7 Amendments of Isabella ADINOLFI related to 2016/2271(INI)
Amendment 1 #
Draft opinion
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Paragraph 1
1. Recalls that, with some 40 % of EU workers lacking adequate digital skills, thecitizens have no or low digital skills, which impacts negatively their participation in society and their working capabilities; stresses therefore that our Union faces a digital skills gap; takes note of the Commission’'s recent Communications on ‘'Digitising European industry’' and ‘'A New Skills Agenda for Europe’' as a first step in the right direction with regard to improving digital skills; nevertheless, highlights the need to adopt additional further systemic initiatives, innovative and courageous, to equip citizens with the adequate digital skills, insofar it is evident that timid measures are not producing a much- needed 'leap forward'; stresses therefore that such strategy should provide a comprehensive framework that allows European citizens to become aware of the importance of such skills, and embedding their use into daily life;
Amendment 11 #
Draft opinion
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Paragraph 2
2. Calls on the Commission to place digital skills at the heart of its upcoming revision of the Key Competences Framework; encourages the Member States to further develop primary, secondary and tertiary education curricula, as well as vocational training programmes, not only to meet the needs of an increasingly digital labour market but also to provide citizens with such indispensable day-to-day skills for active participation, interaction with government and many other dimensions of life in the 21st century European society; emphasises the need for proper teacher training;
Amendment 15 #
Draft opinion
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Paragraph 2 a (new)
2a. Highlights that, in a very dynamic world where digital changes occur continuously and digital technologies are more and more present in every dimension of society, academy and industry, digital skills should be considered indispensable not only for workers and entrepreneurs but also for citizens in order to allow them to consciously take part in public life;
Amendment 19 #
Draft opinion
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Paragraph 3
3. Believes that basic digital skills – possibly taught as part of primary and secondary education curricula – should encompass safe internet behaviour and awareness- raising about rights online, as a horizontal skill that penetrates many other learning and participatory activities – should encompass media literacy skills, safe internet behaviour and awareness- raising about rights online; stresses that an emphasis should be put on learning-by- doing and mentored approaches, rather than on mere transmission of rules and theoretical teaching;
Amendment 24 #
Draft opinion
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Paragraph 4
4. Stresses the importance of incorporating a digital skills agenda into lifelong learning programmes for older people, who represent 18.9 % and rising of the population of the European Unionrelatively disadvantaged categories of citizens, with a special emphasis on senior citizens, who represent 18.9 % and rising of the population of the European Union; emphasises that such disadvantage does not affect equally all senior citizens of the EU, but that it especially impacts some subgroups of senior citizens, for example those facing social isolation, having low income and/or living in rural, mountain or islands areas; accordingly, asks for the design of specific sections of a digital strategy to address such critical situations;
Amendment 30 #
Draft opinion
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Paragraph 5
5. Highlights the considerable disparity across Member States in terms of digitisation and digital skills; considers that launching a specific European policy as well as promoting best practice exchange and dialogue can help to bridge that gap to some extent; highlights the potential of the Grand Coalition for Digital Jobs in this respect; reminds that such specific initiatives need to be urgently embedded in a wider, more ambitious framework of digital actions;
Amendment 37 #
Draft opinion
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Paragraph 6
6. Emphasises that Cultural and Creative Industries (CCIs) are both drivers and beneficiaries of digital innovation, when they are conceived in an open, participatory way, and tailored to meet the specific, well-known needs of creators, interpreters and performers; regrets that what is often presented as CCIs policy is a conservative attempt to preserve the status quo of rights holders and the attached, obsolete business model; points out that, as they are often small and micro-enterprises, CCIs need targeted support to help them ‘'go digital’' in a secure and effective manner.