natgillin/translations-raw huggingface dataset:
grammerne, udøvelse af virksomheden på byplanlægningsområdet, den disciplinære ordning og de etiske regler«1).
'It is highly desirable that there should be uniform rules of professional ethics for the Community as a whole.' '
— I sin udtalelse om forslagene til direktiv om »tandlægevirksomhed« finder Det økonomiske og sociale Udvalg, at
- The Economic and Social Committee included the following in its opinion on the proposals for directives on nursing:
»ensartede etiske regler på fællesskabsplan vil være meget nyttige«2
The Committee regards such a declaration as essential and would also urge the importance of drawing up a European socio-medicai charter.'2
— I sin udtalelse om forslag til direktiv om »advokater« udtrykker Det økonomiske og sociale Udvalg sig på følgende måde:
— In its opinion on the proposals for directives on lawyers, the Economic and Social Committee expressed the following hope:
»Hvad angår den faglige disciplin udtrykker Udvalget sit ønske om, at denne harmoniseres inden for Fællesskabet«4).
'With regard to disciplinary rules, the Committee hopes to see these harmonized at Community level.'·'
— I sin udtalelse om forslag til »jordemoder«-direktivet understreger Det økonomiske og sociale Udvalg betydningen af forslaget til Rådets erklæring om harmonisering af de etiske regler.
— In its opinion on the proposals for directives on midwives, the Economic and Social Committee stressed the importance of the proposal for a Council Declaration on harmonization of rules of professional conduct.
— I sin udtalelse om forslagene vedrørende dyrlæger finder Det økonomiske og sociale Udvalg det
— In its opinion on the proposals for veterinary surgeons, the Economic and Social Committee emphasized the need for:
»nødvendigt, at der snarest muligt fastsættes supplerende foranstaltninger, som går ud på dels at indføre en virkelig akademisk ligevægt mellem eksamensbeviserne, dels at fastlægge en europæisk faglig disciplin«5).
'further measures aimed at establishing genuine academic equivalence of diplomas and uniform disciplinary rules for the Community.'4
Som man vil se, er begrebet samordning til at begynde med blevet fortolket i vid betydning.
As we have seen, a broad interpretation was at first placed on the concept of coordination.
Da man var ved at færdiggøre affattelsen af de første forslag til direktiver, kom man til at stå over for nogle spørgsmål af almindelig karakter, som endnu stod tilbage at løse: indskrivning eller optagelse i en faglig organisation, indehavelse af et uddannelsesbevis eller fagligt bevis, aflæggelse af ed eller højtideligt løfte, overholdelse af etiske regler og anvendelse af disciplinære forholdsregler osv. Disse spørgsmål opstod for samtlige liberale erhverv; de skulle også tages i betragtning ved virksomhed af industriel, handelsmæssig og håndværksmæssig karakter, dog i et mere begrænset omfang.
By the time that the drafting of the early proposals for directives was drawing to a close, it was clear that a number of general matters still needed to be settled: registration with or membership of a professional organization, the use of an academic or professional title, the taking of an oath, observance of codes of practice and application of discipline, etc. These matters arose in all the professions and also, although to a more limited extent, in activities in industry, commerce and craft industry.
I forbindelse med undersøgelsen af disse spørgsmål kunne man have gået fuldt ind for en harmonisering, særlig med hensyn til spørgsmålene om etiske regler. Det gjorde man ikke.
When they were under consideration, it would have been possible to opt for full coordination, especially as regards ethical problems.
Da man med rette havde travlt med at fremlægge de første forslag til direktiver, valgte man for disse spørgsmål en løsning, som ikke i streng forstand var en samordning, men udgjorde en slags mellemvej mellem ophæ-
It was rightly considered a matter of urgency to finalize the first proposals for directives and the solution adopted for these matters did not amount to coordination in the strict sense, but a sort of middle course between abolition of restrictions and coordination.
Desværre skulle vedtagelsen af disse almindelige bestemmelser, der havde den for del, at de løste de mest påtrængende spørgsmål, have til følge, at opmærksomheden blev afledt fra spørgsmålet om samordning.
The adoption of these general provisions, which had the merit of dealing with the immediate problems, had the unfortunate effect of distracting attention from coordination.
Der var endog nogle, som mente, at alt nu var endeligt ordnet.
Some people even thought that everything had been settled definitively.
Efterhånden gled man bort fra dette samordningsarbejde, hvis betydning var blevet understreget i begyndelsen.
The task of coordination, whose importance had been stressed so heavily during the early stages, was gradually abandoned.
De første forslag, som er omtalt i det foregående, blev ikke taget til følge.
The first proposals discussed above were not adopted.
På nuværende tidspunkt har Rådet, så vidt vi ved, ikke uden for uddannelsesområdet, hvor samordning i de fleste tilfælde er absolut nødvendig, ikke vedtaget nogen bestemmelse om samordning, hvis der ses bort fra en artikel i »jordemoder«-direktiverne, som ved opregning af eksempler på fagets vigtigste virksomheder udgør en virkelig samordning i henhold til artikel 57 og vedrører virksomhedsområdet.
Setting aside the field of training, in which coordination is generally essential, the Council has, as far as can be ascertained, as yet adopted no provisions on coordination, apart from an article in the directives on midwives containing an indicative list of the profession's main activities, which constitutes a genuine case of coordination within the meaning of Article 57 and is concerned with a profession's field of activity.
I anskuelsen af den gensidige anerkendelse af eksamensbeviser skete der en betyde lig udvikling, som blev den væsentlige årsag til forsinkelserne på det område, vi her beskæftiger os med. Denne udvikling gjorde sig efterhånden gældende for spørgsmålet om kriterier, undervisningsreform erne, en gensidig tilnærmelse af uddannelsespolitikken og endelig kontrollen med den faglige egnethed.
The significant developments in the notion of mutual recognition of diplomas have been the main cause of the slowness of progress in this field. They have been concerned, in turn, with the problem of criteria, educational reform, the elements of a common policy on education and verification of professional competence.
Spørgsmålet om kriterier
The problem of criteria
For at sikre tilstrækkelig hjemmel for et direktiv om gensidig anerkendelse af eksamensbeviser, måtte man naturligvis fastsætte de kriterier, som for fremtiden skulle opfyldes af uddannelsesbeviserne for at kunne anerkendes gensidigt af medlemsstaterne. terne.
In order to provide a basis for a directive on mutual recognition of diplomas, it was of course necessary to establish the criteria that academic titles would have to meet in the future in order to be eligible for mutual recognition by Member States.
I begyndelsen af arbejdet hermed tænkte man kun på »kvantitative« kriterier: uddannelsens samlede varighed, det samlede antal undervisningstimer og undertiden det antal timer, som skulle benyttes for hvert fag, der indgik i en obligatorisk læseplan.
During the early stages, consideration was given to 'quantitative' criteria only: the overall duration of training, the total number of hours of teaching, in some cases the number of hours to be allocated to each subject included in a compulsory programme.
På det tidspunkt fandt man, at en sammenlægning af disse forskellige kvantitative kriterier måtte være et udtryk for den størst mulige garanti for uddannelsens kvalitet, der kunne opnås gennem en juridisk tekst som direktivet.
It was considered at the'time that the combination of these various quantitative criteria probably represented the maximum guarantee of the quality of training that could be aspired to in a legal text such as a directive.
Denne anskuelse blev senere stærkt kritiseret.
This approach was strongly criticized subsequently.
På den ene side anfægtede man, og med rette, nogle bestemmelser, som gik alt for meget i enkeltheder og derved risikerede at gøre indgreb i læreanstalternes frihed til at tilrettelægge undervisningen ud fra deres hensigter.
On the one hand, it was rightly claimed that some provisions went into much too much detail and therefore represented a potential threat to the universities' freedom to organize their syllabuses as they saw fit.
Men på den anden side anfægtede man med mindre berettigelse selve princippet om kvantitative
On the other hand, the very principle of quantitative criteria was attacked, but there was less justification for this, since, in the final analysis, it is only such criteria that can give a directive binding force and ensure that it is effective.
kriterier, som i sidste ende er de eneste, der kan gøre direktivet bindende og sikre dets effektivitet.
doubt, since it would be of little help in seeking to remove such doubt if it were necessary to refer to vague and imprecise criteria.
DertiLkan dog siges, at kvalitative kriterier, som lægger vægt på uddannelsens væsentligste mål, har den altovervejende fordel, at de giver det virkelige billede af det pågældende fag.
Nevertheless, qualitative criteria, in which the accent is placed on the essential aims of training, offer the enormous advantage of showing the true face of the professions.
Undervisningsreformerne
Educational reform
Omkring 1970 kunne man konstatere nogle reaktioner imod forslagene til direktiver om gensidig anerkendelse af eksamensbeviser; man indvendte, at de havde til følge at blokere de studie- og eksamensreformer, som på det tidspunkt var på vej i forskellige medlemsstater.
During the late 1960s and early 1970s the proposals for directives on mutual recognition of diplomas began to meet with growing opposition; they were criticized on the ground that they had the effect of impeding the reforms of courses of study and examinations that were then under way in various Member States.
Man stod virkelig også over for et alvorligt problem.
This was indeed a difficult problem.
Man skulle bestemme mindstegrundlag for uddannelsen, og samtidig var universitetsuddannelsen inde i betydelige ændringer, for ikke at sige omvæltninger.
Minimum standards of training had to be established while at the same time university education was going through a period of major change, some times of a quite radical nature.
Der var en virkelig fare for, at man ved alt for nøjagtige kriterier kunne fastfryse en situation, som man tværtimod burde bringe i udvikling.
There was a real danger that a situation which de manded development could be frozen by excessively detailed criteria.
Men det var nødvendigt at fastsætte kriterier, da den gensidige anerkendelse af eksamensbeviser ellers ikke kunne gennemføres inden for rimelige tidsrum.
But it was still necessary to decide on criteria, since otherwise mutual recognition of diplomas could not be achieved within reasonable time-scales.
Nogle foreslog oprettelse af et »udvalg for eksamensbeviser«, som skulle behandle teskterne under større hensyntagen til de igangværende reformer.
A proposal was put forward for the formation of a 'diplomas committee' to examine the texts with more of an eye to the reforms that were taking place.
Dette forslag havde den meget store ulempe, at det ville gøre Kommissionens arbejder afhængige af et sådant udvalgs konklusioner, som let kunne tænkes ikke at ville foreligge i en nogen lunde nær fremtid.
The great disadvantage of this proposal was that it would have meant that the Commission's work would be subject to the findings of the committee, which could have been expected to take a considerable time to reach its conclusions.
Først langt senere, ved vedtagelsen af »læge«-direktiverne i 1975, fandt man en løsning.
It was not until much later, when the directives on the medical profession were adopted in 1975, that the solution was found.
Rådet vedtog direktiverne, som indeholdt et minimum af kvantitative kriterier og betydelige kvalitative kriterier, men der blev nedsat et »udvalg for lægeuddannelse«, der skulle undersøge de forbedringer, som udviklingen måtte gøre det påkrævet at indføre i teksterne.
The Council adopted directives comprising a minimum range of quantitative criteria and important qualitative criteria, but at the same time the Advisory Committee on Medical Training was set up with the task of examining ways in which the texts would need to be improved in the light of developments in the situation.
Som bekendt har dette udvalg allerede gjort et betydeligt arbejde i denne retning, og det står bag ved et nyt forslag fra Kommissionen på dette område.
This Committee has already done a great deal of work along these lines and was the moving spirit behind a new proposal in this field drawn up by the Commission.
Fælles politik på undervisningsområdet
Common policy on education
I november 1971 samledes for første gang »Rådet og Konferencen af Undervisningsministre i Det europæiske Fællesskabs Medlemsstater«. Flere møder fandt sted i den følgende tid.
In November 1971 the Council and Conference of Ministers of Education of the Member States of the European Community held the first of several meetings.
Det vil fremgå af det følgende. Mens den gensidige anerkendelse af eksamensbeviser indtil da kun havde været drøftet i forbindelse med bevægelsesfriheden og som et af de væsentlige elementer i denne, blev situationen nu vendt helt om: den gensidige anerkendelse af eksamensbeviser blev herefter set i sammenhæng med en eventuel fælles undervisningspolitik, idet man lejlighedsvis kom ind på de følger, en sådan politik ville kunne få på den gensidige anerkendelse af eksamensbeviser.
Whereas, up to this point, mutual recognition of diplomas had been approached in the context of freedom of movement, of which it had been regarded as an essential component, the situation was to be reversed: mutual recognition of diplomas would be approached in the context of a putative common policy on education, with the effects that this policy might have on mutual recognition of diplomas being regarded as by-products.
Som konklusion af sit møde opfordrede Rådet af undervisningsministre De faste repræsentanters Udvalg til at sætte mere kraft ind på arbejderne vedrørende forslag til direktiver om etableringsret.
On concluding its meeting, the Council of Ministers of Education invited the Permanent Representatives Committee to intensify work on the proposals for directives on the right of establishment.
Samtidig opfordrede de Kommissionen til i en særlig arbejdsgruppe med eksperter fra den højere undervisning at undersøge muligheden for at fremme, hvad man kaldte »den generaliserede gensidige anerkendelse af eksamensbeviser«.
At the same time, it invited the Commission to examine the possibility of promoting what was to become known as 'generalized mutual recognition of diplomas', through a specialized working party including experts on higher education.
Den tanke var nemlig blevet fremsat, at det måske var muligt at benytte en meget enklere metode for den gensidige anerkendelse af eksamensbeviser: når man gik ud fra, at der herskede det samme kulturelle niveau i medlemsstaterne, kunne man godkende, at de faglige kvalifikationsbeviser havde samme værdi i deres nuværende form.
The idea had been put forward that it was perhaps possible to tackle the problems of mutual recognition of diplomas by using a much simpler method: if the cultural level were assumed to be identical throughout the Community, it would then be possible to accept that there was sufficient equivalence of professional qualifications as they stood.
Dette var en pragmatisk løsning, som i høj grad var europæisk inspireret, men den holdt ikke længe, da man undersøgte realiteterne nærmere.
This was a proposal inspired by pragmatism and an excellent European spirit, but it did not stand up to an examination of the facts for very long.
Den af Kommissionen nedsatte arbejdsgruppe kom hurtigt til den konklusion, at det for hold, at medlemsstaterne befandt sig på samme kulturelle niveau, ikke forhindrede, at de havde meget forskellige lovgivninger om vilkårene for uddannelse til udøvelse af de liberale erhverv.
The working party organized by the Commission very quickly reached the conclusion that, if it was possible to assume an identical cultural level throughout the Community, the Member States still had very different laws on training requirements for the profes sions.
Den gensidige anerkendelse af eksamensbeviser i den form, de fandtes, var ikke gennemførlig, og et minimum af samordning var nødvendig.
Mutual recognition of diplomas as they stood was not a feasible proposition, so that a minimum degree of coordination was essential.
Gruppen af højtstående embedsmænd, som oprettedes af Rådet af undervisningsministre, undersøgte først, hvilken nøjagtig institutionel ramme der skulle lægges for iværksættelsen af den påtænkte handling på undervisningsområdet.
The Committee of Senior Officials set up by the Council of Ministers of Education began by examining exactly what type of institutional framework was required in order to carry out the action envisaged in the field of education. It then set itself an agenda, including the following main items:
Derefter tog den følgende hovedpunkter på dagsordenen for sine arbejder:
Although all these matters are of concern to the professions in the context of efforts towards coordination in the field of training, only the first is considered here.
— »Gensidig akademisk anerkendelse af eksamensbeviser og fri bevægelighed for lærere, studerende og forskere« — »Sammenligning af undervisningssystemerne og indbyrdes tilnærmelse af under visningspolitikken« — »Undervisningsteknologi og pædagogisk forskning« — »Fremme af livsvarig uddannelse« — »Information og dokumentation« — »Europæiske undervisningsanstalter og universiteter« — »Vurdering af behovene for kvalificeret personale«.
It will be noted that the Committee immediately fell into the trap, which should have been carefully avoided, of creating ambiguity by adopting the formula 'mutual academic recognition of diplomas', telescoping the two concepts of mutual recognition of diplomas and academic equivalence of diplomas, the distinction between which, as was pointed out earlier, is all-important. This Committee was to spend much
En vigtig del af denne gruppes arbejde kom til at dreje sig om det vanskelige problem om den nøjagtige forbindelse, der skal fastsættes mellem gensidig anerkendelse af eksamensbeviser og almindelige undervisningsspørgsmål.
of its time and effort on the difficult problem of the exact relationship to be established between mutual recognition of diplomas and general educational problems.
Det kunne ikke bestrides, at bestræbelserne for inden for Fællesskabet at harmonisere uddannelsesmetoderne ville få konsekvenser for betingelserne for gensidig anerkendelse af eksamensbeviser; og omvendt ville afgørelser herom nødvendigvis på deres side medføre konsekvenser for de akademiske kurser. Det var altså på tide at mindes den berømte sentens: »Sondre for at forene«.
There was no question that efforts to harmonize educational methods in the Com munity were going to have an impact on the conditions of mutual recognition of diplomas: conversely, decisions on the latter could not fail in their turn to have an impact on academic courses.
Man måtte altså skelne mellem disse to områder samtidig med, at man lod dem begge bidrage til integrationen; man måtte fortsætte arbejderne sideløbende, idet man stadig havde for øje, at de ikke måtte stå i vejen for eller være i modstrid med hinanden.
A basis had to be found for distinguishing the two fields while ensuring that both contributed to integration, working on them in parallel and taking care that action taken in one did not countervail or interfere with what was being done in the other.
Man kunne sikkert mene, at et af disse områder var vigtigere end det andet, men man måtte vogte sig for at indføre en klassifikation mellem dem, således at det ene blev underlagt det andet.
While it was quite possible to consider one of these subjects more important than the other, it was necessary to avoid establishing a hierarchical relationship subordinating one to the other.
Det var f.eks. indlysende, at en harmonisering på undervisningsområdet i almindelighed ville tage meget lang tid, og at det ikke var rimeligt at gøre afgørelser med hensyn til gensidig anerkendelse af eksamensbeviser afhængige af, at der i forvejen forelå resultater af en sådan harmonisering.
It was clear, for instance, that harmonization in the general field of education would take considerable time and that it was unreasonable to make decisions on mutual recognition of diplomas conditional upon results achieved with educational harmonization.
Referatet af forhandlingerne i Udvalget af højtstående Embedsmænd viser tydeligt, hvor vanskeligt spørgsmålet er.
The minutes of discussions in the Committee of Senior Officials clearly illustrate the difficulties of this problem.
Efter at være blevet spurgt om deres holdning til denne forbindelse mellem den gensidige anerkendelse af eksamensbeviser og de generelle undervisningsproblemer giver eksperterne i hver delegation udtryk for, at der er to motiver, som gensidigt indvirker på hinanden, når de prøver at prioritere arbejderne.
Asked for their views on the relationship between mutual recognition of diplomas and general educational problems, the experts from each delegation drew attention to the interaction between the two subjects while seeking to establish an order of priority for the Committee's work.
Den franske delegation udtaler f.eks. i hovedtrækkene, at, den gensidige akademiske anerkendelse af eksamensbeviser vil have til virkning indirekte at bidrage til at fuldende de arbejder, der er påbegyndt i henhold til EØF-traktatens artikel 57, og vil ikke være nogen hindring herfor.
Mutual academic recognition of diplomas will contribute indirectly to bringing the work com menced pursuant to Article 57 of the EEC Treaty to a successful conclusion rather than standing in its way.
Denne delegation ser det ikke som sin opgave at lade undervisningsområdet få indvirkning på et andet område, men på det akademiske område at skabe grundlaget for erhvervsudøvernes frie bevægelighed, som kun vil kunne finde sted gennem en gensidig anerkendelse af eksamensbevisernes erhvervsretlige virkning.
This delegation does not wish to see education encroaching on any other field; its aim would be to lay the foundations in the academic field for free movement in the professions, a goal which can be achieved only through the mutual recognition of the civil effect of diplomas.
Kriteriet for den akademiske anerkendelse af eksamensbeviserne gør det muligt at trække en klar grænse mellem bevægeligheden inden for universiteterne, som indgår heri, og anerkendelsen af eksamensbevisernes erhvervs retlige virkning.
It is possible using the criterion of academic recognition of diplomas to draw a clear distinction between academic mobility, which falls under this heading, and recognition of the civil effect of diplomas.
Selv om den franske delegation har den opfattelse, at der er tale om to forskellige begreber, er den klar over de gensidige virkninger, de to områder har på hinanden.
Whilst the French delegation considers that these are two distinct concepts, it recognizes that these two fields do overlap.
Derfor vil erhvervsudøvernes frie bevægelighed kunne gøre det nødvendigt at foretage nogle ændringer i de akademiske kurser, ligesom udviklingen i undervisningsstrukturerene vil kunne påvirke erhvervsudøvernes bevægelighed i heldig eller uheldig retning.
Thus, free movement in the professions could necessitate changes in academic courses just as developments in education structures could have a favourable or adverse impact on mobility in the professions.
Man kan heraf se, i hvor høj grad de to områder er forbundet med hinanden efter den franske delegations opfattelse.
The draft directives on the introduction of freedom of establishment did not take sufficient account of political constraints in the field of education and would have to be improved accordingly.