natgillin/translations-raw huggingface dataset:
I en række medlemsstater vil et andet problem kunne rejse sig, når disse personer ved deres hjemkomst til hjemlandet skal til at gennemgå en »prøvetid«/karensperiode for officielt at få deres rettigheder tilbage.
The lack of recognition and of transparency of training diplomas and certificates, and the lack of certification or validation of placement periods in another Member State can be a handicap to people participating in mobility arrangements. 5
Tredjelandsborgere med gyldig opholdsret i et medlemsland i Det Europæiske Fællesskab eller i Det Europæiske Økonomiske Samar­bejdsområde står over for en anden praktisk hindring af en vis størrelsesorden, når de vil gennemføre en mobilitetsaktion i andre med­lemsstater.
Teachers and researchers with civil servant status are there fore covered as insured persons, but can only benefit from the coordination of social security schemes if they are or have been members of a general social security scheme in their country of origin, which is not always the case, indeed far from it.
For den gældende fællesskabslov­givning på socialsikringsområdet3) gælder nemlig kun for Fællesskabets borgere.
As a result, teachers and researchers who are members of a special scheme for civil servants are entitled to benefits in the country of the scheme to which they belong, but not in the host country.
Tabet af disse rettigheder udgør en væsentlig hindring for de lediges deltagelse i ophold i andre medlemsstater i forbindelse med uddan­nelse eller virksomhedspraktik; disse personer er således forment den erfaring, kompetence og de kvalifikationer, som sådanne foranstaltnin­ger kan give.
The non-recognition of training periods spent abroad acts as a disincentive because it can mean that the periods concerned have to be repeated, or even a loss of credit on the curriculum. It can also be a barrier to finding work in the host country or to finding another job when returning home.
► Hvad ledige under uddannelse i andre medlemsstater angår, foreslår grønbogen aktionsområde 3.a, side 30.
Under the Community Socrates/Erasmus pro gramme, academic recognition is an essential prerequisite for mobility, and is therefore generally obtained as a matter of course.
► Grønbogen foreslår aktionsområde 3b) og 6, side 30 og 32.
As previously stated, students, in their capacity as such, are excluded from the scope of this Regulation.
Manglende anerkendelse og transparens af eksamens- og uddannelsesbeviser såvel som
Current Community legislation on social security3 applies only to Community nationals.
') (Ved hjælp af blanket »E 111«) Forordning (EF) nr. 3095/95 indførte en ny artikel 22 b i forordning (EØF) nr. 1408/71 (se EFT L 335 af 30.12.1995). 2) KOM(96) 452 endelig udg. 3) Artikel 2 i forordning (EØF) nr. 1408/71.
Regulation (EC) No 3095/95 introduced a new Article 22a into Regulation (EEC) No 1408/71 (see OJ L.335,
Lad os henlede opmærksomheden på, at stude­rende som sådan er udelukket fra personanven­delsesområdet i denne forordning. En meget nylig ændring af forordning (EØF) nr. 1408/71 gør det muligt for alle fællesskabsborgere, der er forsikret i medfør af lovgivningen i en medlemsstat såvel som deres familiemedlem­
In the debates of the European Parliament, (OJ 4470/14 of 13.11.1995) several types of recognition were identified: — recognition of periods of study; — recognition of academic qualifications for further study abroad; — recognition of foreign academic qualifications for the purposes of obtaining a national qualification; — recognition of academic qualifications for employ ment in a given profession.
Situationen ser endnu værre ud med hensyn til anerkendelse af erhvervsuddannelse3).
skills and qualifications.3These objectives are still being pursued under the Leonardo da
manglende certificering eller godskrivning af praktikperioder gennemført i en anden med­lemsstat kan stille deltagerne i mobilitetsaktio­ner ringere ').
A Commission Communication has also been published4which identifies the areas for cooperation and coordination needed in the field of recognition of diplomas.5
Selv om godskrivning af praktik- og uddannel­sesperioder gennemført i en anden medlemsstat stadig udgør et problem, har Kommissionen rent faktisk taget flere initiativer for at nå frem til transparens og erhvervsmæssig anerkendelse af kvalifikationer på tværs af grænserne.
The European credit transfer system (ECTS) is of interest in that it is entirely based on cooperation by the universities, who work together of their own free will and on their own responsibility to facilitate the academic recognition of periods of study in establishments in other Member States.
Manglende anerkendelse ved hjemkomsten fra en uddannelsesperiode udgør en bremse for mobiliteten, da det kan betyde, at de pågæl­dende er nødt til at skulle tage de uddannelses­perioder om, som de har gennemført i udlandet.
The teaching profession, particularly in public educational establishments, is regulated in most
Dette kan ligeledes få indvirkninger på mulig­hederne for at finde arbejde i værtslandet eller i hjemlandet.
The situation is even more difficult in the field of vocational training.2
Inden for rammerne af SOCRATES/ERAS-MUS-programmet er akademisk anerkendelse en absolut betingelse for mobiliteten.
While recognition of training and placement periods in another Member State is still problematic, the European Community has taken several initiatives to promote transparency and transnational recognition of vocational qualifications. cations.
Inden for de ikke-lovregulerede erhvervs område findes der ingen retlige hindringer for mobiliteten, men den kendsgerning, at det er yderst vanskeligt at anvende kvalifikationer på tværs af grænserne, udgør en betydelig hin­dring.
In addition, an individual skills portfolio project to improve the transnational transparency of skills and qualifications has been drawn up and tested at Euro pean level (see 'Individual portfolio project: final report', NCVQ, 1995).
Derfor igangsatte Europa-Kommissionen i 1985 med støtte fra CEDEFOP en række aktioner, der sigtede på en større sammenligne­lighed, en større gennemsigtighed (transparens) og anerkendelse af kompetencer og kvalifika­tioner4).
In 1994, a call for proposals as part of a move to promote initiatives in the field of mutual recognition of qualifications enabled 35 transnational projects promoting comparison, transparency or recognition of qualifications to be supported.
Disse mål forfølges stadig inden for rammerne af LEONARDO-programmet.
COM(94) 596 final of 13.12.1994. The scope of the Communication is restricted to university-level qualifications, but the subject is dealt with in the broader context of recognition of qualifications in the Euro pean Community.
Det såkaldte ECTS-system (European Credit Transfer System), der er et system for tildeling og overførsel af merit, udgør en interessant model, der er fuldt ud baseret på et samarbejde mellem universiteter, der samarbejder af egen fri vilje for at lette den akademiske anerken­delse af studieperioder gennemført på en uddannelsesinstitution i en anden medlemsstat.
In the case of the non-regulated professions, there is no legal obstacle to mobility, but insufficient familiarity with the qualifications of other countries is a considerable barrier.
Derimod er akademisk anerkendelse uden for dette program, der henhører under medlemssta­ternes kompetenceområde, langt fra almindelig udbredt.
In view of this, the European Community has, since 1985, with the support of Cedefop, initiated a series of measures to improve the comparability, transparency and recognition of
Denne rapport konkluderede, at medlemsstaternes systemer endnu ikke var »rede« til at integrere og anerkende disse mobilitetsaktioner i deres undervis­ningsforløb.
Created on the initiative of the Commission of the European Communities in 1984, the aim of the NARIC network is to improve the recognition of academic qualifications and study periods in the Member States of the European Community and of the European Free Trade Association.
4) Sammenlignelighedsprojektet gjorde det muligt fra 1989 til 1993 at offentliggøre komparative oversigter i EFT, der omfattede 209 erhverv på »faglært niveau« fordelt på 19 sektorer. Der er i øvrigt blevet etableret en model for en »individuel kompetence-portfolio«, der fremmer kompetencers og kvalifikationers transparens på tværs af grænserne, og som er blevet afprøvet på europæisk plan (jfr. »Individual portfolio project: final report«, NCVQ 1995).
A report drawn up in 1994 at the request of the PETRA Advisory Committee, on the recognition of training periods and industrial placements in other Member States was based on national studies in 12 Member States on the recognition of placements in a training structure or company in another Member State undertaken under the PETRA programme by young people in initial vocational training.
I 1994 gjorde en indkaldelse af forslag til, hvordan man kan »Fremme initiativer inden for området gensidig anerkendelse af kvalifikationer«, det muligt at støtte 35 tværnationale projekter, der sigtede på sammenligning, transparens eller anerkendelse af kvalifikationer.
This annex would consist of a description of the studies pursued by the holder of the diploma, the aim being to facilitate transparency and recognition of the studies in States other than that in which they were dispensed; it would take into account the experience that other organizations such as the Council of Europe and Unesco have had in this area, to examine the desirability of identifying and giving wider publicity to procedures at national or Community level which might facilitate amicable settlement of disputes concerning recognition of qualifications, in response to individual request sent directly or preferably through the NARIC network or through the network of coordinators of the various directives.'
') I Europa-Parlamentets forhandlinger har man skelnet mellem flere typer anerkendelse (EFT nr. 4.
The report concluded that the systems in the various Member States were not yet prepared to integrate and recognize such periods spent abroad in their courses.
470/14 af 13.11.1995): — anerkendelse af studieperioder — anerkendelse af eksamensbeviser med henblik på studier i udlandet — anerkendelse af udenlandske eksamensbeviser med henblik på erhvervelse af en national titel — anerkendelse af eksamensbeviser med henblik på erhvervsudøvelse. :) NARIC-nettet, der blev etableret på EF-Kommis-sionens initiativ i 1984, har til formål at forbedre den akademiske anerkendelse af eksamensbeviser og stu­dieperioder gennemført i Det Europæiske Fællesskabs og EFTA's medlemslande. Nettet udgør en del af SOCRATES/ERASMUS-programmet.
It did, however, acknowledge that requests to the national authorities from individuals wishing to include such mobility in their training could prompt recognition of the need to accord specific status to transnational placements and progressively encourage integration and recognition by the respective systems. tems.
En meddelelse fra Kommissionen ') har i øvrigt identificeret den synergieffekt og de skridt, der bør tages for at nå frem til et samarbejde inden for området anerkendelse af eksamensbeviser 2).
legislation, particularly in Germany and Greece, imposes language requirements which are completely disproportionate, and in practice constitute indirect discrimination.
b) Lærere og erhvervslærere
► The Green Paper proposes Lines of action 4 and 8, pages 29 and 30
Fra ikrafttrædelsen af direktiv 89/48/EØF om gen­sidig anerkendelse af eksamensbeviser og til slutningen af 1994 har mindst 11 000 personer, og heraf 5 000 lærere (grundskole-, gymnasiesåvel som universitetslærere) opnået anerken­delse af deres eksamensbeviser i en anden medlemsstat. Anvendelsen af direktivet har imidlertid gjort det muligt at påvise visse hin­dringer.
Since the entry into force of Directive 89/48/EEC on the mutual recognition of diplomas, at the end of 1994, at least 11 000 people, including 5 000 teachers (in primary, secondary and higher education) have had their diplomas recognized in another Member State.
F.eks. har ikke alle lande endnu omsat dette direktiv til national lovgivning. Således har Belgien og Grækenland endnu ikke fuldført omsætteisen af dette direktiv til national lov­givning.
For example, there is a problem with the countries which have not yet transposed it into national legislation, which is the case with Belgium and Greece.
I disse to lande forbliver de ansøgnin­ger om anerkendelse, der er forelagt af lærere fra andre medlemsstater, blokeret, mens de venter på vedtagelsen af gennemførelsesfor­ anstaltningerne.
In these two countries, applications from teachers from other Member States for recognition of their qualifications have been 'blocked', pending adoption of the national implementing measures.
I Tyskland har tre delstater (Baden-Wiirtemberg, Brandenburg og Sachsen-Anhalt) endnu ikke vedtaget bestemmelser til omsættelse af direktiv 89/48/EØF for lærere.
In Germany, there are still three Länder (BadenWürttemberg, Brandenburg and Sachsen-Anhalt) which have not yet adopted implement ing measures for Directive 89/48/EEC in respect of teachers.
Meddelelsens anvendelsesområde begrænser sig til kvalifikationer på universitetsniveau, men dokumen­tet anbringer denne problematik i den mere generelle sammenhæng af anerkendelse af kvalifikationer i Det Europæiske Fællesskab.
The fact is that, with the exception of the Socrates/Erasmus pro gramme, which makes full provision for eliminating the territorial aspect, it is difficult for students travelling abroad to transfer their grants.
2) »Rådet (undervisningsministrene) opfordrer i dets konklusioner af 6. maj 1996 medlemsstaterne og
In most Member States, it is impossible to transfer the grant in order to undertake a full course of study abroad.
I Tyskland anerkender man ikke beviser for læreruddannelser, der er erhvervet ved andre højere uddannelsesinstitutioner end universite­ter.
Another obstacle encountered has been the non-recognition in Germany of teaching diplomas obtained in higher education institutions other than universities.
Direktivet ligestiller, for så vidt angår anerkendelse, eksamensbeviser erhvervet ved universiteter, højere læreanstalter og andre uddannelsesinstitutioner på samme niveau.
For the purposes of recognition, the Directive puts diplomas obtained in universities, higher education establishments and other training establishments of the same level on an equal footing.
Alligevel får lærere med eksamensbeviser erhvervet ved de østrigske pædagogiske akade­mier, visse britiske »Colleges« og andre lig­nende institutioner i Nederlandene og Danmark afvist deres ansøgning om anerkendelse i Tysk­land.
Despite this, however, holders of teaching diplomas obtained in Austrian teacher training academies, certain British colleges and other similar institutions in the Netherlands and Denmark have been refused recognition of their diplomas in Germany.
Direktivet finder heller ikke anvendelse på lærere i Frankrig.
Non-application of the Directive to teachers has also been registered in France.
Visse lande kræver, at en lærer, der underviser klassetrin 7 til 13, skal være i besiddelse af et eksamensbevis, der kvalificerer ham/hende til at undervise i mindst »to fag« (f.eks. matematik og fysik, historie og geografi).
Some Member States require secondary-level teachers to have a qualification allowing them to teach two subjects (e.g. mathematics and physics; history and geography).
Endelig må der konstateres en vis indirekte forskelsbehandling.
There have also been certain instances of indirect discrimination.
Dette er så meget desto mere paradoksalt, når der er tale om en lærer, der skal undervise i sit modersmål som fremmed­sprog i værtslandets skoler.
Even where the teacher's duties are such as to justify knowledge of the language of the host country, some national
') Inden for de såkaldte »lovregulerede« erhvervs områ­der er der gjort adskillige fremskridt i medfør af artikel 49, 57 og 66 i EF-traktaten. Disse artikler har gjort det muligt for Det Europæiske Fællesskab at vedtage »direktiver, der sigter på gensidig anerken­delse af diplomer, eksamensbeviser og andre kvalifi­kationsbeviser«.
Considerable progress has been made in the field of the 'regulated' professions on the basis of Articles 49, 57 and 66 of the EC Treaty, by virtue of which the European Community is able to adopt 'directives for the mutual recognition of diplomas, certificates and other evidence of formal qualifications'.
Således har direktiv 89/48/EØF og 92/51/EØF indført en generel ordning for anerken­delse af eksamensbeviser, der gør det muligt for den mobilitetsstuderende at få sin kvalifikation anerkendt i en anden medlemsstat end den, hvor den er erhver­vet.
Directives 89/48/EEC and 92/51/EEC, for example, have set up a general system for recognition of diplomas, enabling persons wishing to move within Europe to have their qualifications recognized in Member States other than that in which they were acquired.
► Grønbogen foreslår aktionsområde 4 og 8, side 31 og 32.
Where this guarantee does exist, it is not always applicable to trainees on placement coming back from another Member State.
Manglende adgang til at medbringe nationale stipendier til studier i udlandet hjemlandet, er mobilitetsomkostningerne ofte tunge at bære.
Inadequate financial support should be to harmonize the start of the academic year for higher education establishments, which might also facilitate the synchronization of examinations during the academic year.'
Situationen er særlig alvorlig for de ledige, der risikerer at miste retten til arbejdsløshedsunder­støttelse i deres hjemstat. I den henseende befinder unge universitetskandidater på et hvilket som helst niveau sig, når de befinder sig på arbejdsmarkedet for første gang, i en endnu vanskeligere situation.
The remarkable development of mobility under Erasmus demonstrates that the enthusiasm for such exchanges has not diminished.
► Grønbogen foreslår aktionsområde 7, side 32.
Given that most of them continue to reside in their country of origin, the cost of their mobility is often very high.
For den såkaldte »spontane« mobilitet kan den manglende adgang til at tage sit nationale stipendium med til studier i udlandet udgøre en væsentligt hindring.
Students benefiting from mobility are some times no longer in the host country when the examinations are held or cannot, due to their absence, take examinations in their home institution.
Uden for SOCRATES/ ERASMUS-programmet, hvor der er taget fuld højde for medtagelse af det nationale stipen­dium, er det i de fleste medlemsstater vanske­ligt for studerende at medbringe studiestøtte til et fuldt studium i udlandet.
Also, examinations taken in the host country may not always be recognized in the home country. In some Member States the possibility to sit examinations in an institution is dependent on the number of hours of classes taken in that institution within the academic year.
Man kan konstatere en større åbning hos medlemsstaterne imod geografisk nærliggende regioner.
Moreover, in some Member States, students are not allowed to be absent prior to and during examinations, which reduces the possibilities of mobility, particularly for long periods.
Denne hin­dring reducerer i væsentlig grad mulighederne for adgang til mobilitet især for mindre gun­stigt stillede studerende.
The situation is particularly precarious for the unemployed who lose their rights to unemployment benefit in their Member State.
► Grønbogen foreslår aktionsområde 5, side 31.
► The Green Paper proposes Line of action 7, page 30
Skoleårets/det akademiske års tilrettelæggelse
Structure of the school/academic year
Sikkerhed i ansættelsen
Non-replacement of absent teachers
Det akademiske års tilrettelæggelse er betinget af bestemmelser, der snart er vedtaget på natio­nalt plan, snart af uddannelsesstrukturen selv.
The structure of the academic year depends to some extent on measures adopted at national level and to some extent on the structure of the education system itself.
Og dette kan forårsage problemer, når den ikke er den samme i hjemlandet og i værtslan­det i).
This structure may pose problems if it is not the same in the Member State of origin and the host Member State.'
En arbejdstager, der ønsker at gennemføre et praktik- eller efteruddannelsesophold i en anden medlemsstat, har ikke altid nogen garanti for at få sit job tilbage, når han/hun vender hjem.
In most cases teachers/instructors are not replaced during their absence.
Hvor denne garanti findes, er den ikke altid gældende for praktikanter, der vender hjem fra en anden medlemsstat.
This means that they must 'catch up' with the subject matter on their return. This places an additional burden on themselves and on the persons being taught.
Den enestående udvikling i mobiliteten inden for rammerne af ERASMUS-programmet viser begejstringen for studenterudvekslinger.
A student in northern Europe, for example, usually begins the new university academic year in August.
De begrænsede beløb har hidtil betydet, at visse udvalgte studerende ikke har kunnet benytte sig af tilbuddet om mobilitet.
A student in western or southern Europe, however, usually does not start university until October.
Rektorforsamlingen: »Tilrettelæggelse af det akade­miske år«, Forbindelsesudvalget for de europæiske rektorforsamlinger, Bruxelles, maj 1993.
Liaison Committee of Rectors Conferences, Brussels, May 1993.
Læringen af de mindst udbredte sprog udgør derfor en garanti for en større spredning af studenter­strømmene og således en større rigdom i udvekslingerne ').
Learning of less widely used languages is the key to a diversification of the flows of students and hence to a greater variety of exchanges. '
► Grønbogen foreslår aktionsområde 8, side 32.
► The Green Paper proposes Line of action 8, page 30
Studerende i mobilitet har undertiden ikke læn­gere mulighed for at befinde sig i værtslandet på det tidspunkt, hvor eksaminerne finder sted, eller de kan ikke, eftersom de ikke er til stede, aflægge eksaminer på deres hjeminstitution, hvilket skaber problemer med hensyn til opnåelse af eksamensbeviset.
(c) Lack of suitable or affordable accommodation (level of rents, deposit) is a problem in some cases.
Desuden anerken­des eksaminer taget i værtslandet ikke altid i hjemlandet.
There is often only limited accommodation available in university halls of residence or education centres.
Endelig afhænger muligheden for at gå op til eksaminer på en uddannelsesinstitu­tion i nogle medlemsstater undertiden af, hvor mange undervisningstimer, den studerende har fulgt gennem hele året.
Some students or teachers who leave for short/ medium-term periods often cannot give up their accommodation in their country of origin for fear of not finding anything when they return, or at least nothing at a reasonable price.
Desuden er det forbudt i visse lande, at eleverne er væk i perioder inden eksamen og i selve eksamensperioden, hvilket i høj grad indskrænker mulighederne for mobilitet især af længere varighed.
(d) In numerous cases, students benefiting from mobility must take out additional insurance (repatriation in the event of illness/accident, third-party insurance, etc.).
Disse hindringer hæmmer ofte gennemførelsen af en kvalitetsmobilitet og udgør endog under­tiden en sådan hæmning, at de modfaldne deltagere ikke rejser ud eller vender tilbage til deres hjemland uden at have benyttet sig af de muligheder for mobilitet, der blev tilbudt dem.
These obstacles often prevent the achievement of high quality mobility, and sometimes present such barriers that the discouraged participants do not leave to take part in the project or return to their country of origin without having benefited from the opportunities of mobility which were offered to them.
Vanskelighederne viser sig for kandidaterne inden, under og efter opholdet:
Students face difficulties before, during and after their stay:
Nogle medlemsstater anerkender ikke praktik­perioder for elever som en integrerende del af deres uddannelse, og mobiliteten må derfor kombineres med ferien, da man ellers, når året er gået, risikerer, at skoleåret og det endelige eksamensbevis ikke anerkendes.
(f) Bank and exchange charges can consume up to 20% of an individual grant, not to mention the cost associated with procedural delays.