19 Amendments of Pernando BARRENA ARZA related to 2021/2209(INI)
Amendment 9 #
Draft opinion
Paragraph 1
Paragraph 1
1. Believes that effective financial assistance in education is a prerequisite to eliminradicate poverty and enhance human well-being, especially at a time when public resources are increasingly constrained with competing demands in sectors heavily affected such as health and education;
Amendment 10 #
Draft opinion
Paragraph 1 – point 1 (new)
Paragraph 1 – point 1 (new)
(1) Acknowledges that the COVID-19 crisis has made action on violence against children even more pressing; urges to take all appropriate measures to ban all forms of corporal punishment against children, and to explicitly condemn and commit to ending harmful practices, including child labour, child trafficking, gender-based violence, female genital mutilation, and early and forced child marriage;
Amendment 12 #
Draft opinion
Paragraph 1 – point 2 (new)
Paragraph 1 – point 2 (new)
(2) Calls on the Commission and the European External Action Service (EEAS) to promote a quality education in conflict or emergency situation that adheres to the minimum standards developed by the Inter Agency Network for Education in Emergencies (INEE);
Amendment 13 #
Draft opinion
Paragraph 1 – point 3 (new)
Paragraph 1 – point 3 (new)
(3) Calls on the Commission and the European External Action Service (EEAS) to support refugee-hosting countries in strengthening their local educational systems and assisting hosting communities to facilitate sustainable refugee inclusion;
Amendment 14 #
Draft opinion
Paragraph 1 – point 4 (new)
Paragraph 1 – point 4 (new)
(4) Stresses the importance to include the voices of children themselves in decisions that affect their access to quality, safe and inclusive education, in line with the EU Strategy on the Rights of the Child and its global dimension;
Amendment 20 #
Draft opinion
Paragraph 2
Paragraph 2
2. Stresses the importance of improving cosimpact analysis when selecting and monitoring education projects, of ensuring that projects last long enough to address children’sequately address learners’ educational needs, of avoiding excessive administrative burdens for implementing partners, and of addressing long-term sustainability in cash- for- education projects;
Amendment 21 #
Draft opinion
Paragraph 2 – point 1 (new)
Paragraph 2 – point 1 (new)
(1) Calls on the Commission to support third countries, both through bilateral and multilateral efforts, to make use of existing flexibilities in international law to enable digital access to materials for educational purposes, as well as to advance solutions that would enable cross-border use; believes that progress in these areas would reduce the administrative and financial burden on educators and schools in carrying out their missions.
Amendment 24 #
Draft opinion
Paragraph 3
Paragraph 3
3. Calls on the Commission to develop methodologies and guidelines that enhance the ability of its aid projects to reach girlall learners, particularly those who are at risk of being unable to access education such as girls and women, learners from disadvantaged backgrounds and with special educational needs, refugees, LGBTIQ+ people, learners living in rural and remote areas, and other marginalised groups by tackling barriers to quality, safe and inclusive education and training at all levels and by supporting the collection ofeffective monitoring of comparable data, disaggregated data, by gender and age, to better tailor responses to different subgroups of learners;
Amendment 26 #
Draft opinion
Paragraph 3
Paragraph 3
3. Calls on the Commission to develop methodologies and guidelines that enhance the ability of its aid projects to reach girlsall learners, including girls, learners from disadvantaged backgrounds and with special educational needs, by tackling barriers to quality, safe and inclusive education and training at all levels and by supporting the collection ofeffective monitoring of comparable data, disaggregated data, by gender and age, to better tailor responses to different subgroups of learners;
Amendment 27 #
Draft opinion
Paragraph 3 – point 1 (new)
Paragraph 3 – point 1 (new)
(1) Calls on the Commission and the European External Action Service (EEAS) to promote and support comprehensive sexuality education that is accessible, adapted and stigma-free for all children, adolescents and young people, in both formal and non-formal educational settings, including information on sexual and reproductive health services;
Amendment 29 #
Draft opinion
Paragraph 3 a (new)
Paragraph 3 a (new)
3 a. Underlines that due to the pandemic, learners all over the globe have paid a heavy price in terms of learning and knowledge losses, which has been coupled with a severe methodology loss affecting the development of their critical thinking skills; calls therefore on the Commission and the European External Action Service (EEAS) to support national authorities in strengthening education systems both at national and regional level and investing in equality and skills for the future;
Amendment 31 #
Draft opinion
Paragraph 3 b (new)
Paragraph 3 b (new)
3 b. Recalls that teachers play a prominent role in education at all levels and they should be equipped and empowered, even with digital skills, through continuous training and through better recognition of the teaching profession; stresses the importance of improving working conditions and the need for educators and teachers to be adequately remunerated for their work;
Amendment 34 #
Draft opinion
Paragraph 4
Paragraph 4
4. Draws attention to the potential of online platforms such as eTwinning and teacher academies under Erasmus+ in order to further empower teachers, even beyond the EU, to help them communicate with their peers, exercise their professionalism and benefit from professional learning opportunities;
Amendment 44 #
Draft opinion
Paragraph 5 – point 1 (new)
Paragraph 5 – point 1 (new)
(1) Recalls the importance of ensuring that digitalization leaves no child behind and calls on the Commission and the European External Action Service (EEAS) to cooperate closely with third countries and the private sector to enable broadband access and Internet-connected classrooms; calls for the inclusion of ICT and digital technology education in curricula, as well as the promotion of girls’ participation in STEAM subjects;
Amendment 45 #
Draft opinion
Paragraph 5 – point 2 (new)
Paragraph 5 – point 2 (new)
(2) Stresses the importance of developing and strengthening awareness- raising activities related to climate change, environmental protection, and their impact on children and future generations; calls to make environmental education a core curriculum component;
Amendment 47 #
Draft opinion
Paragraph 5 a (new)
Paragraph 5 a (new)
5 a. Draws attention to the need of harnessing the synergies between culture and education so as to shape sustainable, inclusive and resilient societies; in this regard, calls on the Commission and the European External Action Service (EEAS) to support national authorities in integrating arts and culture in school curricula and extra curricula activities so as to enrich the educational and learning experiences of learners in third countries;
Amendment 50 #
Draft opinion
Paragraph 6
Paragraph 6
6. Stresses the importance of vocational education and training, particularly for children in third countries, to help them find stable work for all learners; believes that access to vocational education and training for learners in third countries represents a fundamental additional choice, which would help them to successfully manage the transition into the labour market and give them and their families a reason to finish school.
Amendment 54 #
Draft opinion
Paragraph 6 – point 1 (new)
Paragraph 6 – point 1 (new)
Amendment 55 #
Draft opinion
Paragraph 6 a (new)
Paragraph 6 a (new)
6 a. Emphasises the significant role of non-formal and informal education as well as volunteering in acquiring crosscutting skills, which would enable learners to actively participate in society by developing their full potential personally and professionally; calls on the Commission and the European External Action Service (EEAS) to support the authorities of third countries in improving the recognition of competences gained through non-formal and informal education and in increasing cooperation between non-formal and informal organisations and schools;