31 Amendments of Isabella ADINOLFI related to 2018/2090(INI)
Amendment 6 #
Draft opinion
Paragraph 1
Paragraph 1
1. Highlights the vital role of education and training as the best investment in the EU’s future; strongly believrecognises that digital transformation has a great impact on the society and the education systems alike; stresses that digital competencies are of growing importance for every individual and underlines that in the future, nearly all jobs will require digital skills;
Amendment 7 #
Motion for a resolution
Recital A
Recital A
A. whereas, with technology developing at an accelerating rate, the digital society and economy are now a fact of life, meaning that digital skills are essential for citizens to actively participate to public life and access to the labour market;
Amendment 9 #
Draft opinion
Paragraph 1 a (new)
Paragraph 1 a (new)
1a. Stresses that, in a context of rapid digital and societal transformation, the education system should support, from an early age and throughout life, a balanced set of skills and competences boosting individuals' resilience, critical thinking, wellbeing, and innovation potential; for instance, a synergy between relevant digital skills and life skills1a, as well as key competences1b (especially personal, social and entrepreneurial), needs to be sought urgently; _________________ 1a Life skills are defined by the World Health Organisation as “the abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life.[...] a core set of life skills are: decision making, problem solving, creative thinking, effective communication, interpersonal relationship skills, self-awareness, empathy, coping with emotions, coping with stress". 1b Council Recommendation on Key Competences for Lifelong Learning adopted on 22 May 2018.
Amendment 10 #
Draft opinion
Paragraph 1 b (new)
Paragraph 1 b (new)
1b. Stresses that, while recognising the need for more digital skills, the education system must be at the forefront for promoting a responsible use of digital tools, as well as for protecting the physiological neurosensory and behavioural development of learners, especially during childhood, avoiding the spreading of pathologies linked with digitalisation affecting social relationships and physical relations with spatiality, materiality and time;
Amendment 10 #
Motion for a resolution
Recital B
Recital B
B. whereas the innovative capacity of technology is conditioned by, among others, by critical thinking and the level of digital and creative skills of the population;
Amendment 14 #
Draft opinion
Paragraph 2
Paragraph 2
2. Welcomes the Commission communication of 17 January 2018 on the Digital Education Action Plan (COM(2018)0022) and recalls the importance of completing the digital single market; points out that digitalisation has a twofold impact on education systems: firstly, citizens should be prepared for lifelong learning in a world that is becoming increasingly digitalised needs to provide citizens with lifelong learning along with the digital evolution, and secondly, digital transformation should also be applied to education systems themselves in order to improve their quality and inclusiveness;
Amendment 22 #
Draft opinion
Paragraph 3
Paragraph 3
3. Underlines that sufficient infrastructure offering high-quality and accessible connectivity is of great importance; highlights the need to close the digital divide byetween and within EU countries and among generations, favouring strong public investments and creating an investment- friendly environment and, while fostering digital infrastructure such as high-capacity broadband networks; recalls that connectivity is essential for the modernisation of the education system, but that careful assessment of the potential negative effect on human health, including due to electromagnetic pollution, must be taken into account during the infrastructure planning phase.
Amendment 25 #
Motion for a resolution
Recital H
Recital H
H. whereas it is essential that educational institutions prepare pupils and students for rapid economic and social chato confront social and economic challenges brought about by rapid technological and social development;
Amendment 34 #
Motion for a resolution
Recital I
Recital I
I. whereas atechnology can offer new and innovative approach should placees to teachnology at the heart ofing and should therefore have an adequate role in education;
Amendment 39 #
Draft opinion
Paragraph 4
Paragraph 4
4. Stresses the vital role of high- capacity broadband networks, cybersecurity, block-chain and artificial intelligence as the backbone of future education and training schemes; underlines the importance of introducing coding classes in all schools and encouraging schools to participate in the EU Code Week;
Amendment 40 #
Motion for a resolution
Recital J
Recital J
J. whereas technologies shcould be better used to support new pedagogies that focus on learners as active participants with tools for inquiry-based learning and collaborative workspaces;
Amendment 46 #
Draft opinion
Paragraph 5
Paragraph 5
5. Stresses the urgent need to develop the full range of digital skills together with life skills1c, including critical thinking and media literacy, that individuals and companies will increasingly require in an increasalways evolvingly digital economsociety; underlines the need to strengthen connections between education and employment; recalls the need to encourage young people to pursue ICTclose the gender gap in ICT and STEM (science, technology, engineering and mathematics) studies; emphasises that recommendations for a minimum level of digital competencies that students should acquire during their studies should be drawn up. _________________ 1c Life skills are defined by the World Health Organisation as “the abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life.[...] a core set of life skills are: decision making, problem solving, creative thinking, effective communication, interpersonal relationship skills, self-awareness, empathy, coping with emotions, coping with stress".
Amendment 48 #
Motion for a resolution
Recital K
Recital K
K. whereas basic education in cyber hygiene, cyber safety, data protection and media literacy is necessary from an early age to help children become critical consumersitizens, meaningfully participate to public life, make informed decisions and be aware of risks associated with the Internet;
Amendment 55 #
Draft opinion
Paragraph 5 a (new)
Paragraph 5 a (new)
5a. Highlights the importance of open data and collaborative digital technology tools and methods for the prosperity of the European economy and its entrepreneurship, hence considers to be a priority to boost advanced digital skills in this direction for current and future generations;
Amendment 55 #
Motion for a resolution
Recital L
Recital L
L. whereas digital learning can be a more captivating, less passvalid complement to lecture-style teaching methods, stimulating a more active, and more personalised way of teaching than lecture- style teaching methods,and providing platforms for collaboration and knowledge creation;
Amendment 58 #
Draft opinion
Paragraph 5 b (new)
Paragraph 5 b (new)
5b. Stresses that the digital transformation within the workplace encompasses changes and challenges of adaptation for the human resources themselves; highlights therefore the importance of supporting training and lifelong learning focusing on the development of digital skills in synergy with the life skills1d and key competences1e, which are essential for the resilience, empowerment and well-being of the workforce in transition. _________________ 1d Life skills are defined by the World Health Organisation as “the abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life.[...] a core set of life skills are: decision making, problem solving, creative thinking, effective communication, interpersonal relationship skills, self-awareness, empathy, coping with emotions, coping with stress". 1e Council Recommendation on Key Competences for Lifelong Learning adopted on 22 May 2018.
Amendment 66 #
Motion for a resolution
Recital N a (new)
Recital N a (new)
Na. whereas elderly and people with disabilities, without appropriate and targeted policies, are likely to suffer the most from the digital transformation;
Amendment 78 #
Motion for a resolution
Paragraph 1
Paragraph 1
1. Underlines that digital skills acquisition requires a ‘cradle to grave’coherent approach anchored in lifelong learning across formal and non-formal education settings, with a policy response and targeted interventions appropriate to the needs of different age groups and learners;
Amendment 86 #
Motion for a resolution
Paragraph 2
Paragraph 2
2. Stresses, therefore, that a transformation of the educational and training systems at all levels is necessary to meet the demands of th that quality educational and training systems are fundamental to empower learners to play an active role in democratic life, supporting individual’s resilience, critical thinking, wellbeing, inclusion and innovation potential, as well as develop the skills and competences necessary to confront future societyal and labour market of the futurechallenges;
Amendment 91 #
Motion for a resolution
Paragraph 2 a (new)
Paragraph 2 a (new)
2a. Underlines that a synergy between relevant digital skills and life skills, as well as the boosting of key competences (especially personal, social and entrepreneurial) needs to be sought;
Amendment 94 #
Motion for a resolution
Paragraph 2 b (new)
Paragraph 2 b (new)
2b. Stresses that, while recognising the need for more digital skills, the education and training systems must be at the forefront for promoting a responsible use of digital tools, as well as for protecting the physiological neurosensory and behavioural development of learners, especially during childhood;
Amendment 97 #
Motion for a resolution
Paragraph 3
Paragraph 3
3. Regrets that, despite the potential of digitalisation for fostering and enhancingstimulating and fostering different and personalised learning methods, the impact of digital technologies on education itself has been limited; expresses, in particular, its concern that investments in ICT in schools and training centres have not yet resulted in the hoped-for transformation of educational practices;
Amendment 101 #
Motion for a resolution
Paragraph 4
Paragraph 4
4. Stresses that a lack of connectivity in schools across Member States comes at the cost of the digital skills education of students; calls on the Member States to connect all remaining schools and to make use of existing EU programmes for this purpomake strong public investments aimed at providing all schools with high-capacity broadband networks with access to at least 100 Mbps connectivity, making also use of existing EU programmes for this purpose; recalls that while connectivity is essential for the modernisation of the education system, a careful assessment of the potential negative effect on human health, including due to electromagnetic pollution, must be taken into account during the planning infrastructure phase;
Amendment 107 #
Motion for a resolution
Paragraph 4 a (new)
Paragraph 4 a (new)
4a. Stresses that while it is essential to increase learners’ basic and advanced digital skills, classical and humanistic skills should nevertheless continue to be nurtured;
Amendment 108 #
Motion for a resolution
Paragraph 4 b (new)
Paragraph 4 b (new)
4b. Calls on Member States to develop appropriate and effective measures to foster digital skills among the elderly and people with disabilities;
Amendment 128 #
Motion for a resolution
Paragraph 7
Paragraph 7
7. Encourages the Member States to promote and finance regional and local initiatives that support the transformation ofquality teaching practices aimed ato enhanceing innovation;
Amendment 138 #
Motion for a resolution
Paragraph 9
Paragraph 9
9. Points out that, in line with the lifelong learning approach required for digital skills, governments, in cooperation with stakeholders such as companies and civil society organisations, and through both formal and non-formal settings, should ensure that nobody is left behind and that all can find a place in a sustainable digital transformation withe new orderobody left behind;
Amendment 147 #
Motion for a resolution
Paragraph 10
Paragraph 10
10. Calls for a shift towards more on- the-job learningUnderlines the need to strengthen connections between education and employment and insists on the need to have the right education and training frameworks in place, and to ensure that vocational education systems are properly resourced; believes that opportunities for re-skilling and upskilling are essential, with relevant digital skills components mainstreamed in workplace training programmes;
Amendment 150 #
Motion for a resolution
Paragraph 11
Paragraph 11
11. EncouragesCalls on Member States to take steps, in collaboration with businesses, education and training centres and civil society stakeholders to identify existing skills gaps, expand digital literacy, enhance media literacy, in particular among minors, and establish a high level of digital connectivity and inclusion;
Amendment 155 #
Motion for a resolution
Paragraph 11 a (new)
Paragraph 11 a (new)
11a. Regrets that while the use of online and mobile applications and new technologies such as Internet for Things has become more massive than ever, citizens, in particular minors, are often unaware of the risks associated with the use of Internet and ICT tools, such as personal data breaches, pervasive end users’ tracking and cyber-crimes; calls therefore on Member States to assign an appropriate role to data protection and basic cyber hygiene in schools curricula;
Amendment 159 #
Motion for a resolution
Paragraph 11 b (new)
Paragraph 11 b (new)
11b. Highlights the importance of open data and collaborative digital technology tools and methods for the prosperity of the European economy and its entrepreneurship, hence considers a priority boosting advanced digital skills in this direction for current and future generations;