11 Amendments of Pina PICIERNO related to 2020/2217(INI)
Amendment 8 #
Draft opinion
Paragraph 2 a (new)
Paragraph 2 a (new)
2 a. Welcomes the Commission’s planned mid-term review of the Digital Education Action Plan; remains convinced that the Plan needs a clearer governance and coordination structure, involving the European Parliament, to monitor developments and performance on an ongoing basis; urges the Commission to better integrate digital education into the European Semester exercise;
Amendment 14 #
Draft opinion
Paragraph 3
Paragraph 3
3. Stresses that the EU should include among its prioritises digital literacy and competencies in its cohesion policy for 2021 and beyond, with a focus on supporting teachers and the heads of education institutionseducational community as a whole in implementing digital education throughout curricula and on sharing best practices and know-how, without creatavoiding additional administrative or financial burdens; considers that education should be focused on practical skills for the future and be based on a long-term and comprehensive analysis of labour market needpolicy should help citizens to be prepared for an increasingly data-based economy, and to develop their ability to take part in the digital transformation and further shape democratic societies; welcomes the Commission’s proposal to develop a common European skills database;
Amendment 20 #
Draft opinion
Paragraph 4
Paragraph 4
4. Highlights the urgent need to close the EU’s digital skills gap and considers that enhanced graduate tracking and labour marketskills, competences, qualifications and occupations data sharing will be invaluable tools to achieve this end; stresses the importance of fully abiding by EU rules on personal data protection when using these tools;
Amendment 26 #
Draft opinion
Paragraph 5 a (new)
Paragraph 5 a (new)
5 a. Stresses that platforms are more and more used in schools across the EU and are becoming essential tools to prepare lessons as well as to communicate with parents; in this respect, considers that the use of children’s data should be limited to educational purposes and under no circumstances derive in commercial use; calls on the European Commission and the Member States to support and contribute to the development and the strengthening of secure, user friendly, accessible and EU-based teaching platforms;
Amendment 30 #
Draft opinion
Paragraph 5 b (new)
Paragraph 5 b (new)
5 b. Highlights the opportunity to increase mobility in the European Education Area through the use of digital education and data; underlines the importance of automatic mutual recognition of diplomas at all levels of education and of learning periods abroad; calls therefore on the promotion of the European Qualification Framework and the development of the European Student Card in order to include all learners;
Amendment 33 #
Draft opinion
Paragraph 6
Paragraph 6
6. Emphasises that the implementation of the European data strategy should take account of the specific needs of vulnerable groups; recalls that almost 100 million persons with disabilities in the EU are facing particular challenges in accessing digital tools and quality education; calls on the Member States to make every effort to ensure that persons with disabilities and persons from disadvantaged backgrounds have full access to digital tools and infrastructure in order to harness the full potential of digitalisation and prevent a widening of gaps between different parts of society in terms of access to digital education;
Amendment 39 #
Draft opinion
Paragraph 7
Paragraph 7
7. Calls on the Commission to explore the potential merits and scope of creating a common European data space for the cCultural and cCreative iSectors and Industryies at large; believes that the digitalisation of cultural heritage could be useful and beneficial in a wide variety of ways, by for instance facilitating physical protection and preservation or enabling three-dimensional virtual applications which could be suitable for a number of sectors, including tourism; calls for the development of a common European data space on cultural heritage, which could be built on the basis of the Europeana Digital Service Infrastructure and should be accessible to all parts of society.
Amendment 41 #
Draft opinion
Paragraph 7 a (new)
Paragraph 7 a (new)
7 a. Calls on the EU to lead the way in the field of AI, both in the public and the private sector; highlights the opportunity given by the use of AI in education; stresses that any new legislation in the field must be observant of fundamental rights, including the right to protection of privacy and personal data, and contribute to set high ethical standards;
Amendment 44 #
Draft opinion
Paragraph 7 b (new)
Paragraph 7 b (new)
7 b. Points out the need to support research programmes and networks through the use of data and digital innovation; underlines the necessity to train, hire and retain talents in Europe to address and accompany digital transition; stresses that access to such jobs and curricula needs to be gender-balanced;
Amendment 46 #
Draft opinion
Paragraph 7 c (new)
Paragraph 7 c (new)
7 c. Underlines the existence of a gender gap in the digital sector, both in the education and therefore in the employment fields; encourages the use of data to close such gap and develop targeted policies that promote gender equality in digital education and careers; notes that encouraging and supporting the participation of girls and women to science, technology, engineering, arts and mathematics (STEAM) education and careers should be an important part of such policies;
Amendment 47 #
Draft opinion
Paragraph 7 d (new)
Paragraph 7 d (new)
7 d. Stresses that the use of data is increasingly important for European Cultural and Creative Sectors and Industries in order to remain relevant and sustainable on a competitive and globalised market; notes that lack of competition in Cultural and Creative Sectors and Industries could affect cultural diversity, pluralism of views and access to information, all of which are essential elements of democracy; calls on the Commission to consider ex-ante rules for dominant digital companies as well as for closed ecosystems exercising a gatekeeping activity to address these effects.