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Nous débattons du futur du système des Écoles Européennes. Sur cette page, vous trouverez les thèmes de discussions en cours. N'oubliez pas de visiter la page 'Bibliothèque' pour les textes de référence ou les pages par thème. Les discussions elles-mêmes ont lieu en séance plénière ou sur notre serveur de courriels.

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  Conference on the Future of the European Schools
 
Rapport du Parlement européen sur le système des écoles européennes (2011)
 
Speech by VP Siim Kallas on the Reform of EE 
  Le système des Ecoles Européennes : un modèle pour la mobilité et le multilinguisme (Audition au Parlement Européen)
  Question orale au Parlement Européen sur la réforme des EE
  Boarding facility in Karlsruhe for EU-families
  Multilinguisme : recommandation du Conseil 

 
The future of the European schools

Information meeting organised by the GUDEE with Mr Kari Kivinen, Secretary General of the European schools and the Deputy Secretary General Giancarlo Marcheggiano, 23 October 2013

Notes taken during the meeting

Slides presented by M. Marcheggiano

L'europe des étudiants reste à construire

Countries can restrict non-resident students (access to universities or other post-bac studies).
When you think that in the Dark Ages, one could go to universities anywhere in Europe...

Rapport du Parlement européen sur le système des écoles européennes (2011)

Bruxelles, le 14 juillet 2011 COMMUNIQUE DE PRESSE

Jean-Marie CAVADA, rapporteur sur le rapport des Ecoles européennes, se félicite de l’adoption de son rapport ce jeudi 14 juillet en Commission Culture qui a reçu le soutien de l’ensemble des groupes politiques.

« Avec ce rapport, les Ecoles européennes reprennent tout leur sens : représenter un véritable investissement pour l’avenir de jeunes européens ».

«Les Ecoles européennes ont été créées pour garantir aux enfants des agents des institutions européennes appelés à vivre dans un environnement culturel différent de celui de leur pays d'origine, l’accès à l’éducation dans leur langue maternelle afin qu’ils puissent réintégrer à tout moment en cas de retour éventuel de leurs parents dans leur Etat membre, un établissement de leur pays d’origine. Les Ecoles européennes sont donc en soit une réelle nécessité et non un simple luxe » a t-il rappelé.

Néanmoins, 50 ans après la naissance de la première Ecole européenne, ce concept était appelé à évoluer et à s’adapter aux nouvelles exigences économiques et sociétales. C’est donc autour de ces deux angles que Jean-Marie Cavada et son équipe ont construit leur rapport.

Le rapport insiste en premier lieu sur la nécessité d'exporter le modèle d'éducation européenne dans les systèmes nationaux, à la fois en développant les Ecoles pouvant accueillir des enfants dont les parents de sont pas des agents, et en créant de nouvelles Ecoles à l’initiative des Etats membres, mais aussi par l'intégration dans les écoles nationales de concepts empruntés aux Ecoles européennes. « Ce rapport est une véritable opportunité pour mettre l'accent sur le principe éducatif d'une scolarité plurilingue et multiculturelle qui représente un excellent vecteur pour le développement des valeurs européennes. » souligne Jean-Marie Cavada.

Par ailleurs, le rapport demande la reconnaissance du « Baccalauréat européen » par l'ensemble des Etats membres et rappelle que les titulaires de cet examen doivent pouvoir être admis dans toute université de l'Union européenne. Jean-Marie Cavada a proposé en corollaire, la création d'un certificat de fin d'études, autre que le baccalauréat, pour les élèves qui souhaitent s'orienter vers une filière professionnelle.

Pour terminer, le rapport invite également à réviser le modèle de financement des Ecoles européennes afin d'alléger la charge qui pèse sur certains Etats membres, en cette période de crise, en proposant notamment l'utilisation des langues véhiculaires pour les matières non fondamentales. Mais « il est nécessaire d'envisager la création de structures permettant de donner plus d'autonomie aux Ecoles européennes. » insiste Jean-Marie Cavada.

« Les Ecoles européennes ont prouvé leur efficacité pédagogique en termes d'apprentissage des langues et d'inter-culturalité. Elles doivent aujourd’hui continuer à s’ouvrir à tous les élèves et être un modèle d’inspiration pour les systèmes scolaires nationaux afin de promouvoir l'émergence d'une identité européenne dès le plus jeune âge et de favoriser le développement de la mobilité. »

Opinion du comité BUDget

Opinion du Comité JURI

Lettre du CCP à J.-M. Cavada et annexes

Résolution finale : Rapport du Parlement Européen (Rapp : M. Cavada)

Speaking points for the Education Council May 12th, 2009 Reform of the European Schools System

President, Ministers, 

Thank-you for giving me the opportunity of saying a few words on the reform of the European Schools system. It is an old and well-established educational system, which started functioning in Luxembourg 56 years ago. It is hence older than the Rome Treaty. But, like the Rome Treaty, it is rich in good, long-lasting values. In particular, it entails the key-ingredients of multi-linguistic, multicultural and multidisciplinary approach which are more than ever crucial for our today's children. 

Back in 2002 the European Parliament issued a Resolution asking the Commission to pilot the badly needed reform of this valuable system, taking due account of the subsequent enlargements. My predecessor, Commissioner Kinnock, launched in 2004 a wide consultation paper. Less than 5 years down the road, I am pleased to see that you agree with the key-pillars of the reform we launched back in 2005, under the then Dutch Presidency of the European Schools system. Indeed in Stockholm, last April 23rd, your delegates reached a comprehensive agreement, within the framework of the current intergovernmental Convention. 

It is based on 3 main axis: 

1. an improved overall governance of the system: you have stream-lined the decision-making process and clarified the various bodies' tasks and responsibilities; this will on the one hand allow the Board of Governors to focus, from now onwards, on real political decisions, whilst giving the individual schools an increased autonomy at local level, subject to increased accountability and regular reporting requirements vis-à-vis the central system; 

2. a fairer cost-sharing among Member States: you have reached a balanced agreement which will from now onwards allow any Member State to better contribute to the common efforts by detaching highly qualified teachers to teach in any of the system's vehicular languages. The EU budget will continue to play a constructive role when called on to cover possible deficit in the detachments, notably by allowing the recruitment of local teachers where indispensable: however, the EU contribution will from now onwards be more transparent and subject to a yearly monitoring. 

3. an opening up of the system: this is a point on which most of your Governments had flagged their agreement of principle back in November 2006. The fine-tuning agreement reached in Stockholm last April sets now the basis for the European Baccalaureate to become accessible to an increasing number of pupils, in any Member State wishing to offer it. In this context, I particularly welcome the efforts already done by Greece, Italy, Ireland, France, Finland and the Netherlands. I hope and trust that many other Member States will follow their example. This agreement opens the way to launch the procedures for making a EU contribution for EU staff' children attending any of such national schools a reality. 

In conclusion, the agreed reform gives now an opportunity for this educational system to even better perform and to hopefully spread its key, European values across our borders. I would like to express my sincere gratitude to the Swedish Presidency of the Schools, without whose commitment this result could have not been reached, and to the Czech Presidency of the Council, which have made today's event possible. But I would also like to thank other key-engines in this difficult process: MEPs Honeyball, Bösch and Hennicot-Schoepges, who all have, each in their specific functions, pushed us all into the right direction. The then Dutch Minister of Education, Mrs. Van der Hoeven, who played a crucial role in kicking off the political reform process. The Secretary General of the European Schools, Mrs. Christmann, without whose dedication the system would not advance. The parents, the teachers, the staff representatives and my own services, who have been putting their energy and motivation in finding solutions to the problems.

Together, we are re-shaping an old and yet innovative educational model, which could well serve our future Europeans. 
Thank-you.

S. Kallas, Vice-President

Le système des Ecoles Européennes : un modèle pour la mobilité et le multilinguisme

 

Le 19 mars 2009, Mme Hennicot-Schoepges a organisé une audition publique sur :

le système des Ecoles Européennes : un modèle pour la mobilité et le multilinguisme

On trouvera le dossier de cette audition sur le site du groupe EPP-ED. Nous publions ici la synthèse faite par Mme Hennicot-Schoepges ainsi que le discours du Président d'Interparents.

Lettre-Tract de TAO-AFI

Article de presse d'EurActiv sur ce sujet.

19-03-2009  -  Audition publique sur les Ecoles européennes  -  Parlement européen, Bruxelles

 

Erna Hennicot-Schoepges a organisé au Parlement européen, jeudi 19 mars, une audition publique consacrée au "système des écoles européennes: un modèle pour la mobilité et le multilinguisme". L'objectif de cette audition publique était de permettre à toutes les parties concernées de mener une discussion approfondie et de réfléchir ensemble au fonctionnement du système des écoles européennes, en quoi celles-ci peuvent servir d'exemple aux systèmes éducatifs nationaux et quels sont leurs défis actuels en termes de moyens, d'effectifs et d'infrastructures.

Dans son mot de bienvenue, le Commissaire européen en charge des affaires administratives, de l'audit et de la lutte anti-fraude, M. Siim Kallas, a rappelé son attachement aux écoles européennes en tant que "vecteurs importants de la diversité linguistique et culturelle des différents Etats membres" et "garants d'une éducation multidisciplinaire qui prépare les enfants au monde actuel".

"Mais le système tel qu'il a existé jusqu'à maintenant a atteint ses limites, et il risque de s'effondrer s'il n'est pas réformé rapidement", a-t-il déclaré. Le Commissaire a donc présenté les grands principes de la réforme qui a pour objectifs: "de rationaliser la gestion du système actuel, de veiller à une juste répartition des coûts entre les Etats membres, et enfin, d'ouvrir le système pour permettre l'installation d'écoles européennes dans tout Etat membre intéressé".

Des représentants de l'administration des écoles européennes, de parents d'élèves, d'enseignants mais aussi les personnes chargées du suivi de cette réforme au sein du Comité des directeurs et de la Commission européenne, ont livré leur analyse de la situation des écoles européennes et de la réforme à conduire.

Les intervenants ont unanimement souligné la grande qualité du modèle d'enseignement fourni dans les écoles européennes, qui se traduit, dans le parcours universitaire et professionnel des anciens élèves, par une mobilité géographique importante et des facilités pour travailler dans une langue différente de leur langue maternelle. Mais ils ont également fait part de leur préoccupation face à l'engorgement des écoles européennes, notamment à Bruxelles, ainsi qu'au manque de moyens et d'infrastructures.

Madame Hennicot-Schoepges a déclaré: " Cette audition n'était qu'une étape dans le processus de l'implication progressive du Parlement européen dans la réforme du système des Ecoles européennes, qui modifiera fondamentalement la conception d’un système éducatif susceptible de constituer une caractéristique importante du paysage éducatif européen.

Grâce à la contribution des orateurs et à la présence de diverses organisations pour nourrir le débat, nous espérons avoir donné l'élan politique nécessaire qui sera relayé au niveau des Etats membres par l'intermédiaire de la présidence tchèque notamment. Le vice-ministre Jakub Dürr ici présent nous a assuré des engagements fermes de la présidence pour le multilinguisme et pour une meilleure coordination des politiques européennes d'éducation. J'espère que dans la future législature une collaboration plus étroite et efficiente entre les parties intéressées et le Parlement sera mise en œuvre."

 

Discours du Président d'Interparents, M. C. Wilkinson

Madame Chair, Vice President Kallas, Members of the European Parliament, Parents of the European Schools, Ladies and Gentlemen.

I. Introduction

The European School system, was initiated by the parents fifty years ago.

The schools are now at a crisis, and at a turning point. A crisis, because through decades of misattention, all the four largest schools are now overcrowded to bursting point and the situation is getting worse, particularly here in Brussels.

A turning point, because after years of negotiation, the system is on the threshold of significant reform. Recall that the European Parliament's first resolution was in 2002.

I shall submit to you today that the European Schools should be sustained and considerably expanded. With appropriate improvements and investments, they correspond to a growing and important requirement for relevant skills in European society and economy. I urge the Culture and Education Committee to grasp this opportunity to commit the European Institutions to a constructive and ambitious reform of the European Schools.

The parents are most closely associated with the life of the schools – both their successes and their problems. Our members, through daily experience over long years, know these schools well and contribute to them. When we propose alternatives - and sometimes we do criticise - it is on the basis of this experience, bearing in mind that most of the parents are themselves well educated and have a thorough experience of the European Institutions.

The current Convention of the European Schools was negotiated in 1994 and came into force in 2002. It provides that the Parents are members of, and represented in, the Board of Governors and most related bodies. Interparents' principal function and raison d'être is to consult, coordinate and represent the Parents in the system as a whole. The reform must strengthen the role of the parents in the governance of all the schools in the future.

Interparents is not limited to the agenda of the Board of Governors. Our member Associations undertake substantial administrative functions on behalf of each of the schools. They are voting members of the Administrative Board of each school, and participate in the Education Committees and other school entities. The Parents Associations organise and manage school transport, school refectories and extracurricular activities.

II. Civil Society and Public Participation

Thus the parents of the European School system represent an historical, organic entity with significant institutional and educational achievements to their credit. This manifestation of collective and individual public service, is an exemplar of the contemporary movement towards consultation and participation of all interested parties in public policy, which is increasingly the case in the national, European and global context. The European Parliament and the European Commission respond positively and openly to this growing tendency, which has its roots in two fundamental trends in our society, compared with the mid-twentieth century:

bulletThe much higher level of education of the population, and
bulletincomparable, immediate access to communications and information, through the Internet.

Thus the past, present and the future relationships between Interparents, our members, and the European Schools system, is a microcosm of a much larger phenomenon.

In the 1950's, stakeholder participation in the European Schools system was very much before its time. Today, however, we should not let the system lag behind whilst the rest of the world moves on. The parents should have parity with other members of the school community, including the governments. Interparents will continue to advocate and exercise full transparency, and effective participation, throughout the system.

III Objectives of the Reform

The reform of the European Schools system was already an objective of the European Parliament and the Board of Governors several years ago. It is making positive if rather laborious progress. Other contributions to these Hearings will be elaborating on the current position. Interparents will continue to contribute to this process through our first hand knowledge of the system, our participation in the Board of Governors, the Working Group on Reform, the Working Group on the European Baccalaureate, and by monitoring progress in the existing and new European Schools.

We consider that the following objectives are critically important in the reform and expansion of the European Schools system:

bulletFirst. Maintaining and improving the recognition of the European Baccalaureate throughout European higher education. This can be done, supported by the results of the Bureau van Dijk study and the recommendations of the Cambridge Institute for Education´s evaluation. In passing, it is somewhat bizarre that the Secretariat General has not established full recognition for the European Baccalaureate with UCAS, PREPAS, and other university accreditation systems in the Member States.
 
bulletSecond. Broadening European education to accommodate a wider range of abilities - and disabilities - among the schools' pupils. The European Schools do not have a selective intake, nor should they. They are part of public, comprehensive education in Europe and should address the population concerned, as a whole.
Today too many students have to leave the system because they are failing, because they are repeating, or because the schools are unable to offer a curriculum suitable for their abilities. Interparents appreciates the European Parliament's interest and budgetary support for Special Educational Needs. We look forward to the results of the audit currently undertaken by Swedish educational experts. Decisions as to the future S.E.N. policy should await the results of this audit.
 
bulletThird: devolution of decision-making to the schools themselves. The system is too centralised to be flexible enough to accommodate a larger number of schools throughout the Member States.
 
bulletFourth: Improving governance by strengthening participation by parents, among other stakeholders, in decisions and management throughout the system. Interparents is concerned that when decision making powers are delegated from the Board of Governors, for instance to the Board of Inspectors, that our representation and voting powers throughout the system be increased accordingly.

The objective of the reform is to permit a major expansion. It is not just a question of tagging the last two years of the European Baccalaureate on to bits of the existing national systems.

Superficial adjustments to governance and cost saving for its own sake are hardly worthwhile. The reform process to-date has already been expensive and time-consuming. The original political impetus should now be rewarded by concrete results. The expansion of the system has to be large enough to have a significant impact on the numbers, composition and qualifications of young women and men employed in Europe in the future.

IV. Obstacles and Missed Opportunities

It is already evident that implementing the reform continues to be fraught with difficulties. These are some of the obstacles which already confront us:

bulletFirst: the financial model for the European Schools has broken down. In several Member States, particularly here in Belgium, financing, building and equipping the infrastructure is not taking place, in line with the Convention. That issue lies at the heart of the current crisis. Furthermore, certain Member States have declared that they are no longer willing to send the numbers of teachers required, particularly to teach in the English language. But the schools themselves do not yet have the authority, budgets and resources to recruit the teachers that they need. In these new circumstances, the schools must be able to offer stable, long term professional contracts to the teachers that they require at competitive salaries.
 
bulletSecond, the system is too small to support the complex and expensive administrative superstructure that has evolved. In addition to the employed staff, there is an elaborate hierarchy of Committees, Working Groups and Study Groups involving most of the Member States and the European Commission, which unduly regulate many details of the present system.
This leads to high unit costs per pupil and a fortiori to even higher costs per graduate. Attempts have been made to restrict the system, particularly against non-EU staff children, which by the way flies in the face one of the objectives of the reform.
The result is small schools, small classes, small language sections, which are then eligible to be closed, thus aggravating the problem. Such Malthusian measures fail.
The only way to reduce unit costs significantly is to expand the system; to fill the schools that we have already got; and to create new ones. That, would be consistent with the objective of the reform. Needless to say that the most urgent schools must be where the system is already totally overcrowded, but we certainly should not stop there.
 
bulletThird: I have to say that the initial manifestations of this “reform” are rather disappointing. Today, we only have a few small proposals to emulate certain aspects of European schooling and the European Baccalaureate. These are all linked to European or International Agencies in Ireland, Italy, Greece, Finland, France and the Netherlands. All these Agencies are far too small to generate, alone, the demography required to support a European School. Not one of the proposed schools is located in a centre which could provide the initial demography required for a viable European School. The only solution is to open the system on a much larger scale.
Furthermore, the so-called Type II and Type III schools would nationalise nearly all the expansion of the system. Thus, depriving those schools and their students of the cardinal benefits of the European Schools. That is not at all what we had in mind. No Member State acting alone could reproduce, at home, this educational system. It's essential characteristics are European. To date they have been achieved only through cooperation between the Member States, the European Union and the parents. That must continue, if the reform is to be successful.
 
bulletFourth: the European Baccalaureate tests experience and knowledge acquired over a decade of education. It will not be possible to teach a credible European Baccalaureate curriculum if it is limited to the last two years of school, as an “add-on” to existing national education systems.
Also, the fixed costs of the Baccalaureate are unnecessarily spread over far too few candidates. The detailed reform of the European Baccalaureate – which, by the way, is only just beginning – will take much time and money. As it is, the fixed costs of setting and marking the European Baccalaureate are considerable. They should be modernised and spread over greater numbers of candidates as soon as possible.
 
bulletFinally, the European schools are only used for half the year. The minimum school year of 181 days in class is too short and is often not respected; it is one of the shortest school years in the world. The curriculum is heavy and elaborate, particularly in the later years. Covering the whole curriculum in such a short time is a challenge for the teachers and a grind for all but the most gifted students. The curriculum should be widened. Access should be broadened to European society as a whole. So, something will have to be done about such a short school year. It cannot be justified.

V. European Schools, Society and the Economy

So, today, we must overcome the current crisis and seize the opportunity of the reform. European Schools are an asset which should be deployed throughout the European Union. They support fundamental social and economic objectives: Freedom of Movement, the Internal Market and International Competitiveness. Indeed, as these policies succeed, it would be quite reasonable for our educational policies to keep up. The European economy needs people to work in multi-cultural contexts, at home and abroad. Economic recovery following the recession will depend on competitiveness in technology, innovation and communications. That is, the Lisbon Agenda.

More and more young people arise from multicultural environments, bi-lingual families and parents working outside their country of origin. They grow up in more than one Member State. The European Schools, provide us with a viable model to accommodate the legitimate personal, economic and social interests of this growing and crucial part of our population. These people have jobs and create jobs. They are often on the leading edge of new markets and new technologies.

Thus, the combination of multilingualism, the sciences and mathematics, including ICT skills, afforded by the European Schools is a strategic asset, that we should be making maximum use of, as soon as possible, particularly as the economic significance of the European Baccalaureate is now beyond question. We need more students who have successfully completed this qualification, already held by thousands of citizens across half a century of European demography.

In short, we need an European Schools system that will be much broader in numbers and geographical extent, reach deeper into all levels of academic and technical ability and look wider at the global context, rather than focussing on an Euro-centric view of knowledge. School systems develop at the speed at which pupils mature to adulthood. Children entering primary school next year will enter the labour force, with their qualifications, in about 2025. There can be no quick fix. If we want to achieve results, the earlier we start the better.

VI. Conclusion

Madame President, the European Schools and the European Baccalaureate are a platform for the Member States and the European Union to coordinate a major expansion in European schooling. The time is right. The economic crisis is releasing human and financial resources for long-term investment in education. When the economy recovers its normal course, we do no want shortages of qualified people to stall the recovery. While physical and financial investment is blocked, we have the opportunity to maximise our investments in human resources. Now is the time to act boldly and constructively.

Interparents thanks the members of the European Parliament for this opportunity to bring our experience, analysis and ambitions before you.

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QUESTION ORALE AVEC DÉBAT O-0066/08 25/09/2008

posée conformément à l'article 108 du règlement

par Katerina Batzeli et Erna Hennicot-Schoepges, au nom de la commission de la culture et de l'éducation

à la Commission

 

Objet: État des lieux sur la réforme des Écoles européennes

 

Dans ses résolutions P5_TA(2002)0605 et P6_TA(2005)0336, le Parlement européen a encouragé une réforme profonde du système des Écoles européennes (EE) pour une meilleure gouvernance et son ouverture.

 

Compte tenu des élargissements successifs de l'UE, de la multiplication des agences et lieux d'affectation de son personnel et de l'introduction de contrats de travail plus flexibles, la réforme du modèle du système des EE, conçu il y a plus de 50 ans, n'est-elle pas urgente ? N'est-il pas temps d'offrir aux citoyens européens un modèle scolaire multilingue et flexible, soucieux de leur mobilité et de leur besoin d'offrir à leurs enfants le choix d'une éducation véritablement européenne tout en conservant les acquis: l'enseignement de la langue maternelle, les enseignants locuteurs natifs de la langue d'enseignement, le diplôme final et sa reconnaissance par tous les États membres de l'UE?

 

Dans ce sens, la perception des EE comme élitistes, l'exclusion progressive, au cours des dernières décennies, des élèves qui ne sont pas enfants de fonctionnaires et la distinction des élèves par catégorie I, II ou III au sein même des EE selon qu'ils sont enfants de fonctionnaires ou pas, ne sont-elles pas en contradiction avec les objectifs d'une plus grande mobilité du citoyen européen sur le marché du travail?

 

Quels progrès ont été réalisés dans le processus de réforme et d'ouverture pour assurer la transition du système des EE vers un système de scolarisation européen tout en conservant les acquis engrangés jusqu'à présent? Quelles sont les avancées en matière d'éducation pour les élèves ayant des besoins spécifiques?

Voir le débat :

Sur le côté droit, il y a une boîte intitulée "Subjects": il faut descendre jusqu'à ce que vous voyiez "Reform of the European Schools" et cliquer dessus.

Veuillez cliquer sur la langue de votre choix.

See the live debate :

On right hand side of screen you see the box entitled Subjects : scroll down until you get to the Reform of the European Schools and then click.

Please note that you can also click on the language of your choice.

Compte-rendu / Minutes

 

2868th Council meeting, Education, Youth and Culture, Brussels, 21-22 May 2008

Le Conseil européen a adopté d’importantes conclusions concernant le multilinguisme, demandant en particulier qu'une action soit menée pour améliorer la maîtrise des compétences de base, notamment par l'enseignement généralisé de deux langues étrangères dès le plus jeune âge. Le Conseil a invité les États membres à encourager l'apprentissage de leur langue officielle dans les autres États membres, y compris par un recours accru aux technologies de télé-enseignement, et à encourager l'apprentissage de langues européennes moins répandues, ainsi que de langues non européennes.

Dans ce contexte, le système des Ecoles Européennes a son expérience à apporter. Les écoles de type I, II et les futures écoles de type III peuvent servir de modèle pour une couverture pédagogique beaucoup plus large. L’école de Manosque, qui sera ouverte à des langues non-européennes, est de ce point de vue une expérimentation originale. Car si l’on y enseigne des langues pour des enfants provenant du monde entier*, alors il serait absurde de ne pas en profiter pour que des enfants européens puissent acquérir des compétences qui seront indispensables dans une économie ouverte.

Le GUDEE est en faveur de la diffusion des avancées pédagogiques des écoles européennes à l'ensemble des citoyens européens. Les conclusions du Conseil proposent une politique européenne en matière d'éducation. Le GUDEE considère que les discussions en matière d'éducation au niveau du Conseil de l'Union européenne nous concernent aussi.

 

* Le projet ITER rassemble la Russie, la Chine, la Corée du Sud, les États-Unis, le Japon, l'Union européenne, l'Inde, la Suisse via Euratom. Le Brésil et le Kazakhstan ont demandé leur adhésion.

A lire aussi : 

Le multilinguisme: un atout pour l’Europe et un engagement commun 2008/2225(INI) - Rapporteur: Vasco Graça Moura 

Multilingualism: an asset for Europe and a shared commitment 

 

Draft report on Better Schools: an agenda for European cooperation - 2008/2329(INI) - Rapporteur: Pál Schmitt

French version 

 

Note d’expert

En vertu de l'article 149 (par. 4) du Traité, la Communauté ne dispose d'aucune compétence législative en matière d'éducation, mais le Conseil de l'Union européenne dispose de la compétence d'adopter des recommandations en matière d'éducation qui s'addressent aux états membres, et c'est ce que le Conseil a  vraisemblablement fait au cours de la réunion du 21-22 mai 2008.

 

 

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Page mise à jour le 27 décembre 2014