Local view for "http://purl.org/linkedpolitics/eu/plenary/2001-01-15-Speech-1-071"

Predicate	Value (sorted: default)
rdf:type	lpv_eu:Speech2
dcterms:Date	"2001-01-15"^^xsd:date2
dcterms:Is Part Of	lp_eu:Quality evaluation in school education2
dcterms:Language	"fr"^^xsd:language2
lpv:document identification number	"en.20010115.7.1-071"2
lpv:hasSubsequent	lp_eu:2001-01-15-Speech-1-0722
lpv:speaker	lp:Marie-Hélène Gillig2
lpv:spokenAs	member; Delegation to the EU-Malta Joint Parliamentary Committee (1999-10-06--2002-01-14)3 substitute; Committee on Women's Rights and Equal Opportunities (1999-07-22--2002-01-14)3 member; EMPL (1999-07-21--2002-01-14)3 unknown; Parti socialiste (1999-07-20--2004-07-19)3 member; PES (1999-07-20--2004-07-19)3 substitute; ECON (1999-07-22--2002-01-14)3
lpv:translated text	". Mr President, Commissioner, Mrs Peijs, ladies and gentlemen, I wish to begin by thanking Mrs Sanders-ten Holte for the work she has done and I welcome the fruitful cooperation that has developed between Parliament, the Council and the Commission, the outcome of which is the text that has just been presented to us, a text which, I hope, will make a real contribution towards promoting the high quality education throughout Europe we aspire to. On behalf of my committee, the Committee on Employment and Social Affairs, I would particularly like to stress the importance of improving the quality of teaching in schools and vocational training, and seeking to implement a system for exchanging good practice and methodological tools. These are ways of achieving social cohesion and reducing unemployment. High quality education systems must strive to achieve objectives, such as to get people into the labour market, to reduce the number of young people leaving school early, our ability to provide life-long learning and to give people access to the new technologies. I must highlight two points in this quality evaluation as specified in the common position. First of all, this process makes a clear distinction between administrative evaluation and the innovative procedures that we would like to see and that we would like to implement and in which, as has been said, all stakeholders must take part. The second point which I would like to highlight has perhaps not been fully taken on board, as we would have wished. What we do not want to do is to turn the quality evaluation process into a factor for establishing a hierarchy, classification or league table of schools. On the contrary, this form of evaluation should allow each establishment, however different in terms of its students or the methods or resources used, to meet all the risks of dropping out, to improve the intrinsic quality of education for everyone and to accept all pupils of all abilities by offering education which is tailored to the students’ requirements and by allowing everyone to discover their own personal development needs."@en1

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