MEP BOOKLET
- An introduction to the MEP concept
Table of contents
Preface 3
Introduction to the booklet by Dan Jørgensen, MEP 4
The Model European Parliament (MEP) concept and methodology 5
Brief introduction to the EU institutions 7
Rhetoric and the MEP 8
Guidelines for MEP participants 11
Useful links/resources/contributors 17
Preface
On behalf of a committee of students and teachers in the Danish High School I am happy to introduce this booklet to you, containing a mix of academic and personal approaches to working with the MEP (Model European Parliament) concept and European institutions, in particular the European Parliament, in an educational context.
The booklet has been produced to meet the demands of a more structured approach to working individually and with students in the classroom, as a preparation to getting acquainted and interested in European topics in general and to working with the MEP simulation game.
We hope you will find the booklet inspiring, instructive and worth using, and we welcome ideas and suggestions for improving the material.
Nina Nørgaard, MEP coordinator DK/
Copenhagen, November 2009
Introduction to the booklet
”the EU is about making deliberate choices
because it matters in your everyday life”
Øverst på formularen
I remember learning about the European Union for the first time in my high school social science classes. I recall vaguely that I liked the idea of cooperation across national borders. But that was it. While I am sure my teacher did a great job, I just did not get it. The EU seemed to be all about technical procedures and long acronyms for apolitical EU-bureaucrats. Not about the policies that would actually make a difference to me and my fellow students in our daily lives.
It wasn't until I did an internship in the European Parliament in Brussels that I learnt that the EU is much more than procedures and acronyms. I experienced how the EU is a political battlefield! Political battles were constantly being fought between the political left and right: over the food you and your family eat, the air we breathe - even about how much funding you can receive for a field trip to another European country.
Now, things have changed since I was an intern. With each new treaty, the powers of the European Parliament have increased. Thus, the political battles in the European Parliament have intensified.
However, while the legislative process is intensively politicized, this is rarely reflected in the dusty textbooks on the European Union. Therefore, I am delighted to introduce this new teaching publication. Not only will it serve to introduce students across Europe to the substance of EU-policies but it will serve as a practical introduction to working within the context of the European Parliament. Each of you will be challenged to think about what impact the policies will ultimately have on your daily lives.
It is my hope that this booklet will enable you to realize much sooner than I did that the EU is about making deliberate political choices because it matters in your everyday life.
Dan Jørgensen
Member of the European Parliament/DK
The Model European Parliament (MEP) concept and methodology
The Model European Parliament program is a leadership program for youth in the 27 EU countries, set up in 1994 with a secretariat in The Hague, NL. The aim of the program is to educate young people at high school level about European integration and cooperation, and to develop their understanding of common issues as well as provide them with knowledge about EU’s institutions. The program develops political awareness and an understanding for Europe’s cultural diversity.
The MEP program has successfully expanded into regional organizations in several parts of Europe. In 2004 a regional organization was set up in the Baltic Sea Region by schools/institutions in Finland, Sweden, Lithuania and DK, and at present we have been joined by schools/institutions in Estonia, Latvia, St. Petersburg, Russia, Poland and Germany as well. From 2009 Iceland, Norway and Kaliningrad will be invited to join the organization too. The program is a training ground for future leaders and politicians as well as for talented students who share an interest in European issues.
The vision of the MEP Baltic Sea Organization is:
- Build relationships between youth in the Baltic Sea Region
- Penetrate common Baltic Sea and Nordic issues
- Give insight into each individual’s potential to affect society’s development
- Focus on trade, industry, politics and culture and social affairs
- Give insight into modern democracy and the parliamentary system, using the
European Parliament as an example
- Develop debating skills in large international forums
The working language during the MEP is English. 10 students are chosen to represent each member country, and together they comprise a delegation. Each delegate represents his/her native country in a committee, which discusses international issues, and each committee has a specified subject to discuss. The common goal is to write a resolution that they can support and defend in the General Assembly (the youth parliament).
The MEP program is also a cultural and social event, which gives the participants the opportunity to experience the diversity of the countries around the Baltic Sea and be part of numerous social events, such as teambuilding, sightseeing along with living with a family in the host country.
The sessions take place twice a year in the Baltic Sea Region and since the start of the organizations they have taken place in Stockholm, Copenhagen, Bremen, Tallinn, Copenhagen/Malmoe, Helsinki, Riga, St. Petersburg, Ilawa/Torun, Kaliningrad, Vilnius and Gdansk/Gdynia.
Pedagogically the MEP program focuses on:
a) Individual ICT introduction to EU institutions and to specific topics (links)
b) Study program before the sessions in class/groups
c) Workshops/committee work run by experienced students and delegates
d) Project work/written resolutions in English
e) Debating and rhetoric skills
f) Intercultural skills and competencies
g) The experience of an advanced and realistic role play (as a learning method)
The MEP BSR office is located in Copenhagen, DK, and run by an administrative coordinator. More information about MEP BSR and sessions at www.mepbsr.org Enclosed here please find material and guidelines in preparation of MEP conferences at the national, regional and international levels.
Brief introduction to the EU Institutions
The European Union (EU) is not a federation like the United States. Nor is it simply an organization for co-operation between governments, like the United Nations. The countries that make up the EU (its member states) remain independent sovereign nations but they pool their sovereignty in order to gain a strength and world influence none of them could have on their own.
Pooling sovereignty means, in practice, that the member states delegate some of their decision-making powers to shared institutions they have created, so that decisions on specific matters of joint interest can be made democratically at the European level.
The EU´s decision-making process in general and the co-decision procedure in particular involve 3 main institutions:
the European Parliament (EP), which represents the EU´s citizens and is directly elected by them
the Council of the European Union, which represents the individual member states
the European Commission, which seeks to uphold the interests of the Union as a whole
This “institutional triangle” produces the policies and laws that apply throughout the EU. In principle, it is the Commission that proposes new laws, but it is the Parliament and Council that adopt them. The Commission and the member states then implement them, and the Commission ensures that the laws are properly taken on board.
2 other institutions have a vital part to play: the Court of Justice upholds the rule of European law, and the Court of Auditors checks the financing of the Union’s activities.
The powers and responsibilities of these institutions are laid down in the Treaties, which are the foundation of everything EU does. They also lay down the rules and procedures that the EU institutions must follow. The Treaties are agreed by the presidents and/or prime ministers of all the EU countries, and ratified by their parliaments.
www.europa.eu/institutions/index_en.htm
www.europa.eu/lisbon_treaty/index_en.htm
Rhetoric
- A personal approach (I)
- Useful hints (II)
I
The nervousness smoulders inside me as I take the first step to climb the huge marble stairs leading up to the great hall – to the General Assembly. Dressed correctly and formally I continue up the stairs, regretting my choice of clothes, because I don’t feel comfortable, and considering the coming speech in defence I am expected to give inside the hall; I need to be as restful as possible.
I have a clear focus in my speech, which is important bearing in mind that the receivers are going to hear a lot of speeches. I will need to attract their attention. In the beginning I will make them aware of the purpose of the speech and in the end of the conclusion.
I have chosen to make the structure clear and simple since I have to reach different people of different cultures. At first, I will make the introduction catchy and memorable. Then, I will clarify the resolution’s intention and argue in favour of it – while taking up possible counter-arguments.
Being halfway to the top, I keep on moving towards the last point of preparation: The great opening leading into the hall and my speech.
My speech continues with the proposals of the resolution, which is going to make the speech more constructive. Thereafter focus will shift to the consequences of the General Assembly voting in favour or against.
A few more steps are overcome.
Finally with the best arguments I will request the General Assembly members to vote in favour of the resolution. I hope that I will not forget anything. I am likely to forget to address the president or mix Madam and Sir – it will freak me out, if something like that happens.
Nevertheless, I’ve made a good structured speech and practised at home several times.
Leaving the safe ground one step a time, the performance distance narrows.
Why this nervousness inside me? I have even had a colleague to read my speech; questioning and correcting it and given me feedback. I am ready.
Step by step.
I have considered the construction of my arguments, and they will do fine shaped just after the book: the claims are supported and by that my arguments are bullet-proof. No reason to worry.
The entrance isn’t far away any longer.
It is so important to feel comfortable – my clothes are a mistake – but I’ve chosen the words well, they feel easy in my mouth as they will do well under formal circumstances. I can have better circumstances than this; the audience can be an easier one, I am going to be the last speaker before lunch after four hours of listening, arguing and voting and the receivers will be restless after hours on uncomfortable seats. That is not good at all.
A few steps between me and the top.
Okay, perhaps I’ve overlooked the fact that the circumstances aren’t as good as they might have been. So I just need to be even more convincing. I can do that by emphasizing the correct words, pronouncing the words correctly, showing surplus, and by using body language to seem more alive. That’s good. And I also have to remember to let my passion show, because then I am more trustworthy.
I reach the top of the beautiful marble stairs and feel the nervousness disappear as taken by the wind. I am prepared.
And with that feeling I enter the hall.
II Rhetorical rules/Useful hints
- to bear in mind when giving a speech
Focus
- It’s important to clarify the focus in the beginning of the speech, which will make it easier for the receivers to understand arguments and purposes. To have a clear focus is essential for a good speech.
- In the creation of the speech, it’s necessary to be aware of the chosen focus.
- A focus is to be found by asking what the receivers have to know and what you, as the sender, want them to know.
Structure
- The structure helps to make points and focus of the speech clear.
- A useful structure dealing with speeches concerning persuasion is:
1. The introduction needs to be catchy and thereby draw attention to the speech
2. In the beginning it’s important to clarify the intention and focus of the speech as well as the arguing in favour of the intention, and take up counter arguments.
3. Give proposals for solving the thesis and by that be constructive.
4. Explain the consequences if the receivers will or won’t do as the sender asks.
5. Encourage the receivers to take action as the sender requests.
Language
- The language needs to fit the:
- Circumstances
- Sender
It’s possible to obtain it through choice of words. It must be words which come naturally to the sender, and in the meantime are suitable under the circumstances.
Pronunciation
When giving a speech the sender needs to bear in mind that wrong pronunciation can lead to misunderstandings or loss of attention. Therefore; remember to pronounce the words correctly.
Emphasize
- By emphasizing important words and sentences the points get more clear
- It helps the receivers following the speech, and makes the speech more alive, which draws the receiver’s attention.
- Be aware of not emphasizing wrong parts – then it’ll create confusion.
Rhythm
- Speak slowly – the receivers don’t know your speech and can have difficulties keeping and understanding focus.
- Pauses can help underlining the message of the speech.
Performance
- The sender needs to be “alive” by showing passion and attitude.
- Remember to breathe; else it will be difficult to make a thorough speech.
Body-language
- Be yourself and don’t be afraid of using hands and gesticulating.
- But don’t use it to such an extent that the receivers can’t concentrate on your words.