28 Amendments of Theodoros ZAGORAKIS related to 2018/0191(COD)
Amendment 108 #
Proposal for a regulation
Recital 8
Recital 8
(8) In its Communication on 'A modern budget for a Union that protects, empowers and defends - the multiannual financial framework for 2021-2027'26 adopted on 2 May 2018, the Commission called for greater investment in people and a stronger “"youth”" focus in the next financial framework, notably by more than doubling the size of the 2014-2020 and recognised that the Erasmus+ Programme, has been one of the Union’s most visible success stories. The focus of the new Programme should be on inclusiveness, and toDespite that overall success, the 2014- 2020Programme remained unable to meet the high demand for funding and suffered from low project success rates. To remedy those shortcomings, it is necessary to increase the multiannual budget for the successor Programme to the 2014- 2020Programme. Moreover, the successor Programme aims to boost social inclusion by reaching more young people with fewer opportunities. This should allow more young people to move to another country to learn or work. people from disadvantaged backgrounds and people with disabilities and other special needs, and incorporates a number of new and ambitious initiatives. Therefore, it is necessary to triple the budget, in constant prices, for the successor Programme as compared to the multiannual financial framework for the period 2014-2020. _________________ 26 COM(2018) 321 final.
Amendment 117 #
Proposal for a regulation
Recital 9
Recital 9
(9) In this context, it is necessary to establish the successor programme for education, training, youth and sport (the 'Programme') of the 2014-2020 Erasmus + programme established by Regulation (EU) No 1288/2013 of the European Parliament and the Council27. The integrated nature of the 2014-2020 programme covering learning in all contexts - formal, non- formal and informal, and at all stages of life - should be maintained to boost flexible learning paths allowing individuals to develop thosee skills and competences that are necessary to face the challenges and make the most of the opportunities of the twenty-first century. _________________ 27 Regulation (EU) No 1288/2013 of the European Parliament and the Council of 11 December 2013 establishing 'Erasmus+': the Union programme for education, training, youth and sport and repealing Decisions No 1719/2006/EC, No 1720/2006/EC and No 1298/2008/EC (OJ L 347, 20.12.2013, p. 50).
Amendment 137 #
Proposal for a regulation
Recital 13
Recital 13
(13) The Programme should take into account the Union work plan for sport which is the cooperation framework at Union level in the field of sport for the years […]32 . Coherence and complementarity should be ensured between the Union work plan and actions supported under the Programme in the field of sport. There is a need to focus in particular on grassroots sports, taking into account the important role that sports play in promoting physical activity and healthy lifestyle, social inclusion and equality. The Programme should contribute to promote European common values through sport, good governance and integrity in sport, sustainability and good environmental practices in sport, as well as education, training and skills in and through sport. _________________ 32 [Reference]. [Reference].
Amendment 144 #
Proposal for a regulation
Recital 14 a (new)
Recital 14 a (new)
(14a) In order to maximise the effectiveness of European funding and policy support, it is important to foster synergies and complementarity across all relevant programmes in a coherent manner. These synergies should result in simplified application procedures at the implementation level.
Amendment 163 #
Proposal for a regulation
Recital 16 a (new)
Recital 16 a (new)
(16a) Virtual formats, such as virtual cooperation, blended learning and virtual learning, should be promoted in order to reach more participants, in particular those for whom moving physically to a country other than their country of residence would be an obstacle. Virtual learning and blended learning tools, in particular those used for language learning, should be made as widely available as possible, both in support of mobility activities and for those people who are not engaged in mobility activities, but who would benefit from using those tools.
Amendment 188 #
Proposal for a regulation
Recital 18
Recital 18
(18) The international dimension of the Programme should be boosted aiming at offering a greater number of opportunities for mobility, cooperation and policy dialogue with third countries not associated to the Programme. Building on the successful implementation of international higher education and youth activities under the predecessor programmes in the fields of education, training and youth, the international mobility activities should be extended to other sectors, such as in vocational education and training and sport.
Amendment 193 #
Proposal for a regulation
Recital 20
Recital 20
(20) The Programme should reinforce existing learning mobility opportunities, notably in those sectors where the Programme could have the biggest efficiency gains, to broaden its reach and meet the high unmet demand. This should be done notably by increasing and facilitating mobility activities for higher education students, school pupils and learners in vocational education and training. Mobility of low-skilled adult learners should be embedded in partnerships for cooperation. Mobility opportunities for youth participating in non-formal learning activities should also be extended to reach more young people. Mobility of staff in education, training, youth and sport should also be reinforced, considering its leverage effect. In line with the vision of a true European Education Area, the Programme should also boost mobility and exchanges and promote student participation in educational and, cultural and sport activities by supporting digitalisation of processes,digitalising processes to facilitate application procedures and participation in the Programme, by developing user-friendly online systems based on best practice and by creating new tools such as the European Student Card. This initiative can be an important step in making mobility for all a reality first by enabling higher education institutions to send and receive more exchange students while still enhancing quality in student mobility and also by facilitating students' access to various services (library, transport, accommodation) before arriving at the institution abroad.
Amendment 197 #
Proposal for a regulation
Recital 20
Recital 20
(20) The Programme should reinforce existing learning mobility opportunities, notably in those sectors where the Programme could have the biggest efficiency gains, to broaden its reach and meet the high unmet demand. This should be done notably by increasing and facilitating mobility activities for higher education students, school pupils and learners in vocational education and training. Mobility of low-skilled adult learners should be embedded in partnerships for cooperation. Mobility opportunities for youth participating in non-formal learning activities should also be extended to reach more young people, especially newcomers. Mobility of staff in education, training, youth and sport should also be reinforced, considering its leverage effect. In line with the vision of a true European Education Area, the Programme should also boost mobility and exchanges and promote student participation in educational and cultural activities by supporting digitalisation of processes, such as the European Student Card. This initiative can be an important step in making mobility for all a reality first by enabling higher education institutions to send and receive more exchange students while still enhancing quality in student mobility and also by facilitating students' access to various services (library, transport, accommodation) before arriving at the institution abroad.
Amendment 218 #
Proposal for a regulation
Recital 22
Recital 22
(22) The Programme should offer young people more opportunities to discover Europe through learning experiences abroad. Eighteen year olds, in particular those with fewer opportunitie under the new initiative entitled DiscoverEU. Young people who have recently completed secondary education, in particular those from disadvantaged backgrounds and with disabilities and other special needs, should be given the chance to have a first-time, short- term individual or group experience travelling throughout Europe in the frame of anas part of a non-formal or informal educational activity aimed at fostering their sense of belonging to the European Union and discovering its cultural diversityand linguistic diversity. That initiative should have a robust and verifiable learning component. The Programme should identify bodies in charge of reaching out and selecting the participants and support activities to foster the learning dimension of the experience.
Amendment 241 #
Proposal for a regulation
Recital 27
Recital 27
(27) To increase the use of virtual cooperation activities, the Programme should support a more systematic use of theexisting online platforms, such as eTwinning, the School Education Gateway, the Electronic Platform for Adult Learning in Europe, the European Youth Portal and the online platform for higher education. The Programme should also encourage the development of new online platforms to strengthen and modernise the delivery of education, training, sport and youth policy at European level.
Amendment 261 #
Proposal for a regulation
Recital 31
Recital 31
(31) It is important to stimulate teaching, learning and research in European integration matters, as well as to promote debates on these matters through the support of Jean Monnet actions in the fields of higher education but also in otherall fields of education and training. Fostering a sense of European identityEuropean sense of belonging and commitment is particularly important at times whengiven the challenges to the common values on which the Union is founded, and which form part of oura common European identity, are put to the test, and whennd considering that citizens are showing low levels of engagement. The Programme should continue to contribute to the development of excellence in European integration studies and, at the same time, to enhance the engagement of the wider learning community and the general public with European integration.
Amendment 329 #
Proposal for a regulation
Article 2 – paragraph 1 – point 4 a (new)
Article 2 – paragraph 1 – point 4 a (new)
(4a) 'virtual learning' means the acquisition of skills and knowledge through the use of information and communication tools;
Amendment 331 #
Proposal for a regulation
Article 2 – paragraph 1 – point 4 b (new)
Article 2 – paragraph 1 – point 4 b (new)
(4b) 'blended learning' means the acquisition of skills and knowledge through a combination of virtual education and training tools and traditional education and training methods;
Amendment 333 #
Proposal for a regulation
Article 2 – paragraph 1 – point 6
Article 2 – paragraph 1 – point 6
(6) 'grassroots sport' means organised sport practised at local level by amateur sports people, and sport for allphysical leisure activity, organised and non- organised, practised regularly at non- professional level for health, educational or social purposes;
Amendment 340 #
Proposal for a regulation
Article 2 – paragraph 1 – point 8 a (new)
Article 2 – paragraph 1 – point 8 a (new)
(8a) ‘sport staff’ means persons involved in the direction, instruction, training and management of a sports team or individual sports people, both on a paid or voluntary basis;
Amendment 343 #
Proposal for a regulation
Article 2 – paragraph 1 – point 10 a (new)
Article 2 – paragraph 1 – point 10 a (new)
(10a) ‘the Seal of Excellence’ means the high-quality label awarded to projects submitted to Erasmus+ which are deemed to deserve funding but do not receive it due to budget limits. It recognises the value of the proposal and supports the search for alternative funding;
Amendment 346 #
Proposal for a regulation
Article 2 – paragraph 1 – point 11
Article 2 – paragraph 1 – point 11
(11) ‘adult education’ means any form of non-vocational education for adults after initial education, whether of a formal, non- formal or informal nature. The main objectives of adult education are the transfer of knowledge, competences and skills and the promotion of social inclusion, active citizenship, personal development and well-being;
Amendment 397 #
Proposal for a regulation
Article 3 – paragraph 1
Article 3 – paragraph 1
1. The general objective of the Programme is to support the educational, professional and personal development of people in education, training, youth and sport, in Europe and beyond, thereby contributing to sustainable growth, jobs and social cohesion and to strengthening European identity. As such, the Programme shall be a key instrument for building a European education area, supporting the implementation of the European strategic cooperation in the field of education and training, with its underlying sectoral agendasincluding automatic mutual recognition of qualifications, diplomas and learning periods abroad, advancing youth policy cooperation under the Union Youth Strategy 2019-2027 and developing the European dimension in sport.
Amendment 411 #
Proposal for a regulation
Article 3 – paragraph 2 – point c
Article 3 – paragraph 2 – point c
(c) promote learning mobility of sport coaches and staff, as well as cooperation, inclusion, creativity and innovation at the level of sport organisations and sport policies. The focus should be in particular on supporting grassroots sport.
Amendment 424 #
Proposal for a regulation
Article 4 – paragraph 1 – point d
Article 4 – paragraph 1 – point d
(d) the mobility of adult education staff and adult education learners provided that those learners are participating in a formal adult education programme;
Amendment 425 #
Proposal for a regulation
Article 4 – paragraph 1 – point d
Article 4 – paragraph 1 – point d
(d) the mobility of adult learners and adult education staff;
Amendment 437 #
Proposal for a regulation
Article 4 – paragraph 1 a (new)
Article 4 – paragraph 1 a (new)
The language learning opportunities referred to in point (e) of the first paragraph shall also be available for non- mobility actions in the form of virtual learning and blended learning.
Amendment 451 #
Proposal for a regulation
Article 5 – paragraph 1 – point d
Article 5 – paragraph 1 – point d
(d) online platforms and tools for virtual cooperation, including the support services for eTwinning and for the electronic platform for adult learning in Europe, as well as tools to facilitate mobility, such as the European Student Card referred to in Article 25(7b).
Amendment 456 #
Proposal for a regulation
Article 6 – paragraph 1 – point b
Article 6 – paragraph 1 – point b
(b) the support to Union tools and measures that foster the quality, transparency and recognition of competences, skills and qualifications45 , including Europass; _________________ 45 In particular the single Union framework for the transparency of qualifications and competences ; the European Qualifications Framework; the European Quality Assurance Reference Framework for Vocational Education and Training; the European Credit System for Vocational Education and Training; the European Credit Transfer and Accumulation System; the European Quality Assurance Register for Higher Education; the European Association for Quality Assurance in Higher Education; the European Network of Information Centres in the European Region and National Academic Recognition Information Centres in the European Union; and the Euroguidance networks.
Amendment 469 #
Proposal for a regulation
Article 7 – paragraph 1 – point c
Article 7 – paragraph 1 – point c
(c) support to the following institutions pursuing an aim of European interest: the European University Institute, Florence, including its School of Transnational Governance; the College of Europe (Bruges and Natolin campuses); the European Institute of Public Administration, Maastricht; the Academy of European Law, Trier; the European Agency for Special Needs and Inclusive Education, Odense and the International Centre for European Training, Nice, among other high-level institutions.
Amendment 476 #
Proposal for a regulation
Article 8 – paragraph 1 – point d a (new)
Article 8 – paragraph 1 – point d a (new)
(da) intergenerational exchanges between younger and older people.
Amendment 483 #
Proposal for a regulation
Article 9 – paragraph 1 – point a a (new)
Article 9 – paragraph 1 – point a a (new)
(aa) partnerships for excellence;
Amendment 504 #
Proposal for a regulation
Article 12 – paragraph 1 – point b
Article 12 – paragraph 1 – point b
(b) not -for -profit sport events aiming, including small-scale events, aimed at further developing the European dimension of sport.