Local view for "http://purl.org/linkedpolitics/eu/plenary/2000-07-05-Speech-3-414"
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"en.20000705.15.3-414"2
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"Mr President, building Europe means first and foremost being aware of its diversity and its differences.
In studying the educational systems of the Member States of the European Union we should draw on a profound knowledge of the practices and acquired rights in our various countries, because each of our countries has its own educational reality. Any change to the educational system calls into question the ideology of the society and its economic development. Quality in education is a challenge for our society, but education must not become a focus for social operators who want to impose their personal aims upon it. If an in-depth reform of the educational system is needed, it must involve all the partners in the system and, above all, it must not be rigid. It must be capable of evolving in step with society because educational systems suffer when they are not rooted in life. But for all that, we must not forget that the all-round development of the human being is an essential goal of education. We must not seek to respond at any price to a constantly developing market. On the contrary, we must let young people acquire the tools of knowledge which allow them to face their future.
Today, the concern is certainly not to wait for pupils to fail, at the end of their schooling, before showing some imagination. They need to be offered appropriate teaching. No child is devoid of talent. Every system creates its own type of failures. The criteria for identifying failure are essentially subjective. Success is judged according to pre-established standards. What are those standards? How have they been established? Depending on the circumstances, politicians may even find it in their interests to exaggerate or minimise things that are going wrong, especially as the problems of education occupy a growing place in the political debate and the media.
Any pupil in difficulties is a young person whose future is compromised. Any child who is failing is expressing his unease in the educational institution, but also in society. A young person who is not recognised as an individual with his own experiences and his own knowledge is a rejected human being. In rejection he will give vent to his despair; he will give vent to his hatred. The fight against failure at school, in other words, against failure in society, is and must be a major concern for anyone with political responsibility.
So it is time to regard the young person as a developing being, wishing to train himself rather than being trained. Perhaps we should change the way we approach knowledge and review the operation of our educational systems, but we must be careful not to seek uniformity because the multiplicity of cultures is a source of personal enrichment and a condition for successful human development. There is no miracle cure, but there are battles to be fought. And that means that all those who believe it must combine forces to do so."@en1
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