Local view for "http://purl.org/linkedpolitics/eu/plenary/2001-01-15-Speech-1-080"

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	"el"^^xsd:language2
lpv:document identification number	"en.20010115.7.1-080"2
lpv:hasSubsequent	lp_eu:2001-01-15-Speech-1-0812
lpv:speaker	lp:Konstantinos Alyssandrakis2
lpv:spokenAs	vice-chair; Delegation to the EU-Cyprus Joint Parliamentary Committee (1999-07-22--2002-01-14)3 substitute; Committee on Culture, Youth, Education, the Media and Sport (1999-07-21--2002-01-14)3 member; Committee on Industry, External Trade, Research and Energy (1999-07-21--2002-01-14)3 member; EUL/NGL (1999-07-20--2004-07-19)3 unknown; Kommounistiko Komma Elladas (1999-07-20--2004-07-19)3 substitute; Temporary committee on human genetics and other new technologies in modern medicine (2000-12-13--2001-11-29)3
lpv:translated text	"Mr President, evaluation in general and evaluation in school education in particular are not a mere formality. Their purpose is always to check if the person being evaluated has met the predefined targets of the person conducting the evaluation, who sets both the evaluation criteria and the consequences of their being met or not. Collaboration on the part of the Member States in evaluating school education is becoming an important tool for intervening in the Member States' education systems, the aim being to promote an education model which is a far cry from a universal, quantitatively and qualitatively broad general education. A model which is even a far cry from the principle of ensuring that everyone is given the same start in life. A model which costs little but which serves the needs of big business for a cheap and, more importantly, docile labour force, a labour force which is wholly adapted to its requirements. This policy results in cutbacks in general education for the benefit of training which produces disposable labour; it even results in general education being replaced by an endless process of life-long learning. It also results in the weaker – and generally poor – students being shifted out of mainstream education into second-class training, as is the case in Greece, where the number of sixth form students has fallen by 35% in a few years following the so-called education reform. Evaluation also aspires to becoming a lever which can be used to force schools to operate in a competitive environment in which the best schools attract the best pupils, the best teachers and the most funding – in other words to operate on market criteria. This will result in falling standards in the majority of schools, especially in working-class districts and the countryside. In addition, the system of self-evaluation shifts the government's responsibility for the quality of education on to teachers, pupils and parents. If we were truly interested in the quality of education, we would not be concentrating on evaluation mechanisms but on improving the standard of education for everyone. The debate on how to carry out evaluation is futile and misleading. What does make sense is to debate the essence of the problem. What type of person do schools mould and for what sort of society? If we were to evaluate today's schools on the basis of this criterion, we would surely conclude that they have a long way to go to meet the needs of the workers and for social progress."@en1

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