85 Amendments of Martina MICHELS related to 2017/2224(INI)
Amendment 4 #
Motion for a resolution
Citation 1 a (new)
Citation 1 a (new)
- having regards to Article 2 of the Treaty on the Functioning of the European Union,
Amendment 10 #
Motion for a resolution
Citation 2 a (new)
Citation 2 a (new)
- having regard to the European Convention on Human Rights, Protocol 1, Article 2,
Amendment 19 #
Motion for a resolution
Citation 11 a (new)
Citation 11 a (new)
- having regard of Council Recommendation of 20 December 2012 on the validation of non-formal and informal learning (2012/C 398/01),
Amendment 26 #
Motion for a resolution
Citation 16 a (new)
Citation 16 a (new)
- having regards to Article 10 of the 1979 Convention on the Elimination of All Forms of Discrimination against Women,
Amendment 27 #
Motion for a resolution
Citation 16 b (new)
Citation 16 b (new)
- having regards to Strategic Objective B of the Beijing Declaration and Platform for Action (1995),
Amendment 28 #
Motion for a resolution
Citation 16 c (new)
Citation 16 c (new)
- having regards to Articles 28 and 29 of the Convention on the Rights of the Convention on the Rights of the Child,
Amendment 29 #
Motion for a resolution
Citation 16 d (new)
Citation 16 d (new)
- having regards to the 2030 Agenda for Sustainable Development, adopted in September 2015 and entered into force on 1 January 2016, and in particular to its Sustainable Development Goals 4 and 5,
Amendment 34 #
Motion for a resolution
Recital A a (new)
Recital A a (new)
A a. whereas everyone has the right to free and accessible education, which enables all persons to participate effectively in a free society, promote understanding, tolerance and friendship and whereas education in all its forms and at all levels shall exhibit the following interrelated and essential features: a) availability b) accessibility c)acceptability and d) adaptability;1a _________________ 1a Art. 13 of the International Covenant on Economic, Social and Cultural Rights (ICESCR)
Amendment 41 #
Motion for a resolution
Recital B a (new)
Recital B a (new)
B a. whereas the common values that hold together our societies, such as freedom, social justice, equality and non- discrimination, democracy, human rights, the rule of law, tolerance and solidarity, are crucial; whereas European education systems represent an immense richness of cultural, social, linguistic diversity while at the same time Member States share similar challenges, such as ensuring equal access to education for all;
Amendment 42 #
Motion for a resolution
Recital C
Recital C
C. whereas it is essential that education, as a fundamental human right and a public good, is focused not only on the labour market, but also on human, societal and cultural needsreceives adequate public funding and whereas continuous and increased public financial support for education, knowledge and research is crucial to acknowledge the vital importance of free, equal and public education which is accessible to everyone and acts as powerful force for individual and collective empowerment;
Amendment 64 #
Motion for a resolution
Recital C a (new)
Recital C a (new)
C a. whereas the latest Education and Training Monitor 20173a of the European Commission, recognizes that social- economic inequality is a fast growing trend affecting all Member States and data on early school leaving and training remains very high across the EU, whereas educational system should ensure all students, including those from disadvantaged groups, enjoy the same chances of accessing and completing higher education; _________________ 3a http://ec.europa.eu/education/sites/educati on/files/monitor2017_en.pdf
Amendment 65 #
Motion for a resolution
Recital C b (new)
Recital C b (new)
C b. whereas education is a powerful instrument to overcome deeply-rooted gender-based stereotypes and discrimination, while on the contrary it often reproduce or exacerbate existing discrimination; whereas also gender inequality in education hinders personal empowerment and affects many socio- cultural fields;
Amendment 66 #
Motion for a resolution
Recital C c (new)
Recital C c (new)
C c. whereas methodological and digital technology innovations are a potential instrument for expanding access to contents and knowledge, but they shall not substitute the personal contact and exchange among students and between students and teachers nor become the priority of educational systems;
Amendment 67 #
Motion for a resolution
Recital C d (new)
Recital C d (new)
C d. whereas ensuring access to quality early childhood education and care services for every children is key to enjoy a positive start in life and in educational paths;
Amendment 68 #
Motion for a resolution
Subheading 1
Subheading 1
Amendment 70 #
Motion for a resolution
Paragraph 1
Paragraph 1
1. DeclareAffirms that universal quality education is a crucn essential component of personal, professional and societal development in a knowledge-based societysocial and professional development;
Amendment 74 #
Motion for a resolution
Paragraph 2
Paragraph 2
2. Considers that the attainment of therespect of European Union’s economic and societal objectives depend on quality education;mmon values as well as the realization of a more inclusive and equitable society and a truly sustainable growth is crucially linked to quality education as a vector of democratic values, social cohesion and integration4a; _________________ 4aArt 2 TFEU and The Paris declaration adopted on 17 march 2015.
Amendment 81 #
Motion for a resolution
Paragraph 3
Paragraph 3
3. Underlines that quality education and training systems form the basis ofare key institutions promoting active citizenship and common values, and as such they help shaping an open, inclusive, prosperous, democratic and tolerant society, while promoting active citizenship and common values;
Amendment 97 #
Motion for a resolution
Paragraph 3 a (new)
Paragraph 3 a (new)
3 a. Emphasises that quality and inclusive education is vital to equipping young women and men with knowledge, critical thinking, skills, media literacy and democratic attitudes that will help them to confront and shape the world;
Amendment 98 #
Motion for a resolution
Paragraph 3 b (new)
Paragraph 3 b (new)
3 b. Stresses the role of schools in helping learners to develop ethical and civic values and become active, responsible, open-minded members of society; underlines that ensuring equal access to quality inclusive education constitutes the fundamental basis to strengthen social cohesion, by combatting poverty, social exclusion and gender stereotypes, as well as contributing to prevent the marginalisation of people with disadvantaged and vulnerable socio- economic backgrounds;
Amendment 99 #
Motion for a resolution
Paragraph 3 c (new)
Paragraph 3 c (new)
3 c. Regrets that gender prejudices and stereotypes throughout the education cycle are still present in Member States; in this regards expresses concern for bias that constitutes an impediment on the road to gender equality in education, such as persisting stereotypes in learning materials and, too often, differing teachers’ expectations of girls and boys;
Amendment 100 #
Motion for a resolution
Paragraph 3 d (new)
Paragraph 3 d (new)
3 d. Encourages closer synergies between education and cultural sector, by supporting an active role of culture and the arts in formal, informal and non- formal educational contexts; recalls in this respect the need to give sufficient support to the professional training of artists, managers, teachers, facilitators, social workers and other professionals engaged in these contexts;
Amendment 101 #
Motion for a resolution
Paragraph 3 e (new)
Paragraph 3 e (new)
3 e. Reminds that schools and education institutions play a key role in creating and nourishing a positive attitude towards learning, including through the whole life;
Amendment 102 #
Motion for a resolution
Paragraph 3 f (new)
Paragraph 3 f (new)
3 f. Notes that quality education could foster research and innovation in Europe, relevant for and benefitting society; to this end encourages Member States and the European Commission to allocate the adequate financial resources and calls therefore them to exclude education related expenditure from the calculation of public deficit within the Growth and Stability Pact until it is repealed;
Amendment 103 #
Motion for a resolution
Paragraph 4
Paragraph 4
4. Believes that an all-encompassing approach to education policy, with strong politicalublic support, is centrvital to the educational reform process and requirto guarantee equal access the cooperation of all relevant stakeholdero education for all; in order to achieve these objectives, it is key to involve society as a whole and all relevant actors: students, youth groups, education providers as well as families;
Amendment 106 #
Motion for a resolution
Paragraph 4 a (new)
Paragraph 4 a (new)
4 a. Affirms the need that education systems at all levels keep a gender perspective that takes into account the needs of people suffering multiple forms of discrimination, including people with disabilities, people identifying themselves as LGBTI and people from marginalised communities;
Amendment 114 #
Motion for a resolution
Paragraph 6
Paragraph 6
6. Highlights the potential of new technologies to improve the quality of education by meeting learners’ needs, increasing flexibility in learning and teaching, and creating new forms of cooperationinformation and communication technologies as instruments to meet individual learners’ needs, including when it comes to special educational needs, increasing flexibility in learning and teaching, and fostering interactive forms of cooperation; notes that effective learning and teaching through modern technologies requires a competent level of digital skills, access to high-quality learning resources and training in order to make best use of such instruments for pedagogical purposes and for meeting learning objectives;
Amendment 123 #
Motion for a resolution
Paragraph 6 a (new)
Paragraph 6 a (new)
6 a. Considers that education related to digitalization should include civic competencies and critical thinking, while developing a proactive approach towards new technologies; stresses the importance to raise awareness on critically assessing sources and their reliability and the importance of media literacy projects in this respect;
Amendment 128 #
Motion for a resolution
Paragraph 7
Paragraph 7
7. Notes that increased efforts are needed to shift the educational paradigm to be more learner- and understanding- centred, thus strengthening the personalisation of the educational process and increasing retention rates; advocates for schools to remain the place where potentialities are developed, where each individual can find space and time for personal and social growth;
Amendment 131 #
Motion for a resolution
Paragraph 7 a (new)
Paragraph 7 a (new)
7 a. Recognises that in the increasingly globalised and digitalised world, innovative and relevant methods of learning, teaching and assessment are necessary; advocates for tailor-made assessment tools and techniques, as they can better reflect the complexity of results in specific social context; recalls the importance of involving teachers, students and school staff in assessing if and how learning objectives have been met;
Amendment 134 #
Motion for a resolution
Paragraph 8
Paragraph 8
8. Highlights that educational systems should promote and further develop interdisciplinary approaches and team work aimed at equipping pupils and students with knowledge and skills, as well as with professional, transversal, social and civic competences which are meaningful also in their professional life; recalls that delivering quality teaching and learning is a continuous process encompassing dialogue, sense of sharing and questioning;
Amendment 144 #
Motion for a resolution
Paragraph 9
Paragraph 9
9. Acknowledges with interest the proposal to create a European Education Area based on enhanced, which should foster cooperation, mutual recognition and increased mobility and growthmobility;
Amendment 161 #
Motion for a resolution
Paragraph 10
Paragraph 10
10. Stresses that quality and accessible ECEC creates a foundation for more equitable and effective education systems as well as ensures the individuals’ personal development, lifelong learning and well- being; calls in this respect on ECEC that supports young girls and boys to develop to their full potential while also challenging standardized gender socialisation processes;
Amendment 162 #
Motion for a resolution
Paragraph 10 a (new)
Paragraph 10 a (new)
10 a. Stresses the importance to guarantee every child can access ECEC; notes with concern that in several countries the demand for ECEC places is higher than supply, especially for younger children 4a; encourages Member States to take necessary measures to ensure material and financial conditions are met to ensure every child can access to early childhood education without discrimination; _________________ 4a EuropeanCommission/EACEA/Eurydice, 2015. Early Childhood Education and Care Systems inEurope.National Information Sheets – 2014/15 http://eacea.ec.europa.eu/education/euryd ice
Amendment 165 #
Motion for a resolution
Paragraph 11
Paragraph 11
11. CUnderlines that early childhood is a fundamental phase of development of a person’s life, as cognitive, social and emotional skills are learned; considers that preschools should promote children’s development more holistically with a view to facilitating the transition to compulsory schooling;
Amendment 172 #
Motion for a resolution
Paragraph 13
Paragraph 13
13. Sees schools as centres ofto foster critical and creative thinking and the foundation for democratic formation and active citizenship; schools focus on helping young people to critically read, understand and use available information as well as develop their learning autonomy; recognizes the importance that schools promote self-development by developing cognitive and non-cognitive skills and competences, capacity to deal with different opinions, anti- discrimination and intercultural skills as tools to address contemporary challenges;
Amendment 177 #
Motion for a resolution
Paragraph 13 a (new)
Paragraph 13 a (new)
13 a. Points out that all school students and their specific needs should be at the centre of effective school functioning, which requires setting up joint objectives and a clear agenda for their implementation as well as close collaboration of the entire school community and stakeholders, where appropriate; encourages educational initiatives and extra-curricular activities outside the school to support the fulfilment of students' individual needs and interests while also building bridges with local communities where the schools are based;
Amendment 179 #
Motion for a resolution
Paragraph 14
Paragraph 14
14. Underlines that mastering basic skills is fundamental for pupils to ensure their further learning and personal developmentis fundamental to ensure students' personal development; to this end teachers should be provided with all possible public means to perform adequately their role and responsibilities;
Amendment 187 #
Motion for a resolution
Paragraph 15
Paragraph 15
15. Notes that modern curricula should be competence driven, should enhance personal skills and should focus on formative assessment and on the pupils’ well-being; every student should have the possibility to completely use her/his own intellectual potential;
Amendment 191 #
Motion for a resolution
Paragraph 15 a (new)
Paragraph 15 a (new)
15 a. Stresses the need to make schools more open in order to enable recognition of non-formal and informal learning, smoother transitions between different education paths such as technical and academic;
Amendment 193 #
Motion for a resolution
Paragraph 16
Paragraph 16
16. Takes note ofEmphasizes the positive impact of schoolcultural diversity and multilingualism in schools on pupils’ linguistic and cognitive development, as well as on the promotion of intercultureal awareness, understanding and diversity and respect;
Amendment 213 #
Motion for a resolution
Paragraph 16 a (new)
Paragraph 16 a (new)
16 a. Underlines that school remains the fundamental learning environment, whilst striving to gradually adapt to the emerging digital technologies;
Amendment 214 #
Motion for a resolution
Paragraph 16 b (new)
Paragraph 16 b (new)
16 b. Advocates for an increased focus on inter-disciplinary study programmes and encourages the promotion, in tandem, of TEAM disciplines and human and social sciences; highlights the need to remove all material and immaterial obstacles preventing equitable access to curricula, completion of studies and access to relevant professions for women and underrepresented groups;
Amendment 215 #
Motion for a resolution
Paragraph 16 c (new)
Paragraph 16 c (new)
16 c. Recognises the pivotal role played by academics and students in disseminating knowledge, empirical findings and facts to the wider public; encourages, in this respect independent and especially economically and politically independent research, relevant for and benefiting society;
Amendment 216 #
Motion for a resolution
Paragraph 16 d (new)
Paragraph 16 d (new)
16 d. Recalls the importance of pedagogical training for teaching staff in higher education institutions and of considering pedagogical competencies at least equally important to research competencies in the recruitment process; highlights the role of research based education and pedagogical research as a means of stimulating a student-centred approach to learning and teaching, active learning, enhancing skills development, and improving teaching methodology;
Amendment 217 #
Motion for a resolution
Paragraph 16 e (new)
Paragraph 16 e (new)
16 e. Underlines that learners should be encouraged to use self-assessment techniques to measure their learning progress; advocates for education institutions to ensuring good intelligence of the feedback tools by using a mix of several instruments, such as student questionnaires, focus groups, suggestions boxes;
Amendment 219 #
Motion for a resolution
Paragraph 17
Paragraph 17
17. Emphasises, within the context of creating a European Educational Area, the importance of supporting, and building on, the potential of all European universitihigher education institutions and of students; stresses that students are part of the academic community as well as society and must be engaged in the learning process; believes that a high quality higher education is characterized by removing all obstacles to access, facilitating progress and completion of school cycles;
Amendment 224 #
Motion for a resolution
Paragraph 18
Paragraph 18
18. Acknowledges the necessity to strengthen the knowledge triangle and to improve links between research and teaching by allocating adequate resources to such programmes and by ensuring students involved in research programmes are granted the financial means to lead their research;
Amendment 236 #
Motion for a resolution
Paragraph 20
Paragraph 20
20. Is of the opinion that an all- encompassing approach to internationalisation, including increased mobility for staff and students, and an international dimension to the curriculum, and to teaching, research, cooperation and additional activities, should be an important part of EuropeanBelieves that rankings and classifications of institutions are controversial as they pressure higher education institutions to perform in a reputation-race chasing criteria instead of focusing on their broader mission; further notes, in this respect, that rankings of higher education institutions are often blocking the ability of lower ranked institutions to attract students and stakeholders, thereby compromising the possibility to further improvements; recalls that such rankings should not be used as a tool for commodification of higher education institutions;
Amendment 247 #
Motion for a resolution
Paragraph 20 a (new)
Paragraph 20 a (new)
20 a. Advocates that higher education must engage with society at large in order to promote innovative growth and social welfare; cooperation between external stakeholders and higher education institutions is desirable, as they can contribute with knowledge and participate to the discussion about design, delivery and recognition of higher education programmes, however it must be approached with care as the decision- making power must always rest with students and pedagogical experts;
Amendment 248 #
Motion for a resolution
Paragraph 20 b (new)
Paragraph 20 b (new)
20 b. Considers that the involvement of teaching and non-teaching staff is vital to ensure further improvements in school policy; emphasises the teacher’s key role in providing an inclusive learning environment that requires embracing a range of methods and approaches to meet diverse needs, thus enabling all pupils to be involved in the design, realization and assessment of their learning outcomes; acknowledges the crucial function of teachers as guides and mentors supporting students in learning how to evaluate information, adopt a supporting role in the face of challenges, and prepare learners for life;
Amendment 249 #
Motion for a resolution
Paragraph 20 c (new)
Paragraph 20 c (new)
20 c. Is of the opinion that a comprehensive school policy must guarantee effective support for teachers in order to ensure the attainment of educational goals, an enabling school environment, functioning and collaborative governance;
Amendment 250 #
Motion for a resolution
Paragraph 20 d (new)
Paragraph 20 d (new)
20 d. Acknowledges the important role of educators in all forms of education in supporting current and future generations; encourages, in this regard, an enhanced collaboration among educators in formal, non-formal and informal learning;
Amendment 251 #
Motion for a resolution
Paragraph 21
Paragraph 21
21. Considers that teachers and their skills, commitment and effectiveness are the basis of education systemckbone of education systems; notes that governments should provide the necessary resources to fulfil this role in the best possible conditions when it comes to remuneration, contracts, social rights and professional opportunities; highlights that teaching staff should be provided with support systems, which include mentoring programmes, peer-to-peer learning and sharing best practices;
Amendment 253 #
Motion for a resolution
Paragraph 22
Paragraph 22
22. Stresses the need to attract motivated candidates with sound academic backgrounds and a predisposition to teaching to the teaching profession; calls for enhanced selection procedures and for improvements in teacher status, training, working conditions, remunerationpedagogical competencies to the teaching profession and insists, in this respect, that better working conditions should be guaranteed; calls for enhanced selection procedures and for specific measures and initiatives to improve teacher status, training, career prospects and support;
Amendment 263 #
Motion for a resolution
Paragraph 23
Paragraph 23
23. Underlines the importance of reshaping and investing in teacher education, encouraging teachers’ continuing professional development, andincluding, for example by providing them with opportunities to participate in international teacher exchanges; advocates for further investing in lifelong learning programmes for teachers, equipping them with the necessary pedagogical competencies, including on key challenges faced by European societies (such as migration, acculturation and social psychology) as well as enabling them to utilise diversity as a rich source for learning;
Amendment 278 #
Motion for a resolution
Paragraph 24
Paragraph 24
24. Considers that the European Education Area should focus on achieving the common goals and must be formed in alignment with existing policies and of ensuring access to quality education for all; it must be formed in alignment and critical assessment of existing policies, building on their successes, challenges and evaluation at country level, so to ensure coherence, consistency and achievable results; recommends to critically consider most recent educational trends and figures in the EU, while giving also new impetus to their development and respecting the principles of subsidiarity and institutional and educational autonomy;
Amendment 288 #
Motion for a resolution
Paragraph 25
Paragraph 25
25. CHighlights that education systems requires adequate public funding for all study programmes, regardless of their relevance for the labour market or the short term needs of the economies; calls on the Member States to increase funding for realizing such initiatives aiming at improving the quality of education;
Amendment 295 #
Motion for a resolution
Paragraph 25 a (new)
Paragraph 25 a (new)
25 a. Supports and encourages the implementation of actions concerning the development of media literacy and critical thinking through education and training; Recalls existing commitment in this field, outlined in the Council conclusions of 30 May 2016; calls, in this context, on the Commission to coordinate policy developments at the EU level in the area of media literacy with a view to disseminating most recent developments and best practices;
Amendment 296 #
Motion for a resolution
Paragraph 25 b (new)
Paragraph 25 b (new)
25 b. Encourages Member States to take the appropriate measures in order to tackle early school leaving and support schools to include in their programs citizenship education, democratic values and human rights as part of the civic competence, while also promoting intercultural skills; reiterates the importance of such programmes in times when Europe faces striking inequalities and lack of solidarity;
Amendment 297 #
Motion for a resolution
Paragraph 25 c (new)
Paragraph 25 c (new)
25 c. Encourages Member States to design and support initiatives aimed at fighting gender inequality, challenging stereotypes and parents’ gender-typed expectations while involving them in learning activities;
Amendment 304 #
Motion for a resolution
Paragraph 26
Paragraph 26
26. Calls for enhanced cooperation among Member States in modernising education, as encouraged and facilitated by the Commission, with a view to promoting best practices and mutual; urges Member states to start implementation of principles of European Pillar of Social rights that embody the way to reducing inequalities in Europe through education, training and lifelong learning;
Amendment 310 #
Motion for a resolution
Paragraph 27
Paragraph 27
27. EncNotes that digitalization and development of new learning resouragces the Member States and the Commission to support efforts by educational institutions to make greater use of state-of-the-art technology in learning, teaching and assessment, while bearing in mind the need to ensure quality assurancemust benefit lifelong learning, education quality, accessibility and the development of digital and future skills; expects the Digital Education Action Plan to provide guidance to the Member States and educational institutions in the increased and more effective use of state-of-the-art technology in learning, teaching and assessment and development-appropriate and which meets quality assurance standards; believes that any digital education plan should establish and regularly assess the connection between digital means of education and the qualification frameworks based on the learning outcomes;
Amendment 316 #
Motion for a resolution
Paragraph 28
Paragraph 28
28. Recommends that Member States and educational institutions promote innovative methods and interaction between teachers and students to support the achievement of intended learning outcomes, where students are active participants in their own learning process; highlights the importance of developing value based and learner- centred and individualiszed learning methods, which can, if used in the right way, lead to a significantly higher quality of European education systems;
Amendment 318 #
Motion for a resolution
Paragraph 28 a (new)
Paragraph 28 a (new)
28 a. Encourages the Commission to support the Member States in developing training and educational programmes facilitating adult learning, the active inclusion of adults in the education system; emphasises the value of adult learning as a unique opportunity for equipping adults with literacy and basic skills, for continuing training and professional development, and for active citizenship, including through community or popular education; recalls that adult learning and education should provide a variety of learning pathways and flexible learning opportunities, including second chance programmes for people who have never been to school, early school leavers and drop outs;
Amendment 324 #
Motion for a resolution
Paragraph 29
Paragraph 29
29. Calls for increased incorporation of inquiring, active, project- and problem- based learning into educational programmes at all levels, with a view to promoting cooperation and team work; recommends that education systems work to strengthen transversal skills, such as analysing, problem solving and critical and reflective thinking, while ensuring young men and women are truly engaged partners in all educational processes;
Amendment 373 #
Motion for a resolution
Paragraph 30
Paragraph 30
30. Calls on the Member States to ensure gfreatee and fair access to high-quality ECEC, which should meet the key criteria of availability, accessibility, acceptability and adaptability;
Amendment 378 #
Motion for a resolution
Paragraph 31
Paragraph 31
31. Calls on the Commission to consider establishing a common European framework for ECEC; Supports setting a European benchmark for the quality of ECEC to be designed in cooperation with teachers and professionals of the sector, and according to national or regional quality indicators; calls on the Commission to consider establishing a common European framework for ECEC, building on country principles proposed in the Quality Framework5a; recommends that such framework follows a holistic approach that is child-centred, paying attention simultaneously to all aspects of a child’s development, well-being and learning needs including those which relate to social, emotional, physical, linguistic and cognitive development; _________________ 5a http://ec.europa.eu/dgs/education_culture /repository/education/policy/strategic- framework/archive/documents/ecec- quality-framework_en.pdf
Amendment 382 #
Motion for a resolution
Paragraph 32
Paragraph 32
32. Recommends that cooperation between ECEC staff and pre-primary school teachers be increased to improve the quality ofconnection between educational levels, prepare pre-schoolers for the transition to primary school and focus on children’s development; highlights the importance of relationships between ECEC providers and children’s parents and tutors, between school staff and children, and among children themselves;
Amendment 384 #
Motion for a resolution
Paragraph 32 a (new)
Paragraph 32 a (new)
32 a. Recommends that Member States increase funding for ECEC so to avoid gaps between places and population needs; encourages the Member States to increase economic support and initiatives (such as tax reductions, subsidies, free quota) for parents and guardians from socio-economically disadvantaged backgrounds to ensure access to quality ECEC is not a privilege for the few;
Amendment 385 #
Motion for a resolution
Paragraph 32 b (new)
Paragraph 32 b (new)
32 b. Reiterates the need to create rights-based and gender-sensitive learning environments for students to learn about and stand up for human rights, including women’s and children’s rights, fundamental values and civic participation, rights and responsibilities of citizens, democracy and the rule of law, being confident in their identity, knowing their voice is heard and feeling valued by their communities;
Amendment 389 #
Motion for a resolution
Paragraph 33
Paragraph 33
33. Recommends the implementationTakes notes of positive results of athe ‘wWhole sSchool aApproach’ to increase social inclusion, accessibility, democratic governance and quality in education, as well as to address early school leaving, while also aiming to put learning outcomes, learners’ needs, well-being and involvement in school life at the core of all activity; advocates for the promotion and support of democratic school students’ structures;
Amendment 396 #
Motion for a resolution
Paragraph 34
Paragraph 34
34. Stresses the need to strengthen opportunities and structures for school internal and external collaboration, including interdisciplinary cooperation, team teaching, school clusters and interactions with external stakeholdersactors involved in the design and implementation of learning paths ; notes the importance of international exchange and school partnership through programmes such as Erasmus+ and e- Twinning;
Amendment 402 #
Motion for a resolution
Paragraph 35
Paragraph 35
35. Encourages morebalance between STEAM (science, technology, engineering, art and mathematics) initiaand humanitives at school level, including through enhanced cooperation with higher education and scientific research institutions;
Amendment 424 #
Motion for a resolution
Paragraph 37
Paragraph 37
37. Encourages the Member States and the Commission to develop strategies to support existing initiatives by schoolinitiated by students and teachers to create a more inclusive learning environment;
Amendment 435 #
Motion for a resolution
Paragraph 37 a (new)
Paragraph 37 a (new)
37 a. Suggests that Member States increase efforts to make sure the results of scientific research are made publicly available, free of all restrictions on access, in order to fulfil the public responsibility of the higher education institutions, but also to maximize their positive effect on the whole community; further stresses that scientific research needs to be independent from economic and political interference;
Amendment 437 #
Motion for a resolution
Paragraph 38
Paragraph 38
38. Calls for the creation of theNotes the Commission’s proposal of creating a European Education Area using the potential of existing frameworks, e.g. the European Research Area, the Innovation Union, the European Higher Education Area, in order that theyo strengthen and complement each other;
Amendment 442 #
Motion for a resolution
Paragraph 40
Paragraph 40
40. Suggests that Member States and regional authorities, in allocating European structural and investment funds, give priority to educational programmes as well as to foster cooperation between the higher education, business and research communities and society as a wholeresearch communities, all relevant stakeholders and society as a whole; recalls that higher education requires adequate funding, continuous staff development, and constant promotion and acceptance by the totality of the academic community, including students;
Amendment 447 #
Motion for a resolution
Paragraph 41
Paragraph 41
41. Advocates facilitating student and staff mobility through: increased support via the Erasmus+ programme; smooth recognition of credits and qualifications obtained abroad; additional economic and personal assistance; and, where appropriate, the incorporation of educational mobility as part of education programmesCalls on the Member States to foster more inclusive and accessible mobility of students, teachers, researchers and administrative staff, as it contributes both to their personal and professional development as well as to the increased quality of learning, teaching, research and administration; express concern for the limited access of mobility projects by students from less wealthy backgrounds, due also to the lack of appropriate social guarantees; calls on Member States to provide adequate public funding and make more efficient use to ensure, inter alia, that students and researchers have the necessary material conditions to study abroad and that their social and economic background does not constitute a barrier;
Amendment 466 #
Motion for a resolution
Paragraph 41 a (new)
Paragraph 41 a (new)
41 a. Encourages the inclusion of high quality work placements, recognised through ECTS credits, into higher education programmes and included in VET schemes;
Amendment 467 #
Motion for a resolution
Paragraph 41 b (new)
Paragraph 41 b (new)
41 b. Stresses the need to develop comprehensive strategies and appropriate tools for determining the quality of new modes of teaching and learning eg. e- learning, MOOCs, open access resources; recognises, in this context, the role of ENQA and other relevant European networks in contributing to the establishment of quality assurance; recalls that for digital education to fulfil its full potential, it is necessary to develop new pedagogies suitable for this medium; notes that publicly funded open education resources should be freely available to all students and the public to fulfil their full potential as a tool for advancing education;
Amendment 470 #
Motion for a resolution
Paragraph 42
Paragraph 42
42. Calls on the Commission to increase its efforts to improvestrengthen teachers’ digital skills, multiply refresher trainings and to provide them with ongoing support through, for example by developing online communities, open educational resources and courses for school professionals;
Amendment 472 #
Motion for a resolution
Paragraph 42 a (new)
Paragraph 42 a (new)
42 a. Supports the creation of the Academy of Teaching and Learning as a complementary opportunity for teachers to train and exchange best practices at European level; such academy could be a centre of online exchange, sharing experiences and mutual learning as well as a place for regular meetings in the form of workshops, seminars, and conferences to promote teachers’ collaboration, enhance quality of teaching, and foster teachers’ professional development; encourages the Commission to propose a project in this respect;
Amendment 473 #
Motion for a resolution
Paragraph 42 b (new)
Paragraph 42 b (new)
42 b. Calls for teachers and education structures at all levels to encourage students’ active participation in the governance of their learning structures; recognises the need to provide sustainable and structural support to youth associations and organisations inside and outside the educational system, in particular small-scale local initiatives and those working at grassroots level;
Amendment 475 #
Motion for a resolution
Paragraph 44
Paragraph 44
44. Calls for support to teachers delivering multilingual courses which are an important factor inHighlights the role of intercultural learning as part of teacher education with a view to enhancing teachers’ capacity to overcome stereotypes related to gender, social background, nationality and special needs of their students; notes that intercultural competences are essential to work in increasingly diverse societies and to foster the internationaliszation of educationschools;