WRITTEN QUESTION E-2531/99 by Alexandros Alavanos (GUE/NGL) to the Commission. Foundation of a centre for the promotion of classical studies and the teaching of ancient Greek and Latin at educational institutions.
21. 11. 2000 EN Official Journal of the European Communities C 330 E/17 The Commission will, once the directive has been adopted, ensure its appropriate transposition and implementation, both the instruments foreseen in the EC Treaty and by information of and consultation with all the directive will ensure openness and transparency by an obligation for Member States to inform citizens and interested parties when establishing their river basin management plans. interested parties. Furthermore, Council Directive 85/337/EEC of 27 June 1985 on the assessment of the effects of certain public and private projects on the environment (4) does not apply since it does not cover theme parks. The amended Environmental impact assessment (EIA) directive 97/11/EC of 3 March 1997 amending Directive 85/337/ EEC (5) would cover theme parks in cases where a Member State determines the specific project as being likely to have significant environmental impacts. However the amended Directive does not apply to the current project either since the project application was made before the amended directive was applicable in the Member States. Given the facts on Community water legislation and environmental impact assessment as described, there is no legal basis for the Commission to intervene. (1) OJ C 184, 17. 6. 1997, OJ C 16, 20. 1. 1998, OJ C 108, 7. 4. 1998, OJ C 342 E, 30. 11. 1999. (2) OJ C 150, 28. 5. 1999. (3) Council Common Position adopted on 22. 10. 1999; OJ C 343, 30. 11. 1999. (4) OJ L 175, 5. 7. 1985. (5) OJ L 73, 14. 3. 1997. (2000/C 330 E/016) WRITTEN QUESTION E-2531/99 by Alexandros Alavanos (GUE/NGL) to the Commission (4 January 2000) Subject: Foundation of a centre for the promotion of classical studies and the teaching of ancient Greek and Latin at educational institutions In 1995 a Memorandum was submitted to the Council of Education Ministers of the European Union on the foundation of a centre of studies for promoting the teaching of Latin and ancient Greek studies at educational institutions in the European Union, especially at secondary level. Representatives of the Italian, French, Greek and Spanish Governments stressed that átoday more than ever before classics constitute an extremely valuable educational tool with which to educate the young who could acquire through this common intellectual heritage a genuine European outlook alongside their legitimate national feelingsí. However, five years have now elapsed without the European Union having taken any practical measures to achieve this objective. Moreover, classical studies cannot be allowed to disappear from secondary education in the next century: distinguished figures in classical studies such as Jacqueline de Romilly of the French the CollŁge de France, have expressed their Academy and Jean-Pierre Vernant, both professors at disappointment at the disappearance of classical studies from secondary education (See Le Monde of 12. 11. 1999). In view of this situation, will the Commission say what initiatives it intends to take to make a positive contribution towards the establishment of such a centre? Supplementary answer given by Mrs Reding on behalf of the Commission (15 March 2000) During the Education Council of 31 March 1995, the Greek minister submitted a Memorandum on the foundation of a European centre for classical studies. This led to numerous discussions. C 330 E/18 Official Journal of the European Communities EN 21. 11. 2000 The Education Council of 6 May 1996 noted the Greek governmentís initiative to establish such a centre. The Commission said it was prepared to examine such an initiative, but has not yet received a request from the Greek authorities. Moreover the Commission, particularly through the Socrates programme, provides regular support for projects in this area. Thus, under Comenius and Erasmus, several cooperation projects between schools or universities have targeted the teaching of classical languages and cultures. Among adult education activities, a project has been launched which aims to construct a European identity through a return to the roots of this identity, using Greco-Latin mythology as a starting point. (2000/C 330 E/017) WRITTEN QUESTION E-2536/99 by Heidi Hautala (Verts/ALE) to the Commission (4 January 2000) Subject: Status of the teaching of Finnish in the EU institutions At the Commission there are some 60 established teachers providing foreign-language teaching of the languages of the Member States to officials. Under a decision in principle by the Commission, the Council and the European Parliament, established teachers are to remain in their posts until they retire. Demand over and above the capacity of the established teachers is filled by invitations to tender. At present Finnish is the only EU language without an established teacher, and this has given rise to concern among students, teachers and translation services. As a result of economies it was decided not to grant established status to the part-time Finnish teacher. Since then, again to save on costs, the Commission has decided to terminate the contract of the part-time Finnish teacher and to pay a local language school to provide Finnish teaching. This has caused a deterioration in the quality of the teaching and has placed Finnish in an unequal position in relation to the other languages. Can the Commission explain why the teaching of Finnish was entrusted in the spring term 1999 to a language school which did not have on its payroll any qualified staff knowing Finnish at the date when the course began? On what basis was the language school successful in the competition for this contract? Does the Commission consider that the language school fulfilled the other conditions referred to in the notice of competition, such as a level of pay which reflected the demands of the work and was sufficient to motivate the teacher? Does the Commission intend to consider altering its decision in principle and opening a post for a Finnish teacher with a view to improving the status of Finnish? In the absence of an established teacher, how does the Commission propose to ensure that the demand for Finnish courses is met? Can the Commission explain what costs were saved by employing an outside language school? Answer given by Mr Kinnock on behalf of the Commission (16 February 2000) The decision to outsource language courses that could not be covered by the permanent teaching staff of the Council and the Commission was made in 1996 at the end of the Trilogue (Parliament, Council, Commission) set up to examine how expenditure in this area could be rationalised. In order to implement this decision, an interinstitutional call for tender was organised, giving rise to the conclusion of three contracts for the provision of language teaching services, at the beginning of 1999. These contracts were awarded after the usual tendering procedures. The choice of language schools was made unanimously by the representatives of the Parliament, Council, Commission, Economic and Social Committee and Committee of for tender were taken into consideration before the contracts were awarded. the criteria in the call the Regions. All