10 Amendments of Dace MELBĀRDE related to 2019/2212(INI)
Amendment 4 #
Draft opinion
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1. Calls for a genuine revisioncontinuous improvement of the EU’s and the Member States’ education, and training and skills policies to deliver quality education and lifelong learning, addressing, in particular, the digital skills gap and the need for adaptation to the realities of the digitalised economy, and of preparing for the future imthe growing skills gap, especially digital competences as well as skills for the digital future such as ability to work in changing environments and adaptability, creative thinking, problem- solving, critical thinking and media literacy; notes that the potential upcoming wave of automation may have a severe impact on a number of professions, industries and the labour market in general; notes, however, that throughout the pacst of artifautomation and technologicial intelligence on the labour markettransformation has both destroyed and created jobs with the net effect being zero or slightly positive, whilst at the same time living standards have improved vastly; stresses that theselabour policies should promote personal and societal development while respecting, among other things, the goals of the energy transition towards the low-carbon economy;
Amendment 10 #
Draft opinion
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2. Points out that socio-economic disadvantage is frequently a predictor ofcan often lead to poor educational outcomes and vice versa; insists that a properadequately funded, quality education and lifelong learning system can help break this vicious circle and promote social inclusion and equal opportunities; supports the plans to make the European Education Area a reality in the foreseeable future with the aim of allowing everyone access to a quality educationfuture-proof education including gaining of transferable core skills required to succeed in the future; highlights the importance of mutual recognition of education qualifications across the Member States; calls on the Commission to assistcontribute where necessary the Member States in reforming and modernising their education systems, including digital learning; notes, however, that education and the organisation of education systems is the responsibility of the Member States;
Amendment 16 #
Draft opinion
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3. Asserts that quality early childhood education and care (ECEC) has a positive impact on all children, boys and girls, and even more so on children belonging to less privileged socio-economic backgrounds, thereby contributing to reducing social inequalities; stresses that ECEC has an impact on children’s development, learning and well- being in the short-term, and creates the building blocks for improving later long- term life outcomes;
Amendment 21 #
Draft opinion
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4. Believes that investing in human capital, with a particular focus oincluding in young people and people with fewer opportunities, is key to boosting knowledge-intensive, sustainable and inclusive growth, in a context of increasing skills shortages, especially in STEM fields, and mismatches in a rapidly changing world of work, particularly in the era of digitalisation; underlines the importance of continuous development of skills, including transversal skills; notes the role of entrepreneurship education in order to motivate young people to opt to set up in businesses;
Amendment 29 #
Draft opinion
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5. Is of the opinion that the European Structural and Investment Funds can provide options for better access to education materials and information, and the active inclusion of young people, especially those living in rural and remote areas; notes in this regard that innovative teaching and learning techniques combined with access to digital information sources can play a big role;
Amendment 33 #
Draft opinion
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6. Points out that in 2018, in the EU, 16.5 % of 20-34-year-olds – one in six young people – were neither in employment nor in education and training (NEETs)1, and; notes, however, that vast differences in NEET proportion exist between Member States, with Sweden and the Netherlands scoring lowest at 8.0% and 8.4% respectively and Greece (26.8%) and Italy (28.9%) having the largest proportion of NEETs; further points out that the share of early school leavers in 2018 was 10.6 %2; recognises that these figures are as low as they were in the first quarter of 2008, and the lowest since this data began to be compiled in the first quarter of 2006; calls, nevertheless, on the Commission and the Member States to step up their efforts to reduce early school leaving and the percentage of NEETs, and to improve educational outcomes, taking into account regional disparities, as well as to implement comprehensive preventive strategies and to engage early school leavers in education and training; ____________ 1 https://ec.europa.eu/eurostat/web/products- eurostat-news/-/DDN-20190627-1 2 https://ec.europa.eu/eurostat/documents/32 17494/10164469/KS-EI-19-001-EN- N.pdf/33ab6c0c-a0c6-5294-3948- b1fb9973d096
Amendment 35 #
Draft opinion
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7. Urges the Member States to fostpromote further cooperation between education and businesses with a view to addressing current and upcoming skills mismatches, including by fostering technical and digital skills, as well as vocational training and dual studies, and to put in place effective and comprehensive methodologies for the recognition and validation of non-formal and informal learning;
Amendment 41 #
Draft opinion
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8. Calls for an increase in the quality and efficiency of education and training systems, the strengthening of comprehensive lifelong learning and the upgrading of skills, notably ofs well as upskilling and reskilling of workforce, notably people with lower levels of education, workers who are employed in industries at high risk of elimination in near future, people close to retirement age as well as disadvantaged groups, including people with a migrant background; reiterates its support to citizenship education in schools as a key pillar of developing European democracy;
Amendment 47 #
Draft opinion
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9. Believes that an all-encompassing approach to education policy, enjoying strong political and public support, is vital to the educational reform process, and that in order to achieve these objectives, it is essential to involve both society as a whole andas well as all relevant and interested stakeholders, including parents;
Amendment 51 #
Draft opinion
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10. Considers that effective governance and adequate funding for all educational settings, modern quality educational resources and teaching, motivated and competent teachers and lifelong learning are crucial for achieving equity, diversity and excellence in education; stresses, in this context, to strive for gender balance in teaching and the need to attract greater numbers of motivated candidates with sound academic or professional backgrounds and pedagogical skills into the teaching profession.; notes that lack of adequate remuneration for teachers and staff in a number of Member States is a major reason why the field currently lacks motivated professionals in those Member States;