Translation of "Manuel pour l'enseignement " (French → English) :

develop users′ guides and tools, and adapt relevant Europass documents, in collaboration with Member States, national and European experts and users; develop expertise for enhancing the compatibility and complementarity of ECVET and ECTS used in the higher education sector, in collaboration with VET and higher education experts and users at European and national levels; and provide regular information on the developments of ECVET.

For example: training modules for journalists on the representation of children in the media; European Charter for operators of child helplines and a scheme for the identification of their competencies; training of teachers and professionals on the evaluation of the programmes in the educational field to prevent child sexual abuse particularly in vulnerable groups; a drama workshop for self-empowerment of girls and a training programme for teachers and social workers in the prevention of violence and sexual abuse against young women; training resource pack for the workplace to increase awareness of domestic violence, targeting both trade union members and employers; domestic violence intervention, best practice interventi ...[+++]on model, manuals and training materials to work with perpetrators of domestic violence and their (ex) partners; a website for training health professionals on how to deal with domestic violence; animated video and written materials addressing the problems of gender and violence in schools.

The Governments of the Member States and the European Commission were represented as follows: Belgium: Mr Rufin GRIJP Minister for Economic Affairs (Brussels Regional Executive) Denmark: Mr Frank JENSEN Minister for Research Germany: Mr Gebhard ZILLER State Secretary, Federal Ministry of Research and Technology Greece: Mr Constantin SIMITIS Minister for Industry, Energy and Technology Spain: Mr Emilio OCTAVIO de TOLEDO State Secretary for Universities and Research France: Mr Françoise FILLON Minister for Higher Education and Research Ireland: Mr Patrick RABBITTE Minister of State with special responsibility for Commerce, Science and Technology Italy: Mr Giorgio SALVINI Minister for Universities and Scientific and Technological Research Luxe ...[+++]mbourg: Mrs Erna HENNICOT-SCHOEPGES Minister for Education Netherlands: Mr Adianus NUIS State Secretary for Education, Cultural Affairs and Science Austria: Mr Rudolf SCHOLTEN Minister for Education and Art Portugal: Mr Luis VALENTE de OLIVEIRA Minister for Territorial Planning and Management Mr Manuel FERNANDES THOMAZ State Secretary for Science and Technology Finland: Mr Seppo KÄÄRIÄINEN Minister for Trade and Industry Sweden: Mr Carl THAM Minister for Education and Science United Kingdom: Mr David BOSTOCK Deputy Permanent Representative Commission: Mrs Edith CRESSON Member RESEARCH AND TECHNOLOGICAL DEVELOPMENT: ACHIEVING COORDINATION THROUGH COOPERATION Following a brief presentation of the Commission communication on the subject at its December meeting, the Council held a policy debate on the subject of achieving closer coordination of Community research through greater consistency between national policies.

The project co-ordinators' survey clearly spells out the importance of the second phase of the programme for the computerisation, increased access to and use of information and communication technologies in classrooms; for the exchange of visits of students and staff; for the access to international scientific literature; for the adoption of textbooks and teaching material in an EU language; for the introduction of teaching and training in an EU language; and finally, for the establishment of international offices in higher education institutions.

However, I seem to have run out of time. If you feel as strongly as I do that teaching Parliament does not simply mean teaching from a textbook, then you simply must look into applying to the The Teachers' Institute On Canadian Parliamentary Democracy .

Considering that the undenominationalization of education will not just affect teaching of the catechism, I wonder: what will happen with the choice of textbooks for courses in philosophy, psychology, history and theology?