WRITTEN QUESTION E-0925/00 by Joan Colom i Naval (PSE) to the Commission. Stockholm Declaration on education about the Holocaust.
20. 2. 2001 EN Official Journal of the European Communities C 53 E/41 Regarding future action, the introduction of a mandate for Community action to help combat social exclusion by the Amsterdam Treaty has clarified the basis for action in this area, and as set out in the Commissionís communication Building an Inclusive Europeí (2) the Commission intends to present proposals for Community action implementing this new mandate. This will provide a solid basis for future Community action helping to combat social exclusion. (1) OJ C 344/1, 12. 11. 1998. (2) COM(2000) 79 final. (2001/C 53 E/046) WRITTEN QUESTION E-0925/00 by Joan Colom i Naval (PSE) to the Commission (25 March 2000) Subject: Stockholm Declaration on education about the Holocaust What steps has the Commission taken to act on the Stockholm Declaration on education about the Holocaust in the EU and the Member States? (2001/C 53 E/047) WRITTEN QUESTION E-1000/00 by Glyn Ford (PSE) to the Commission (31 March 2000) Subject: Stockholm Declaration What is the Commission proposing to do to ensure implementation of the Stockholm Declaration on the teaching of the Shoa? Joint answer to Written Questions E-0925/00 and E-1000/00 given by Mrs Reding on behalf of the Commission (4 May 2000) The Commission attaches the greatest importance to the fight against racism, xenophobia and anti- Semitism and, in general terms, to encouraging attitudes and values making for respect, acceptance and tolerance in multicultural social contexts in particular. As regards Community action in the field of school education, the Comenius chapter of the Socrates programme provides for transnational cooperation for the purpose of intercultural education involving teaching establishments and other actors with a relevant interest. Over the five years during which Socrates I was in place, around 100 transnational projects a year were launched in this field. In Socrates II, the intercultural dimension ü including the nurturing of attitudes and values underlying a pluralist society ü is given greater emphasis and is becoming one of the features common to school initiatives, training projects for those working in education, and the Comenius Networks. It should, however, be stressed that the organisation and make-up of education systems in the Community are a matter for the Member States alone