn (PPE). — (DE) Mr President, ladies and gentlemen, I would like to thank both rapporteurs, Mr Schwencke and Mrs Péry, for their valuable reports.