14 Amendments of Roberta METSOLA related to 2020/2017(INI)
Amendment 3 #
Draft opinion
Paragraph 1
Paragraph 1
1. Underlines that the use of AI in the education, culture and audiovisual sectors should respect fundamental rights, freedoms and values as enshrined in the EU Treaties and the Charter of Fundamental Rights of the European Union; welcomes the Commission’s White Paper on Artificial Intelligence in this regard, and invites the Commission to consider whether to include the educational sector in the future regulatory framework for high-risk AI applications;
Amendment 8 #
Draft opinion
Paragraph 1 a (new)
Paragraph 1 a (new)
1 a. Underlines that the benefits of AI should be shared with all parts of the society, leaving no one behind. Stresses, in this regard, the need to fully take into consideration the specific needs of the most vulnerable categories, such as children, persons with disabilities, elderly people and other groups at risks of exclusion, when designing and developing AI tools;
Amendment 12 #
Draft opinion
Paragraph 2
Paragraph 2
2. Recalls that AI may give rise to biases and thus to various forms of discrimination; in this regard, recalls that everyone’s rights must be ensured and that AI initiatives that lead to discriminatory processes should not be allowed; notes, however, that AI initiatives can also be used positively to counter traditional forms of discrimination including lack of access to services;
Amendment 14 #
Draft opinion
Paragraph 2 a (new)
Paragraph 2 a (new)
2 a. Calls on the Commission to consider how AI initiatives can be used specifically to improve the quality of life and access to services for persons living with disabilities in line with the objectives laid out in the EU Accessibility Act and to enable more inclusion;
Amendment 18 #
Draft opinion
Paragraph 3
Paragraph 3
3. Notes that AI-powered education brings a wide range of possibilities and opportunities, while at the same time posing risks regarding equal access to education and learning equalities; calls for the non-discriminatory use of AI in the education sector; recalls the risks and discrimination arising from recently developed AI tools used for school admission; points out that equity and inclusion are core values that need to be duly taken into account when designing policies for AI in education; recalls the risks and discrimination arising from recently developed AI tools used for school admission; reminds that increasing the education and awareness of AI technologies and their potential impact will strengthen the resilience of our societies and help protect the fundamental rights.
Amendment 19 #
Draft opinion
Paragraph 3
Paragraph 3
3. Notes that AI-powered education brings a wide range of possibilities and opportunities, while at the same time posing risks regarding equal access to education and learning equalities; calls for the non-discriminatory use of AI in the education sector; recalls the risks and discrimination arising from recently developed AI tools used for school admission; underlines the importance of working with AI technology providers to address persistent loopholes that facilitate discrimination;
Amendment 25 #
Draft opinion
Paragraph 3 a (new)
Paragraph 3 a (new)
3 a. Recalls that AI initiatives can be complementary to traditional teaching methods and emphasises the importance of training teachers and educators, especially those responsible for under-age students, in the correct use of AI in education;
Amendment 26 #
Draft opinion
Paragraph 3 a (new)
Paragraph 3 a (new)
3 a. Underlines the need of a proper assessment of the AI tools used in the educational sector, in order to identify the impact that these tools can have on the rights of the children;
Amendment 27 #
Draft opinion
Paragraph 3 b (new)
Paragraph 3 b (new)
3 b. Notes that the technological industry includes a considerable number of start-ups working with AI and developing AI technologies; underlines that Small and Medium-sized Enterprises (SMEs) will require additional support to ensure that their operations comply with data protection law and European data protection standards due to the disproportionate burden of regulation they bear because of their size;
Amendment 30 #
Draft opinion
Paragraph 4
Paragraph 4
4. Welcomes the Commission’s plan to update the Digital Education Action Plan in order to make better use of data and AI-based technologies so as to make educational systems fit for the digital age; stresses that general public awareness of AI at all levels, including awareness of AI risks relating to privacy and bias, is essential for preparing everyone to make informed decisions; points out in this respect, the importance of making AI more explainable, comprehensible and transparent in order to ensure the effectiveness, usefulness and fairness of the AI-based technologies;
Amendment 37 #
Draft opinion
Paragraph 5
Paragraph 5
5. Recalls that data protection and privacy can be particularly affected by AI; defends the principles established in the General Data Protection Regulation as guiding principles for AI deployment; calls for stronger protection and safeguards in the education sector where children’s data are concerned; calls on the Commission to support the Member States in setting up awareness and information campaigns that can help parents to better understand how their children's data is being used and processed for different purposes;
Amendment 49 #
Draft opinion
Paragraph 7
Paragraph 7
Amendment 50 #
Draft opinion
Paragraph 7 a (new)
Paragraph 7 a (new)
7 a. Stresses that an assessment is also needed in order to identify how the AI can be used to counter disinformation, taking into account that the technology used to create a fake news is also the one which can be used to detect it;
Amendment 59 #
Draft opinion
Paragraph 8 a (new)
Paragraph 8 a (new)
8 a. notes that the immersive experiences facilitated by AI technologies can unfortunately also be exploited by malicious actors; calls on the Commission to anticipate this in proposing recommendations to adequately safeguard against the use of these technologies for illegal purposes;