The Model European Parliament (MEP)

The Model European Parliament (MEP) was founded in 1994. Its aim is to foster better understanding and awareness of European issues among the young adults of Europe.

The MEP simulates the sessions held in the European Parliament in Brussels and Strasbourg. Participation in one of these sessions gives students an insight into the workings of the European Parliament and other institutions. It also helps to bring about a sense of European identity.

Since 1995 the MEP has met bi-annually and in October 2002 the event took place in Dublin. Approximately 160 student representatives and 40 teachers from the E.U. In Ireland St Andrews College is the organising school and a range of other schools throughout Ireland also take part.

The working language during the week-long session is English. Ten committees meet to discuss topical political issues, which they have researched. When the resolutions have been agreed upon in the committees they are debated at the General Assembly of the MEP. We were greatly honoured to receive permission to use the Dail chamber for the final debate when we hosted the event in Ireland.

We were pleased that Mr Noel Dempsey, Minister for Education and Science, Ms Mary Banotti MEP, Mr Ruairi Quinn TD and Ms Mary Hanafin TD, Government Chief Whip accepted our invitation to speak at the Dublin MEP. Undoubtedly the highlight of the week came when President McAleese kindly agreed to meet a number of students and teachers at Aras an Uachtarain.

The MEP is also a cultural event, which gives students the opportunity to experience the diverse cultures of Europe and different life-styles. The first two days of the event is spent team-building usually at a sports centre. For the rest of the week the students stay with host families who are parents of students attending the host school. During the week visits are organised to centres of historical or cultural interest. Students are also invited to meet their country’s ambassador and are encouraged to discuss their projects with him/her.

The benefits to the student are immense and we would encourage fourth, fifth and sixth year students to get involved.

Hilda Quin