Activities of Salima YENBOU related to 2021/2008(INI)
Shadow reports (1)
REPORT on the implementation of citizenship education actions
Amendments (60)
Amendment 12 #
Motion for a resolution
Citation 37 a (new)
Citation 37 a (new)
— having regard to the Council of Europe Reference Framework of Competences for Democratic Culture (RFCDC)
Amendment 13 #
Motion for a resolution
Citation 37 b (new)
Citation 37 b (new)
— having regard to the Conclusions of the Council and of the representatives of the governments of the Member States meeting within the Council on fostering democratic awareness and democratic engagement among young people in Europe (2020/C 415/09);
Amendment 14 #
Motion for a resolution
Citation 37 c (new)
Citation 37 c (new)
— having regard to the Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education;
Amendment 19 #
Motion for a resolution
Recital A
Recital A
A. whereas education is a fundamental right that should be equally accessible to all; whereas the Pillar of Social Rights states that everyone has the right to quality and inclusive education in order to participate meaningfully in society;
Amendment 20 #
Motion for a resolution
Recital B
Recital B
B. whereas new systemic changes such as the climate crisis, supranational political integration and the digital shift require the corresponding adaptation of educational systems, including citizenship education; whereas the green transition calls for expanding citizenship education to include the need to act responsibly not only within a given community or society but towards the planetas a whole; whereas the digital shift opens new opportunities for active citizenship and democratic participation online but also encompasses risks and threats posed by misinformation and disinformation; whereas active digital citizenship should take into account and address the digital gap among generations;
Amendment 26 #
Motion for a resolution
Recital B
Recital B
B. whereas new systemic changes such as the climate crisishange, supranational political integration and the digital shift require the corresponding adaptation of educational systems, including citizenship education;
Amendment 27 #
Motion for a resolution
Recital B a (new)
Recital B a (new)
B a. Whereas the digital agenda and the Green Deal open opportunities for citizenship education; whereas both can only be fully achieved with a citizenship education dimension to them;
Amendment 28 #
Motion for a resolution
Recital C
Recital C
C. whereas citizenship education must be understood as multilevel, encompassing local, regional, national, European and global citizenship; whereas the ongoing process of globalisation and European integration will require the new generation of Europeans to increasingly engage politically at multiple levels, to be able to live and work internationally and navigate difference in their daily lives; whereas societies are becoming more diverse, making respect for the diversity of cultures and origins and the rejection of any kind of discrimination towards women, LGTBIQ people or minorities ever more important within Europe;
Amendment 29 #
Motion for a resolution
Recital C
Recital C
C. whereas citizenship education must be understood as multilevel, encompassing local, regional, national, European and global citizenship and cross-sectoral, benefitting from mutual cooperation between formal, non-formal and informal education;
Amendment 34 #
Motion for a resolution
Recital C a (new)
Recital C a (new)
C a. whereas citizenship education must be conceived of as a means through which educators and learners discover and construct values, attitudes, skills and knowledge and understand the world together through participatory pedagogy;
Amendment 43 #
Motion for a resolution
Recital D
Recital D
D. whereas sociopolitical changes observed in Member States, ranging from social polarisation and low institutional trust to democratic backsliding, the erosion of the rule of law, exclusionary nationalism and the instrumentalisation of Euroscepticism for political purposes, along with the rise of extremist movements and authoritarianism, may pose a serious threat to European democracies and destabilise the EU as a whole; whereas strengthening citizenship education in formal, non-formal, and informal, by means of and lifelong- learning educationapproach to participatory pedagogy could play an important role in countering this trend;
Amendment 56 #
Motion for a resolution
Recital E a (new)
Recital E a (new)
E a. whereas, the European Parliament resolution of 12 April 2016 on Learning EU at school called on the Commission to provide a common framework and to prepare guidelines with concrete examples on learning about the EU in order to foster objective and critical thinking about the benefits of the European Union for its citizens;
Amendment 58 #
Motion for a resolution
Recital F a (new)
Recital F a (new)
F a. whereas existing EU programmes such as Erasmus+ or European Solidarity Corps still have a significant unleashed potential to improve the implementation of citizenship education with a more strategic approach to the formal, non- formal and informal learning components of the programmes, and with better coordination of resources;
Amendment 61 #
Motion for a resolution
Paragraph 1
Paragraph 1
1. Regrets that there is no common definition of citizenship education; believes that teaching citizenship education involves a combination of knowledge, skills, competences and care; considers that, as a minimum, citizenship education should provide a theoretical understanding of the political, legal, social and economic concepts and structures including those pertaining to the European level, as well as global developments and sustainability commensurate with the level of education and training, coupled with practical experiences;
Amendment 64 #
Motion for a resolution
Paragraph 1
Paragraph 1
1. Regrets that there is no common definition of citizenship education; believes that teaching citizenship education involves a combination of knowledge, skills, competences, attitudes, values and care;
Amendment 69 #
Motion for a resolution
Paragraph 2
Paragraph 2
2. Is concerned about the limited focus on European and global citizenship in national curricula; notes with concern that only half of students studying in the EU report having opportunities to learn about Europe in school; highlights that students' support for cooperation among European countries was positively associated with higher levels of civic knowledge; deplores the increasing tension between the national and European level in some Member States’ curricula; warns against the politicisation of citizenship education and the ensuing shifts in the delivery of citizenship education following government changes;
Amendment 80 #
Motion for a resolution
Paragraph 4
Paragraph 4
4. Points out that while some aspects of citizenship education are present in most national curricula, there are strong differences across Member States in terms of the education levels at which it is taught, total hours devoted to the subject, contents and methodologies; notes that only some Member States have structured assessments, objectives, pedagogical orientations or specific training for teachers; notes that even when these elements are present, there is a gap between the national programmes and its effective implementation in schools; recalls that initial and continuous teacher training must be a priority in the field of citizenship education; and in particular as regards to European and global citizenship education;
Amendment 82 #
Motion for a resolution
Paragraph 4
Paragraph 4
4. Points out that while some aspects of citizenship education are present in most national curricula, there are strong differences across and within Member States; recalls that initial and continuous teacher trainingthe quality of teachers has the strongest impact on effective learning, therefore initial and continuous teacher training for all teachers irrespective of subject specialisation must be a priority in the field of citizenship education;
Amendment 87 #
Motion for a resolution
Paragraph 4 a (new)
Paragraph 4 a (new)
4 a. Highlights that the lack of solid research on how to teach and assess citizenship education in an effective manner and the lack of appropriate pedagogical instruments to this end, hinder the effective teaching of citizenship education; notes that some empirical evidence points towards a ‘whole school’ or ‘whole community’ approaches as having a positive impact on civic skills and attitudes;
Amendment 93 #
Motion for a resolution
Paragraph 5
Paragraph 5
5. Decries the lack of attention to citizenship education in initial vocational education and training and adult education, as well as the lack of emphasis placed on the value of intergenerational learning contexts that facilitate bilateral dialogue amongst older and younger generations;
Amendment 94 #
Motion for a resolution
Paragraph 5 a (new)
Paragraph 5 a (new)
5 a. Believes that it is never too early to learn about citizenship; notes that early childhood education plays an important role for the development of critical social and emotional skills and plants the seed for wellbeing, dialogue, mutual respect, understanding, and common values;
Amendment 96 #
Motion for a resolution
Paragraph 6
Paragraph 6
6. Recalls the crucial pedagogical role of non-formal and informal learning, including youth work, volunteering and sport, in developing social and civic skills, competences and behaviours, and in shaping responsible and active European citizens, as well as the need to not solely understand education and learning as a tool to serve the labour market but to acknowledge its full potential to serve and prepare the European citizens for the challenges ahead;
Amendment 104 #
Motion for a resolution
Paragraph 7
Paragraph 7
7. Regrets that the political consensus at European level on the need to advance citizenship education and the teaching of common European values has not been translated into concrete objectives, actions, targets and benchmarks; concludes that citizenship education policies suffer from an implementation gap;
Amendment 111 #
Motion for a resolution
Paragraph 8
Paragraph 8
8. Regrets that EU programmes such as Erasmus +, Horizon Europe, the European Solidarity Corps, the Rights & Values, or Creative Europe, among others, have not been able to provide substantial and effective support for EU and global citizenship education;
Amendment 114 #
Motion for a resolution
Paragraph 8 a (new)
Paragraph 8 a (new)
Amendment 123 #
Motion for a resolution
Paragraph 10 a (new)
Paragraph 10 a (new)
10 a. Highlights the will to encourage a European common identity through a common academic programme and to strongly integrate a European dimension in education as expressed by citizens in the context of the Conference of the Future of Europe, as well as the demand of European youth to include knowledge about the opportunities and benefits of Europe in curricula;
Amendment 126 #
Motion for a resolution
Paragraph 12
Paragraph 12
12. Is concerned about the lack of effective action by the Commission regarding the advancement of ‘active citizenship’, which is a kthe Key cCompetence of citizenship educationfor Lifelong Learning 2018 framework "Citizenship Competence", while other basic competences are reflected in the ET 2020 benchmarks or are supported by dedicated competence frameworks to facilitate teaching and uptake at national level;
Amendment 128 #
Motion for a resolution
Paragraph 12 a (new)
Paragraph 12 a (new)
12 a. Notes the importance of citizenship education to the achievement of the Sustainable Development Goals by 2030; underlines the interconnections between citizenship education and education for sustainability and the importance of coordinating the efforts being made to mainstreaming both areas into policies, curricula, pedagogies and methodologies from formal, non-formal and informal learning and education;
Amendment 129 #
Motion for a resolution
Paragraph 12 a (new)
Paragraph 12 a (new)
12 a. Draws attention to the awarding of the 2021 European Citizen’s prize to student´s debate initiatives; considers that in a climate of increasing polarisation, democratic debate is more important than ever; believes that fostering skills and competences for debate is an integral part of citizenship education;
Amendment 131 #
Motion for a resolution
Paragraph 12 b (new)
Paragraph 12 b (new)
12 b. Encourages Member States to support, review and update their education systems – and all forms of EU- related curricula content at all levels of education and learning, including vocational education and training – with a view to strengthening the EU dimension in close collaboration with all relevant actors at EU and national level, while strongly encouraging regions and local authorities to do the same, in particular when they have direct competences in educational systems; underlines the importance to take into account linguistic diversity within European citizenship Education, with due consideration to minority languages and languages in danger;
Amendment 135 #
Motion for a resolution
Paragraph 12 d (new)
Paragraph 12 d (new)
12 d. Asks the Member States to enhance and broaden initial and ongoing, professional, and lifelong development opportunities for teachers, educators, families and the wider educational community to provide them with appropriate support and resources to teach citizenship education; stresses the need to promote and encourage multilingual and intercultural competences of educators, as well as mobility opportunities, peer-to-peer learning and exchanges of best practices among teaching staff;
Amendment 139 #
Motion for a resolution
Paragraph 12 g (new)
Paragraph 12 g (new)
12 g. Calls for the recognition and validation of citizenship competences acquired through non-formal and informal learning, including youth work, volunteering and for the strengthening of links between formal, non-formal and informal learning in citizenship education;
Amendment 141 #
Motion for a resolution
Paragraph 13
Paragraph 13
13. Considers that in the post-ET 2020 cooperation framework, attention should be focused on developing curricula and national assessments in citizenship education that integrate all relevant aspects of the subject area and encourages the inclusion of informal and non-formal education providers in its coordination and facilitation;
Amendment 144 #
Motion for a resolution
Paragraph 13 a (new)
Paragraph 13 a (new)
Amendment 145 #
Motion for a resolution
Paragraph 13 a (new)
Paragraph 13 a (new)
13 a. Calls for a new Working Group focusing on citizenship education to be established to follow-up on the works of the ET 2020 Working Group on Promoting Common Values and Inclusive Education set up after the 2015 Paris declaration;
Amendment 147 #
Motion for a resolution
Paragraph 13 b (new)
Paragraph 13 b (new)
13 b. Considers that citizenship education should be approached from a participatory and transformative perspective rather than a normative one and should take into consideration national and regional specificities and learning needs; notes that citizenship education is not only a set of knowledge, competences and skills, but also, and for many citizens, mainly a lived experience and, therefore, requires methods than enable learners to experience citizenship in all its dimensions and that raise awareness on its role in and for the European Union, the Member States, the individual, and society at large, and that, the other way around, help learners to translate their lived experience into concrete skills, competences and knowledge;
Amendment 151 #
Motion for a resolution
Paragraph 14
Paragraph 14
14. Calls for the development of concrete objectives and benchmarks on citizenship education in the European Education Area enabling framework, including European citizenship education and under a Lifelong learning perspective starting from early childhood;
Amendment 158 #
Motion for a resolution
Paragraph 15
Paragraph 15
15. Underlines the need for a more structured approach towards the identification and dissemination of the results of citizenship education projects from EU programmes, notably Erasmus plus, Horizon Europe, Europe for Citizens and the Citizens, Equality, Rights and Values programme, Creative Europe and the European Solidarity corps in order to scale up results across the Union; considers to this end the need to establish a permanent review and analysis mechanism at EU level to identify good practices which can be disseminated and scaled-up widely to contribute to systemic and long-lasting policy changes;
Amendment 161 #
Motion for a resolution
Paragraph 16
Paragraph 16
16. Highlights the need to decisively advance the research on how to best teach and assess citizenship education, taking into account new systemic and contextual changand monitoring of the implementation of citizenship education and the methods of teaching citizenship education to accrue sufficient and updated comparative data from all Member States, taking into account new systemic and contextual changes and responding to the need for cross-sectoral approaches involving formal, non-formal and informal learning opportunities;
Amendment 164 #
Motion for a resolution
Paragraph 16 a (new)
Paragraph 16 a (new)
16 a. Believes it is important to disseminate further existing opportunities at EU level among the VET educational community, considers important to provide tailored support to facilitate access to the programmes; calls for the inclusion of a dedicated focus on citizenship education on all EU vocational education and training actions, in particular within the activities of the Centres of Vocational Excellence;
Amendment 166 #
Motion for a resolution
Paragraph 17
Paragraph 17
17. Calls on the Commission to include European citizenship learning modules and a visit programme to heritage and memory sites of historical significance for the Union and the host countries to promote an intercultural and dialogical approach to history and strengthen European values and principles as an integral part of any Erasmus + and European Solidarity Corps mobility opportunity;
Amendment 171 #
Motion for a resolution
Paragraph 17 a (new)
Paragraph 17 a (new)
17 a. Calls on the Commission to promote citizenship education for all citizens, including adults, more actively and to reflect this in relevant funding programmes as well as working groups; asks the Commission to link the initiatives of the European Skills Agenda to civic competences and to include digital citizenship in the development of the European Digital Skills Certificate;
Amendment 174 #
Motion for a resolution
Paragraph 17 b (new)
Paragraph 17 b (new)
17 b. Calls on the Commission to boost research to develop innovative pedagogical approaches for citizenship education in early years;
Amendment 175 #
Motion for a resolution
Paragraph 17 c (new)
Paragraph 17 c (new)
17 c. Calls on the Commission to make the most of the 2022 European Year of Youth to develop specific programmes and actions strengthening European citizenship and identity;
Amendment 176 #
Motion for a resolution
Paragraph 17 d (new)
Paragraph 17 d (new)
17 d. Highlights the role of the House of European History to advance the development, specific programmes, instruments and activities that build up a cogent narrative of European integration and its basic values, in particular for students and teachers at all levels of education; asks the Commission and the Parliament to assess modes to decentralise the House of European history in order to broaden accessibility, including from the Member States and in particular, the educational community, through among others, enhanced collaboration with Member States cultural institutions, itinerant exhibitions, and a network of permanent delegations;
Amendment 177 #
Motion for a resolution
Paragraph 18
Paragraph 18
18. Calls for a comprehensive European strategy on European civic and citizenship education, as well as the creation of supporting platforms to promote its implementation, focusing notably on shared EU democratic values and principles – such as human dignity, democracy, the rule of law, human rights, equality, tolerance and the respect of diversities - with the aim of enhancing citizens’ understanding of the EU institutions and decision-making process and of EU policies, raising awareness of the benefits, rights and obligations of EU citizenship, advancing knowledge of the European integration process, how to actively participate in the EU’s democratic processes and of reinforcing a common sense of belonging;
Amendment 186 #
Motion for a resolution
Paragraph 18 a (new)
Paragraph 18 a (new)
18 a. Stresses that the strategy should include a lifelong learning and community perspective, involving the informal, non formal sectors, as well as business and NGOs, in particular those that receive EU funding, which should directly contribute to enhance the knowledge about the EU among participants and the communities in which they are inscribed;
Amendment 187 #
Motion for a resolution
Paragraph 18 a (new)
Paragraph 18 a (new)
18 a. Asks the Commission to develop a European Competence Framework for Citizenship Education that accounts for the local, regional, national, European and global spheres, in a similar vein to DigComp, EntreComp and LifeComp, and the recently released GreenComp building interconnections amongst all frameworks;
Amendment 188 #
Motion for a resolution
Paragraph 18 b (new)
Paragraph 18 b (new)
18 b. Believes that said strategy should include synergies with relevant EU actions in the field of youth and EU policies fighting racism, antisemitism, islamophobia, xenophobia, hate against LGTBIQ people and discrimination against women and minorities, by stablishing links with the EU antiracism action plan, and funding instruments such as the Rights, Equality and Citizenship Programme;
Amendment 189 #
Motion for a resolution
Paragraph 19
Paragraph 19
19. Calls for reinforced coordination and synergies across EU programmes to be reinforced in order to increase the systemic impact of citizenship education, inter alia, by introducing and providing a compulsory module on the EU citizenship in all training courses financed by the EU through structural funds and mobility programmes; believes that undertaking a modules in EU citizenship education should entail a certification through microcredentials;
Amendment 191 #
Motion for a resolution
Paragraph 19
Paragraph 19
19. Calls for coordinmainstreaming of citizenship education across EU programmes to beand to reinforced in order synergies across EU programmes to increase the systemic impact of citizenship education;
Amendment 195 #
Motion for a resolution
Paragraph 19 b (new)
Paragraph 19 b (new)
19 b. Encourages the Commission to promote learning about the EU at school in negotiation processes with candidate countries for EU membership;
Amendment 197 #
Motion for a resolution
Paragraph 20
Paragraph 20
20. Asks the Commission to propose a recommendation containing indicative primary and secondary school curricula on the EU and global civic education for its voluntary adoption by the Member States, in full respect of Treaty provisions; in particular Article 165 TFEU, developed jointly with Member States’ experts, teachers, students, and the wider educational community, and accompanied by incentive measures for its uptake; believes that said common demonstrative curricula should foster a better understanding of the existing EU institutions, the European electoral and decision-making processes, and the history and cultures of Member States and the common links between them, combining different pedagogical approaches and methods, including theoretical and project- based learning;
Amendment 204 #
Motion for a resolution
Paragraph 20
Paragraph 20
20. Asks the Commission to propose a recommendation containing indicative primary and secondary school curricula on the EU and global civic education for its voluntary adoption by the Member States, in full respect of Treaty provisions; believes that said common demonstrative curricula should foster a better understanding of the existing EU institutions, the European electoral and decision-making processes, andincluding means of citizens participating in the democratic life of the EU, as well as the history and cultures of Member States and the common links between them, combining different pedagogical approaches and methods, including theoretical and project- based learning;
Amendment 213 #
Motion for a resolution
Paragraph 21
Paragraph 21
21. Calls for the establishment of a new EU agency on citizenship education to improve accessibility to and the quality of citizenship education in all Member States and to support the development of a European dimension in citizenship education; considers that said Agency should be in charge of data collection, and of evaluating the impact of citizenship education actions financed by the Union, in view of upscaling those most successful and allowing the Commission to identify tested initiatives in order to propose legislative acts in this field;
Amendment 214 #
Motion for a resolution
Paragraph 21
Paragraph 21
21. Calls for the establishment of a new EU agency on citizenship education to improve accessibility to and the quality of citizenship education in all Member States and to support the development of a European dimension inas well as to improve the opportunities for citizenship education training for education professionals in all Member States and to support the development of a European dimension in citizenship education; believes that said agency should encourage cross-national exchange and dissemination of innovative methods for incorporating a European dimension of citizenship education;
Amendment 219 #
Motion for a resolution
Paragraph 21 a (new)
Paragraph 21 a (new)
21 a. Believes that it is urgent to kick- start work in this direction by introducing a feasibility action focused on data collection and evaluation of the impact of citizenship education actions; considers that in the mid-term, such an Agency should operate on a model of shared governance, allowing for the direct contribution of Member States, the European Parliament, students and the wider educational community in order to ensure a wider expertise and ownership of its activities;
Amendment 220 #
Motion for a resolution
Paragraph 21 b (new)
Paragraph 21 b (new)
21 b. Praises the Ambassadors schools programme and the Euroscola initiative; calls for the introduction of certification and recognition of the skills and competences obtained by participants, for students and teachers alike; considers it a best practice that deserves to be scaled up to achieve a systemic effect across the Union; believes that in the long run it could be jointly managed by the EU Agency on citizenship education and the European Parliament; asks in this regard for a dedicated and enhanced budget line;
Amendment 221 #
Motion for a resolution
Paragraph 22
Paragraph 22
22. Considers the Conference on the Future of Europe a timely opportunity to hold a multilevel discussion on policy development in the area of education and culture; believes that shared competences in the field of education should be introduced, while the exercise of that competence by the EU shall not result in Member States being prevented from exercising theirs; calls on the Member States and the Commission to embrace and take forward the concluding reports of the Conference’s Working Group on Education, Culture, Youth and Sport;
Amendment 225 #
Motion for a resolution
Paragraph 22 a (new)
Paragraph 22 a (new)
22 a. Calls on Member States to strengthen the efforts for the implementation of the Council Recommendation of 20 December 2012 on the validation of non-formal and informal learning considering how many competences obtained through these types of learning are adjacent, complementary or outright essential for the development of civic competences;