52 Amendments of Dominique BILDE related to 2017/2224(INI)
Amendment 31 #
Motion for a resolution
Recital A
Recital A
A. whereas, while the main responsibility for education and training lies within Member States, the European Union has a vital supportive rolecan offer an occasional supportive role when the Member States collectively call on it to do so;
Amendment 38 #
Motion for a resolution
Recital B
Recital B
B. whereas the ability of education systems to meet societal, economic and personal needs depends on their quality, and efficiency and equitythe equal treatment of all pupils, as well as on the availability of adequate human, financial and material resources;
Amendment 43 #
Motion for a resolution
Recital C
Recital C
C. whereas it is essential that education, asnd instruction, as fundamental human rights and a public good, isare focused not only on the labour market, but also on human, societal and cultural needsthat they also help to cultivate men and women who are well integrated into our societies, and that they pass on the culture of each Member State;
Amendment 76 #
Motion for a resolution
Paragraph 2
Paragraph 2
2. Considers that the attainment of the European Union’s economic and societal objectives depend on quality education; and instruction, but also on the aspirations of our societies to preserve their individual cultures and the civilisational traits they share;
Amendment 82 #
Motion for a resolution
Paragraph 3
Paragraph 3
3. Underlines that quality education and training systems form the basis of an open, inclusive, prosperous, and democratic and tolerant society, while promoting active citizenship and common valusociety and contribute to well- being in the Member States;
Amendment 105 #
Motion for a resolution
Paragraph 4
Paragraph 4
4. Believes that an all-encompassing approach to education policy, with strong political support, is central to the educational reform process and requires the cooperation of all relevant stakeholders, and could be complemented with collaborative policies between willing Member States;
Amendment 107 #
Motion for a resolution
Paragraph 5
Paragraph 5
5. Considers that effective governance and adequate funding, modern quality educational resources and teaching, motivated and competent teachers with all the resources they need to ensure that their role is taken seriously by pupils, and lifelong learning are crucial for achieving equity and excellence in education;
Amendment 113 #
Motion for a resolution
Paragraph 6
Paragraph 6
6. Highlights the potential ofat new technologies tohave never proved effective in improveing the quality of education by meeting learners’ needs, increasing flexibility in learning and, as the OECD noted in a 2015 report, and that they may give young children attention difficulties, which are becoming more prevalent in Western countries - especially in the United States - and that increased use of new teaching, and creating new forms of cooperationnologies tends to decrease the amount of time students spend reading;
Amendment 127 #
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;
Amendment 130 #
Motion for a resolution
Paragraph 7 a (new)
Paragraph 7 a (new)
7a. Notes that academic success is closely linked with personal motivation, and that students' motivation for certain subjects should be increased by drawing their attention to the job opportunities those subjects can open up; stresses, in particular, that European pupils need to develop an interest in science and mathematics and the associated career opportunities;
Amendment 135 #
Motion for a resolution
Paragraph 8
Paragraph 8
8. Highlights that educational systems should first ensure that students have the basic skills, in particular reading and numeracy, before promoteing 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;
Amendment 140 #
Motion for a resolution
Paragraph 8 a (new)
Paragraph 8 a (new)
8a. Stresses that education establishments are important places to learn social skills and moral values, but that their primary function is the transmission of basic skills, in particular reading and numeracy;
Amendment 145 #
Motion for a resolution
Paragraph 9
Paragraph 9
9. Acknowledges with interest the proposal to create a European Education Area based on enhanced cooperation, mutual recognition and increased mobility and growth without accepting it in its entirely;
Amendment 164 #
Motion for a resolution
Paragraph 11
Paragraph 11
11. Considers that preschools should promote children’s development more holistically with a view to facilitating the transition to compulsory schooling, and should equip students with the basic skills, in particular reading skills, to better prepare them for the first few years of primary school;
Amendment 171 #
Motion for a resolution
Paragraph 13
Paragraph 13
13. Sees schools as centres of criticalplaces for learning new skills that will help to foster creativity and creativeitical thinking in children;
Amendment 181 #
Motion for a resolution
Paragraph 14
Paragraph 14
14. Underlines that perfectly mastering basic skills and knowledge, in particular numeracy, is fundamental for pupils to ensure their further learning and personal development;
Amendment 183 #
Motion for a resolution
Paragraph 14 a (new)
Paragraph 14 a (new)
14a. Stresses, in this connection, that regular exercises and rote learning, such as mental arithmetic, the learning of multiplication tables and the syllabic method for reading, have already proven effective as they help children to master the basic skills, which helps them in their future studies;
Amendment 185 #
Motion for a resolution
Paragraph 15
Paragraph 15
15. Notes that modern curricula should be competence driven,assessed on a regular basis, in particular by means of a fair and meritocratic system for assessing pupils that measures their progress regularly and objectively, but that curricula should also enhance personal skills and should focus on formative assessment and on the pupils’ well-being;
Amendment 189 #
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 and personality development;
Amendment 192 #
Motion for a resolution
Paragraph 16
Paragraph 16
16. Takes note of the positive impact of school multilingualismearly foreign language learning at school on pupils’ linguistic and cognitive development, as well as on the promotion of culture awareness, understanding and diversityir openness to other cultures;
Amendment 196 #
Motion for a resolution
Paragraph 16
Paragraph 16
16. Takes note of the positive impact of school multilingualismearly foreign language learning at school on pupils’ linguistic and cognitive development, as well as on the promotion of culture awareness, understanding and diversity, and notes that before learning one or more foreign languages, pupils must have already mastered the official language of their country of residence;
Amendment 197 #
Motion for a resolution
Paragraph 16
Paragraph 16
16. Takes note of the positive impact of school multilingualismearly foreign language learning at school on pupils’ linguistic and cognitive development, as well as on the promotion of culture awareness, understanding and diversity;
Amendment 209 #
Motion for a resolution
Paragraph 16 a (new)
Paragraph 16 a (new)
16a. Stresses that the European School model could be democratised and extended to a national level in Member States that have the financial capacity to do this; stresses, however, that schools have a duty to give pupils grounding in the national culture, and that mastery of the national language should be a prerequisite and a priority before pupils learn any other language;
Amendment 210 #
Motion for a resolution
Paragraph 16 b (new)
Paragraph 16 b (new)
16b. Stresses that Member States alone determine their language policies and may choose to encourage the learning of certain foreign languages over others in primary and secondary education on the basis of their own criteria, including the economic utility of those languages in the Member State concerned; stresses, in particular, that Member States may choose to focus on the teaching of languages spoken in areas of high economic potential, such as Portuguese, Russian, Mandarin or Japanese, as these languages are still considered rare languages in the state primary and secondary education systems of some Member States;
Amendment 211 #
Motion for a resolution
Paragraph 16 c (new)
Paragraph 16 c (new)
16c. Stresses that a shortage of foreign language skills can restrict Member States' economic competitiveness; encourages each Member State to determine what language skills are needed for their own economies, so that they can redefine their priorities for language learning in primary and secondary education; stresses that studies such as the British Council's 'Languages for the Future' (2013) can provide useful guidance for language teaching in state primary and secondary education, and encourages Member States to carry out similar studies at national level so that they can redefine their own language policies;
Amendment 212 #
Motion for a resolution
Paragraph 16 d (new)
Paragraph 16 d (new)
16d. Stresses that, while the teaching of regional languages or ethnic minority languages may bring certain benefits, the teaching of these languages should not take precedence over the teaching of the national language of the Member State or foreign languages that could have a greater economic benefit for the pupil;
Amendment 218 #
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 universities;
Amendment 225 #
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 as well as between teaching, research and the world of work;
Amendment 227 #
Motion for a resolution
Paragraph 19
Paragraph 19
19. Believes that higher education systems should be more flexible and open, allowing for the recognition of informal and non-formal learning, smoother transitions between different levels of education, and various forms of programme delivery;
Amendment 237 #
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, shcould be an important part ofbetter thought through by European higher education institutions;
Amendment 252 #
Motion for a resolution
Paragraph 21
Paragraph 21
21. Considers that teachers and their skills, commitment and effectiveness, as well as the respect accorded to their profession, are the basis of education systems;
Amendment 254 #
Motion for a resolution
Paragraph 22
Paragraph 22
22. Stresses the need to attract motivated candidates with sound academic backgrounds and a predisposition tocorresponding to the subject they have chosen to teach and an interest in teaching to the teaching profession; calls for enhanced selection procedures and for improvements in teacher status, training, working conditions, in particular as regards the resources made available to teachers to ensure respect for their status and authority in the classroom, relations with management, remuneration, career prospects and support;
Amendment 258 #
Motion for a resolution
Paragraph 22 a (new)
Paragraph 22 a (new)
22a. Emphasises that teachers must have a strong command of the subject they teach, recalls, in this respect, that the majority of teachers of mathematics in France have a background in academic courses of a literary nature or have specialised in humanities, and are not sufficiently trained to teach mathematics and science; deplores the fact that education is not an attractive career prospect for science graduates;
Amendment 259 #
Motion for a resolution
Paragraph 22 b (new)
Paragraph 22 b (new)
12b. Stresses that the attractiveness of the teaching profession depends on the esteem in which the profession is held by society; deplores the widespread perception among teachers in some Member States, such as France, that they are held in low esteem, as well as the substantial deterioration in the conditions for exercising the profession due in particular to the increasingly frequent physical attacks, worsening relations with parents and the real or perceived lack of support from the management of the educational establishments concerned;
Amendment 264 #
Motion for a resolution
Paragraph 23
Paragraph 23
23. Underlines the importance of reshaping and investing in teacher educationhigh-quality, ideologically neutral, teacher training , encouraging teachers’ continuing professional development, particularly by providing access to competitions to facilitate internal promotion, and providing them with opportunities potentially to participate in international teacher exchanges;
Amendment 265 #
Motion for a resolution
Paragraph 23 a (new)
Paragraph 23 a (new)
23a. Stresses that science and mathematics teachers could benefit from exchanges of good practices with their European colleagues, which would in particular under certain conditions enable them to request external assistance, notably to stimulate pupils' interest in science and mathematics and the associated career prospects;
Amendment 277 #
Motion for a resolution
Paragraph 24
Paragraph 24
24. Considers that the European Education Area should focus on achieving common goalexchanges of good practices and must be formed in alignment with existing policies and educational trends in the EU, while giving also new impetus to their development and respecting the principles of subsidiarity and institutional and educational autonomy;
Amendment 287 #
Motion for a resolution
Paragraph 25
Paragraph 25
25. Calls on the Member States to increase funding for improving the quality of education, but recalls that funding for education is not the only relevant factor and that some third countries spend a smaller proportion of GDP on education than some European countries, while performing better in international rankings such as PISA;
Amendment 299 #
Motion for a resolution
Paragraph 25 a (new)
Paragraph 25 a (new)
25a. Recalls also that certain measures relating to education areas suffering from multiple social, economic and cultural disadvantages, such as priority education zones in France, have not resulted in a significant improvement in the academic level, demonstrating that the causal link between increased funding and academic performance is not systematic;
Amendment 300 #
Motion for a resolution
Paragraph 25 b (new)
Paragraph 25 b (new)
25b. Stresses, however, that Member States are responsible for their education systems and that the European Union cannot exert any pressure to reduce public expenditure in view of the impact of austerity policies on the Member States’ education systems, which are also subject to considerable pressure from the uncontrolled influx of migrants, whose integration into education systems generates significant costs and difficulties;
Amendment 306 #
Motion for a resolution
Paragraph 26
Paragraph 26
26. Calls for an enhanced coopeexchange of good practionces among Member States in modernising education, as encouraged and facilitated by the Commission, with a view to promoting best practices and mutual learning;
Amendment 309 #
Motion for a resolution
Paragraph 27
Paragraph 27
Amendment 317 #
Motion for a resolution
Paragraph 28
Paragraph 28
28. Recommends that Member States and educational institutions promote learner-centred and individualised learning methodsrigorous learning methods based on a perfect command of basic knowledge;
Amendment 323 #
Motion for a resolution
Paragraph 29
Paragraph 29
Amendment 377 #
Motion for a resolution
Paragraph 31
Paragraph 31
Amendment 388 #
Motion for a resolution
Paragraph 33
Paragraph 33
33. Recommends the implementation of a ‘whole school approach’ to increase social inclusion,promote harmony among different social classes and increase accessibility and quality in education, as well as to address early school leaving;
Amendment 404 #
Motion for a resolution
Paragraph 35
Paragraph 35
35. Encourages more STEAM (science, technology, engineering, art and mathematics) initiatives at school level through enhanced cooperation with higher education and scientific research institutions;
Amendment 414 #
Motion for a resolution
Paragraph 36
Paragraph 36
36. Calls on the Commission to address school bullying, cyberbullying and violence by developing school prevention programmes and awareness-raising campaigns and calls on the Member States to step up their legal response to the dissemination of images or statements online, in particular as regards the right to erasure of personal data and information online;
Amendment 423 #
Motion for a resolution
Paragraph 37
Paragraph 37
37. Encourages the Member States and the Commission to develop strategies to support initiatives by schools and teachers to create a more inclusivefulfilling learning environment;
Amendment 436 #
Motion for a resolution
Paragraph 38
Paragraph 38
Amendment 440 #
Motion for a resolution
Paragraph 39
Paragraph 39
39. Urges the Member States to invest at least 2 %the optimal proportion of their respective GDPs and, if they consider it necessary, 2 % thereof in higher education, to be deducted from the national deficit calculation, and to comply with the EU benchmark of investing 3 % of the EU GDP in R&D by 2020;
Amendment 448 #
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 abroadbetween Member States or, under conditions set by the Member State concerned, with third countries; additional economic and personal assistance; and, where appropriate, the incorporation of educational mobility as part of education programmes;