19 Amendments of Julie WARD related to 2015/2281(INI)
Amendment 16 #
Motion for a resolution
Recital A
Recital A
A. whereas formal, non-formal and informal education and training should not be aimed only at meeting labour market needs, but should constitute a value in themselves, since education has an equally important role in developing ethical and civic virtalues and honourstrengthening the democratic principles on which Europe is founded;
Amendment 28 #
Motion for a resolution
Recital B
Recital B
B. whereas not all Member States nor indeed individuals and groups in Member States are facing the same type and level of challenges, and this means that any recommendations proposed for education and training should be flexible and should be tailored to national economies, demographies and cultures, while improving the situation in the European Union as a whole;
Amendment 57 #
Motion for a resolution
Paragraph 4
Paragraph 4
4. Welcomes the new generation of ET2020 Working Groups, and calls on the Commission to improve the representation of different stakeholders in those groups, notably by including more education experts and educators, youth workers and representatives of civil society; stresses the need for better dissemination of the groups’ deliverables, at both national and EU level;
Amendment 74 #
Motion for a resolution
Paragraph 7
Paragraph 7
7. Reiterates that, notwithstanding the importance of acquiring employability skills, the value of knowledge and academic rigour, personal development and improved well-being should not be overlooked, and emphasises that blanket prescriptive approaches must be avoided; underlines that the forthcoming European Skills Agenda should not overstate employability skills at the expense of subject knowledge and the development of critical thinking, creative and transferable competences as well as civic values which are needed for learners to become active, responsible and open- minded members of society;
Amendment 84 #
Motion for a resolution
Paragraph 8
Paragraph 8
8. Points out the value of a community- based approach to formal, non-formal and informal education and strong links between schoollearning settings and families; calls for the wider participation of all relevant actors (such as the European Parents Association) in the work of ET2020in the work of ET2020; is of the opinion that learners themselves must be encouraged to actively participate in the governance of their learning structures, at all ages and in all types of learning;
Amendment 92 #
Motion for a resolution
Paragraph 9
Paragraph 9
9. Stresses that school-parent communication strategies and characterpersonal and social development education programmes implemented in schools in cooperation with families can contribute to upward social convergence and the prevention of radicalisation; encourages the exchange of best practices within the ET2020 framework;
Amendment 102 #
Motion for a resolution
Paragraph 10
Paragraph 10
10. Is concerned at the fact that the quality of teacher educationtraining is lagging behind, in terms of range and complexity, with regard to competences that are necessary for teaching today including to prepare the new generation with the motivation, commitments and skills, such as entrepreneurship, leadership and capacity building, to be audacious problem-solvers and able to tackle current and future challenges, not least the digital revolution, and welcomes the choice of support for educators as a priority area for ET2020; encourages Member States to adapt their initial teacher training and in- service development programmes and to make better use of peer-learning activities between Member States;
Amendment 111 #
Motion for a resolution
Paragraph 11
Paragraph 11
11. Encourages the Commission and the Member States to review the existing rules for the evaluation of education and training programmes funded by the European financial instruments, putting greater focus on qualitative impact assessment;
Amendment 113 #
Motion for a resolution
Paragraph 11 a (new)
Paragraph 11 a (new)
11a. Stresses that quality education is essential to improving the lives of young people who suffer disadvantages socially and economically, as well as those from minority groups;
Amendment 116 #
Motion for a resolution
Paragraph 11 b (new)
Paragraph 11 b (new)
11b. Calls on the Commission to ensure greater emphasis is placed on tackling gender gaps and differences, and in recognising the particular needs of young women;
Amendment 117 #
Motion for a resolution
Paragraph 11 c (new)
Paragraph 11 c (new)
11c. Further calls on the Commission, where appropriate, to treat minority groups as separate and discrete in order to better respond to the respective problems facing each group;
Amendment 161 #
Motion for a resolution
Paragraph 17
Paragraph 17
17. Is concerned that the current trend making financial output a prerequisite for all academic activities could mean that the humanities risk being wiped off the research landscape; advocates a more holistic view which emphasises the importance of a variety of disciplines in education and research;
Amendment 169 #
Motion for a resolution
Paragraph 18
Paragraph 18
18. Advocates a shift to conceiving mobility programmes in terms of qualitative outcomes that respond to priorities and primarily serve learning objectives; calls for the proper implementation of the proposals of the European Quality Charter for Mobility and for better use of the tools of internationalisation at home; reaffirms the need to ensure mobility opportunities for vocational training, disadvantaged young people and people suffering from different forms of discrimination;
Amendment 173 #
Motion for a resolution
Paragraph 18 a (new)
Paragraph 18 a (new)
18a. Stresses the importance of an overall framework of recognition of qualifications as key to ensuring cross- border mobility;
Amendment 199 #
Motion for a resolution
Paragraph 21
Paragraph 21
21. Calls for measures to integrate migrantclude migrant, refugee and asylum seeker children, both intra- and extra- European, into education systems by helping themsupporting innovative learning methods and adjust toing curricula andto better respond to their learning standarneeds, providing them with language assistance, and enabling them to become familiar with the host country’s culture while preserving their own cultural heritage;
Amendment 209 #
Motion for a resolution
Paragraph 22
Paragraph 22
22. Supports the idea of setting up helpdesks for teachers offering them timely support in handling various types of diversity in the classroom in a positive way, promoting intercultural dialogue among students to encourage a better understanding between communities, and guidance when they are confronted with students at risk of being radicalised; calls for the creation of synergies between the ET2020 Working Groups and the Radicalisation Awareness Network (RAN) Working Group on Education and the Expert Group on defining the specific contribution of youth work as well as non- formal and informal learning to fostering active citizenship and participation of young people in diverse and tolerant societies and preventing marginalisation, radicalisation potentially resulting in violent behaviour, as set up in the European Union Work Plan for Youth for 2016-2018;
Amendment 219 #
Motion for a resolution
Paragraph 23
Paragraph 23
23. Stresses the need for more language- based learning programmes; calls for efforts to develop validation and accreditation mechanisms for the qualifications of migrants, refugees and asylum seekers since many of those entering the EU come with no proof of their formal qualifications;
Amendment 227 #
Motion for a resolution
Paragraph 24
Paragraph 24
24. Calls on the Commission and the Member States to facilitate measures for migrant, refugee and asylum seeker students enrolling at university level; welcomes the initiatives adopted in this regard by a number of European universities;
Amendment 235 #
Motion for a resolution
Paragraph 25
Paragraph 25
25. Considers that the Science4Refugees programme should be further developed as regards its efficiency evaluation; advocates support at EU and national level for non- profit institutions providing assistance to migrant, refugee and asylum seeker academics;