natgillin/translations-raw huggingface dataset:
Som bevis på, at erhvervs­uddannelse falder ind under traktatens anvendelsesområde, anførte frøken Gravier og Kommissionen bl.a., at artikel 128 i EØF­traktaten fastsætter, at Rådet fastsæt­ter »de almindelige principper for gennem­førelsen af en fælles politik for faglig uddannelse, som kan bidrage til en harmo­nisk udvikling af såvel hvert enkelt lands økonomi som af fællesmarkedet.« kår som landets egne borgere, når den pågældende kommer til dette land udeluk­kende for at studere og ikke kan gøre krav på opholdstilladelse hverken som vandren­de arbejdstager eller som medlem af en vandrende arbejdstagers familie?
Miss Gravier and the Commission argued that vocational training comes within the scope of application of the Treaty and that any discrimination in this type of education should be prohibited. Miss Gravier and the Commission cited, inter alia, Article 128 of the Treaty in support of this contention: ' the Council shall. . . lay down general principles for implementing a common vocational training policy capable of contri­buting to the harmonious development both of the national economies and of the com­mon market'.
Der var på det tidspunkt ikke nogen egentlig ligestillet undervisning i dette speciale i Frankrig.
At the time, there was no such specialist course of exactly the same type in France.
Det er således spørgsmålet om retten til fri bevægelighed for studerende i EF, der her er rejst.
In other words, the issue at stake was the right of students to freedom of movement within the European Community.
Frøken Gravier indskrev sig derfor ved l'Académie des Beaux­Arts i Liege, hvor hun blev afkrævet et årligt indskrivningsge­byr på 24 622 BFR.
Miss Gravier therefore enrolled in the Liège Academy of Fine Arts, where she was asked to pay an annual enrolment fee of BFR 14 622.
Det vanskelige ved denne påstand nr. 2 var at godtgøre, at erhvervsuddannelsen er en del af traktatens anvendelsesområde, når nu Det europæiske Fællesskab er et øko­nomisk fællesskab og undervisnings­ og uddannelsespolitikken ikke er en egentlig del af de områder, som traktaten har lagt ind under fællesskabsinstitutionernes kom­petence.
The difficulty in this second argument was to persuade the Court that vocational train­ing comes within the scope of application of the Treaty whereas, since the European Community is an economic community, policy on education and training is not included as such in the fields which, accord­inolo the Treaty, come within the purview of Community institutions.
Spørgsmålet vakte en vis interesse.
The problem aroused a good deal of inter­est.
Ud over parterne og Kommissionen intervenerede den danske og den britiske regering under proceduren og gav udtryk for anskuelser, der lå tæt op ad den belgiske stats.
Besides the parties themselves and the European Commission, the Danish and British Governments were parties to the proceedings, defending principles very close to those advanced by the Belgian State.
Den 13. februar 1985 afsagde Domstolen sin dom ud fra nedennævnte overvejelser:
The Court delivered its judgment on 13 February 1985, citing the following grounds for its decision:
Frøken Gravier og Kommissionen fremkom med to påstande:
Miss Gravier and the Commission put for­ward two arguments:
■ Studiegebyret udgør uomtvisteligt en forskelsbehandling på grundlag af nationa­litet.
■ The 'minerval' is indisputably a form of discrimination on the grounds of nationali­ty.
Selv om de udenlandske studerendes forældre ikke betaler skat, som bidrager til finansieringen af det belgiske undervis­ningsvæsen, er fremgangsmåden alligevel diskriminatorisk, eftersom studiegebyret ikke afkræves de belgiske studerende, hvis forældre heller ikke betaler skat, f.eks. fordi de er bosat i udlandet.
Even though the parents of foreign students do not pay taxes to help finance the Belgian educational system, the practice is still discriminatory since this fee is not levied on Belgian students whose parents do not pay tax because, for example, they live abroad.
Det særlige spørgsmål, denne sag rejser, er derfor følgende: kan en EF­borger på en anden medlemsstats territorium få adgang til undervisningsinstitutioner på samme vil­
The issues were once again referred to the European Court of Justice for a preliminary ruling, since the case raised a different set of problems from the points at issue in the Forcheri case.
■ Tilrettelæggelse af undervisning og ud­dannelsespolitik er ikke i sig selv en del af de områder, som traktaten har lagt ind under fællesskabsinstitutionernes kompetence.
Before enrolling for the course, Miss Gravier had no links with Belgium and had no residence permit for this country.
Artikel 59 ff. i EØF­traktaten fastsætter fri bevægelighed uden mulighed for forskels­behandling for ydere og modtagere af tje­nesteydelser.
Articles 59 et seq. of the Treaty of Rome permit no discrimination in the freedom of movement allowed to those providing and receiving services.
Undervisning er, selv om den gives af de offentlige myndigheder eller for de offentlige myndigheders regning, en tje­nesteydelse.
Even when education is dispensed by the authorities or at the expen­se of the authorities, it is a service.
Adgangen til denne tjenestey­delse skal derfor være fri og uden forskels­behandling mellem en medlemsstats egne borgere og borgere fra de øvrige medlems­stater.
There must, therefore, be free access to this service, and no distinction must be made between a Member State's own nationals and the nationals of other Member Sta­tes.
■ Men »adgang til og deltagelse i under­visnings­ og lærlingekurser, navnlig for så vidt angår erhvervsuddannelse, er ikke fremmed for fællesskabsretten«.
■ On the other hand, 'access to and atten­dance of educational courses and appren­ticeship, particularly when these are part of vocational training, are not extraneous to Community law'.
Domsto­len henviser, til, at ud over traktatens artikel 128 handler forskellige fællesskabsretlige tekster om erhvervsuddannelse.
The Court noted that, in addition to Article 128 of the Treaty, many pieces of Community legislation deal with vocational training.
muligt for enhver at erhverve de tekniske kundskaber og færdigheder, som er nød­vendige for udøvelsen af et givet fag og at opnå det bedst mulige uddannelsesniveau samtidig med, at den intellektuelle og moralske udvikling, opdragelsen til sam­fundsborger og den fysiske udvikling frem­mes navnlig for de unges vedkommende« (EFT 1963, s. 1338).
pointed out that the purpose of the common vocational training policy was to 'enable each person to acquire the technical know­ledge and skills required in the exercise of a given occupation and achieve the highest possible standard of training while promot­ing, especially with regard to young people, intellectual and moral maturity, civic edu­cation and physical development' (OJ 63, p. 1338).
uddannelse. Enhver studerende, der er interesseret i en særlig uddannelse, kan i ethvert EF­land få adgang til undervisnings­institutioner på samme vilkår som landets egne borgere.
The implication is that Member States may be relieved of the onus of setting up esta­blishments of specialist education if such establishments already exist in another Member State.
I en tid med højteknologier, avanceret videnskabeligt udstyr og meget høj grad af specialisering inden for forskning og under­visning er nytten af denne frie adgang til undervisning indlysende.
In an age of advanced technology, sophisti­cated scientific equipment and extreme spe­cialization in research and education, such free access to education is of evident value.
■ Domstolen mener, at den fælles er­hvervsuddannelsespolitik »i øvrigt udgør et uundværligt element i Fællesskabets aktivi­teter, hvis formål bl.a. er fri bevægelighed for personer, arbejdskraftens mobilitet og forbedring af arbejdstagernes levevilkår.
It should be borne in mind that teaching at the level of higher education is often imparted by research workers.
Man må ikke glemme, at undervisningen på højeste studieniveau hyppigt gives af fors­kere.
■ The Court expressed its view that a common vocational training policy 'is moreover a vital element in the activities of the Community, whose aims include the free movement of persons, mobility of labour and an improvement in workers' standard of living.
Den frie adgang til undervisning er derfor i det mindste delvis ligeledes fri adgang til de forskningsresultater, der opnås i de øvrige medlemsstater. Det er grundlaget for et virkeligt fællesmarked for viden, der her er dannet.
Access to vocational training in particular is likely to promote the free movement of persons in the Commun­ity as a whole in that it enables them to obtain a qualification in the Member State where they propose to engage in their chosen occupation and develop their partic­ular talents in the Member State whose vocational education system offers the appropriate specialist studies.'
■ Domstolen konstaterede således, at »be­grebet erhvervsuddannelse omfatter under­visning i tegneseriekunsten, når den af en højere læreanstalt inden for kunst, og når undervisningen forbereder den studerende på at blive kvalificeret til et bestemt erhverv, fag eller beskæftigelse eller giver den pågæl­dende en særlig egnethed til at udøve et sådant erhverv, fag eller beskæftigelse« og Domstolen præciserede, at denne definition gælder »uanset elevernes eller de studeren­des alder og uddannelsesniveau«, samt at den tillige gælder, »dersom undervisnings­programmet også indeholder en almen undervisningsdel».
■ The Court then went on to say that 'the concept of vocational training extends to the teaching of the art of comic strips dispensed by an establishment of higher education in the arts, if that teaching trains a student for a qualification for an occupa­tion, trade or specific job or endows him or her with a special ability to engage in such an occupation, trade or job'. The Court pointed out that this definition applies 'whatever the age and standard of educa­tion of pupils or students, even if part of the educational syllabus consists of general education'.
Følge nr. 2
The second consequence
Følge nr. 1
The first consequence
■ Når betingelserne for adgang til er­hvervsuddannelse falder ind under Trakta­tens anvendelsesområde, er i henhold til artikel 7 enhver forskelsbehandling vedrø­rende betingelserne for adgang til denne erhvervsuddannelse forbudt.
■ Since conditions of access to vocational training come within the scope of applica­tion of the Treaty, by virtue of Article 7 any form of discrimination concerning the con­ditions of access to such vocational educa­tion is prohibited.
En række erhverv kan ikke udøves af udenlandske borgere, fordi de ikke er i besiddelse af det nationale eksamensbevis.
The precedent set by the Gravier case will undoubtedly facilitate freedom of move­ment for persons within the European Com­munity.
Denne dom stadfæster retten til fri bevæge­lighed for elever inden for erhvervsuddan­nelsen.
The judgment upholds the right to the free movement of those wishing to take up vocational training.
■ Endelig skal begrebet erhvervsuddan­nelse defineres for at finde ud af, om frøken Gravier deltager i en undervisning, der bidrager til hendes erhvervsuddannelse.
Many occupations cannot be taken up by foreign nationals because they do not have the national diploma of the country in question.
Som bekendt har fremskridtene med hensyn til ligestilling af eksamensbeviser i EF været langsommelige og begrænsede.
There may be various advantages in this freedom of movement, depending on a person's individual position.
Alt efter hver enkelts særlige situation kan denne frie bevægelighed frembyde visse fordele.
■ The next step to be taken, said the Court, was to define the concept of voca­tional training to determine whether Miss Gravier is engaged on a course of studies that contributes to her vocational train­ing.
■ Domstolen henviste til, at det med Rådets afgørelse 63/266 af 2. april 1963 blev præciseret, at formålet med den fælles erhvervsuddannelsespolitik var at »gøre det
■ The Court noted that, in its decision 63/266 of 2 April 1963, the Council had
De vigtigste modtagere af denne undervis­ning er elever inden for en specialiseret
The main beneficiaries of this form of education will be those wishing to take up
Fri adgang til undervisning gør det således muligt for udlændige at få det nationale eksamensbevis, som i sig selv gør det muligt
It is well known that only slow and limited progress has been made towards the equi­valence of diplomas in the Community.
for dem at udøve det givne erhverv i mod tagerlandet.
If there is free access to education, there fore, a foreign national may obtain a Member State's national diploma, which in turn will enable him or her to engage in the occupation in question in that host country. try.
Følge nr. 3
The third consequence
Ordlyden af Gravier-dommen siger klart, at ligestillingen skal gennemføres ikke blot med hensyn til indskrivningsgebyrer, men mere bredt med hensyn til samtlige betingelser for adgang til erhvervsuddannelse.
This argument is of great practical relevance to European integration: if the argument advanced by Miss Gravier and the Commission were to be accepted, the implication would be that any EEC national would have freedom of access not just to the education but to the public services of any other Member State.
Den praktiske betydning af denne påstand er stor for opbygningen af Europa: en positiv reaktion på frøken Graviers og Kommissionens påstand indebærer, at der ud over undervisning indrømmes enhver EF-borger ret til fri adgang til offentlige tjenesteydelser i enhver medlemsstat.
Further questions will probably be referred to the Court of Justice for a preliminary ruling in the near future, affording an opportunity to formulate its opinion on the law. In view of prior Court decisions on the effect of its judgments over a period of time, it is very likely that Belgium's obligation to make repayment will be confirmed. med.
På baggrund af Domstolens retspraksis med hensyn til den tidsmæssige virkning af de domme, den afsiger, må det antages, at Belgiens forpligtelse til at betale tilbage vil blive stadfæstet. stet.
The Gravier judgment clearly states that there must be equal treatment not only in enrolment fees but also, more broadly, in all conditions of access to vocational train ing.
Det må endvidere medgives, at begrebet erhvervsuddannelse stadig er vagt.
It should also be recognized that the concept of vocational training is still vague.
Hvad Gravier-dommen ikke sagde
What the Court did not say in the Gravier judgment
Selv om det ikke udtrykkelig blev nævnt i dommens præmisser (men diskuteret meget under den skriftlige og den mundtlige procedure), må konklusionen være, at enhver forskelsbehandling på grundlag af nationalitet er forbudt, f.eks. også for så vidt angår studielegater eller adgangsprøver.
Although the point was not explicitly raised in the statement of the grounds for the judgment (it was debated at length in both written and verbal proceedings), the conclusion must be drawn that any form of discrimination on the grounds of national ity - for example, in matters of bursaries and entrance examinations — is forbid den.
Der er næppe tvivl om, at erhvervsuddannelse omfatter teknisk undervisning, under visning på højere læreanstalter og på universiteter. versiteter.
There is no doubt that vocational training embraces technical, higher and university education.
Der kan ikke blive tale om at tolerere nogen form for fremgangsmåde, som mere indirekte end studiegebyret har til formål at gøre adgangsbetingelserne vedrørende er hvervsuddannelsen vanskeligere for studerende, der er borgere i andre medlemsstater. ter.
No practice of any kind could possibly be tolerated which might, perhaps by a subterfuge less open than the 'minerval', be designed to make it harder for students who are nationals of other Member States to satisfy the conditions of access to vocational training.
Følge nr. 4
The fourth consequence
Spørgsmålet om den almene undervisning står stadig åbent; den har ikke noget specifikt fagligt formål, men man kan ikke nægte, at et af de væsentligste mål med gymnasie- og endog folkeskoleundervisning er at uddanne voksne, som kan bruge deres skolekundskaber til at spille en aktiv rolle i samfundet.
In short, sooner or later the Court of Justice will have to reply to the questions it was unwilling to answer in the Gravier case: (i) is basic education, such as primary education, a service within the meaning of the Treaty to which freedom of access must be guaranteed?
Den grundlæggende undervisnings forberedelse af erhvervsuddannelsen er af indlysende betydning.
(ii) does this education contribute to vocational training, which comes within the scope of application of the Treaty and in which no discrimination is tolerated?
De europæiske Fællesskabers Domstol har således givet frøken Gravier og Kommissionen medhold i deres påstand nr. 2.
If it was unlawful to introduce the 'minerval', the implication is that the fees levied in the past must be repaid to students.
Frøken Gravier blev fyldestgjort, fordi hun fulgte en undervisning med henblik på erhvervsuddannelse, og således kunne Domstolen undlade at komme ind på denne påstand.
This article analyses the contradictions evident in a computerized society where the supply of information bears little relation to the demand.
Når det indførte studiegebyr var ulovligt, indebærer det, at de opkrævede beløb skal betales tilbage til de studerende.
As things now stand, there has been a vast increase in the volume of facts and figures available and the rate at which they circulate (and this rate is bound to accelerate even further), together with a raising of the 'noise level'.
Siden Gra-vier-dommens offentliggørelse er der i øvrigt indbragt en hel række sager for de belgiske domstole.
There is a feeling that too much is available, and in some ways this leads to a relative decrease in the informa­tion conveyed (a trend that may gather momentum in the near future).
— Er en grundlæggende undervisning som f.eks. folkeskoleundervisning en tjene steydelse i traktatens forstand, som der skal sikres fri adgang til?
Whereas the supply of hardware and software L· over­abundant, demand is based more on an infatuation for com­puter technology than any awareness of the real needs.
Men spørgsmålet står stadig åbent for de former for undervisning, som ikke falder ind under erhvervsuddannelse: førskoleundervisning, undervisning med udelukkende kulturelt sigte, undervisning af ældre, særundervisning af handicappede m.m.
■ on the one hand, an exaggerated picture is conveyed of the 'knowledge society'; in many cases, this leads to confusion when planning for innovation, as it is difficult to discern what is simply in the minds of the inventors, what is on the drawing boards, what is experimental and what is actually being sold or is available for sale;
Ved en lov af 21. juni 1985 vedtog Belgien kun at betale tilbage til de studerende, der havde anlagt sag før den 13. februar 1985, den dato da Gravier-dommen blev afsagt.
A recent survey on Italian households con­ducted by Censis showed that families are very much aware of the subject of informa­tion in their daily lives, a confirmation of the points made above.
Når Domstolen, og det vil ske inden længe, får forelagt det spørgsmål, som den under visning rejser, der ikke har noget fagligt formål, bliver Domstolen nødt til at udtale
■ on the other, it raises the expectations of every member of society and creates new needs, especially in matters of education and training: people expect higher quality and more personalized services, a trend that reflects the far greater individualism of our lives in society today.
— Bidrager denne undervisning til er hvervsuddannelsen, som falder ind under traktatens anvendelsesområde og med hensyn til hvilken ingen form for forskelsbehandling er tilladt?
Quite apart from this rising flow of facts and figures and 'background noise', we are also faced with a continuing growth in the resources — hardware and software ­being brought into the market in the infor­
Dette forsøg fra Belgiens side på at begrænse de finansielle følger af Gravier-dommen synes dømt til at mislykkes.
■ 'You have to be far better informed in life today than in the past, especially if you have a family to manage.'
En ny kultur for informatiksamfundet
ing, equip ourselves to face up to the challenges of innovation in our society.
Konsekvenser for erhvervsuddannelsen
First of all, let us look at some of the misconceptions often implicit in our way of thinking.
Nadio Délai virkelighed, der er meget fragmentarisk, end i et intelligenssamfund som sådan.
When we speak of technological innovation we tend to gloss over the great diversity of what in fact exists ­ and that diversity is grow­ing.
Artiklen analyserer de modsætninger, der karakteriserer informatiksamfun­det, hvor der eksisterer en dyb kløft mellem udbud af og efterspørgsel efter information.
We overlook the pressing need for overall direction, which will help to create a single 'control board' so that optimum use can be made of the wealth and diversity of all these resources.
Men ud over stigningen i strømmen af data og informationer og af den ledsagende »støj« er vi også også konfronteret med en stadig vækst i udbudet af instrumenter (både hardware og software), som viden­samfundet markedsfører, og som for tiden er karakteriseret mere ved deres mangfol­dighed end ved deres reale integration.
richesse, and an even greater abundance may be expected in the future. The techno­logy on offer ­ goods, services, informa­tion, training ­ is proliferating; at the same time, the widespread, proliferating demand is becoming ever more segmented, frag­mented and individual.
Hvis udbudet af hardware og software på den ene side synes overdimensioneret, hviler efterspørgselen på den anden side mere på en slags forelskelse i informa­tikteknologien end på viden om de vir­kelige behov.
It seems that we will have to cope simultaneously with the grow­ing fragmentation of both supply and demand, a glaring absence of ways of bridging the gap between suppliers and users and a growing risk of confusion and disorientation.
De mere øjeblikkelige konsekvenser af ovennævnte situation er, at vi er konfron­teret:
Indeed, one sometimes feels that our society is still one of isolated facts and figures, which have not yet been ordered to promote a true 'knowledge socie­ty'.
Et øjebliksbillede af den nuværende situa­tion viser nemlig en stærk global stigning i mængden af data og informationer, samti­dig med at disse informationer cirkulerer hurtigere end før (en stigning, der for øvrigt kan forventes at fortsætte).
If we are to construct a realistic scenario we must recognize that that on the one hand 'the future is already with us' (in our attitudes, in the facilities available, in our culture as it exists today) but that, on the other, we must still set goals for the future.
Parallelt med dette konstateres der en stigning af den ledsagende »støj«, af følelsen af, at det er for meget, hvilket følgelig resulterer i et relativt informationsfald (i henhold til en tendens, der kan tiltage i den nærmeste fremtid).
We must turn what are merely ideas or intuitions into reality, for example looking to the future in symbolic terms by restating the myth of technological innovation.
■ på den ene side med et »billede« af vidensamfundet, som meget ofte skaber vildrede i innovationsplanerne, så man ikke længere ved, hvad der blot er intuition, hvad der er et projekt, hvad der er et forsøg, og hvad der reelt er solgt elles salgbart;
D The idea that complexities can be ironed out: there is an urge to simplify (informa­tion, communication, society, culture and training) and an assumption that things can be simplified through the 'spontaneous momentum' engendered by the hardware, as if the supplier market were logical enough on its own to solve the growing complexities, pinpoint what is important and marshal the facts in the light of its own logic.