50 Amendments of Ibán GARCÍA DEL BLANCO related to 2021/2008(INI)
Amendment 1 #
Motion for a resolution
Citation 3 a (new)
Citation 3 a (new)
— having regard to the United Nations Sustainable Development Goals, particularly, goal 4 (Quality education) and target 4.7;
Amendment 3 #
Motion for a resolution
Citation 7 a (new)
Citation 7 a (new)
— having regard to the Commission communication of 5 March 2020 entitled “Gender Equality Strategy 2020-2025” (COM(2020)152 final);
Amendment 4 #
Motion for a resolution
Citation 7 b (new)
Citation 7 b (new)
— having regard to the own-Initiative report on empowering girls through education in the EU (2014/2250(INI));
Amendment 5 #
Motion for a resolution
Citation 7 c (new)
Citation 7 c (new)
— having regard to the Commission communication of 12 November 2020 entitled “Union of Equality: LGTBIQ Equality Strategy 2020-2025” (COM(2020)698 final);
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 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 50 #
Motion for a resolution
Recital E
Recital E
E. whereas the emergence of a dynamic European citizenship has been hindered by a knowledge and emotional gap; as well as a lack of mechanisms enabling citizen’s participation and dialogue; whereas European identity complements the multiple local, national, geographical, cultural or other identities a person might have; whereas insufficient knowledge about the EU and poor understanding of its added value may contribute to the perception of a democratic deficit and may lead to Euroscepticism in Member States;
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 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 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 75 #
Motion for a resolution
Paragraph 3
Paragraph 3
3. Underlines that sociopolitical and global changes will require an increase in the current level of citizenship education; is concerned about the imbalances in terms of average civic knowledge across and within Member States; notes that students living in rural areas face additional barriers when engaging with citizenship education programmes; affirms that that every single student must have access to high quality citizenship education; is concerned that male students score significantly below their female counterparts;
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 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 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 101 #
Motion for a resolution
Paragraph 6 a (new)
Paragraph 6 a (new)
6 a. Considers that the contribution to the history and development to the European Project of the island of Ventotene and its Manifesto should be formally recognised; stresses the role of the Island of Ventotene as an emblematic place of memory for European integration and of reference for the protection of our common European values; believes that Ventotene embodies the ideal capital of Europe by continuously energising European integration, including through the active involvement of young people; stresses also the symbolic importance of the Carcere di Santo Stefanoand its potential to become a centre of reference for cultural exchange, public events, exhibitions and debate;
Amendment 110 #
Motion for a resolution
Paragraph 8
Paragraph 8
8. Regrets that EU programmes have not been able to provide substantial and effective support for EU and global citizenship education; calls on the European Commission and Member States for funds to reinforce EU programmes supporting education and citizenship education;
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 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 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 130 #
Motion for a resolution
Paragraph 12 a (new)
Paragraph 12 a (new)
12 a. Highlights the need of citizenship education to raise awareness of the climate transition, to foster the Education for Climate Coalition as well as to enhance knowledge about sustainability creating synergies with the thematic axes included in the New European Bauhaus initiative;
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 133 #
Motion for a resolution
Paragraph 12 c (new)
Paragraph 12 c (new)
12 c. Reiterates its call on the Member States and the educational community to involve citizens descendants of immigrants, migrants, refugees and faith communities in bidirectional, respectful and empowering citizenship-building processes, ensuring their participation in civic and cultural life; believes that fostering a better understanding among citizens of the historic and personal causes of migrants’ journeys, including Europe’s colonial past, as well as the shared cultural backgrounds, is an important component of global citizenship;
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 137 #
Motion for a resolution
Paragraph 12 e (new)
Paragraph 12 e (new)
Amendment 138 #
Motion for a resolution
Paragraph 12 f (new)
Paragraph 12 f (new)
12 f. Urges the Commission to develop a common citizenship education competence framework for teachers and students for the Key competence active citizenship;
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 140 #
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 in line with European Reference Framework for Democratic Culture of the Council of Europe and the European Reference Framework of Key Competences for Lifelong Learning, in particular with regards to Social and civic competences;
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 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 160 #
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 changes; underlines the importance to this end of KA2, KA3, Jean Monnet actions and Horizon Europe; welcomes the greater focus of KA2 to ‘common values, civic engagement and participation’ in the Erasmus + 2021-2027; asks for dedicated calls on citizenship education in all above mentioned actions and programmes;
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 168 #
Motion for a resolution
Paragraph 17
Paragraph 17
17. Calls on the Commission to include European citizenship learning modules and a visit programme to natural, cultural and mixed heritage and memory sites of environmental and historical significance for the Union and the host countries as an integral part of any Erasmus + and European Solidarity Corps mobility opportunity;
Amendment 173 #
Motion for a resolution
Paragraph 17 a (new)
Paragraph 17 a (new)
17 a. Asks the Commission to assess the introduction of a new specific strand in Erasmus + and the Citizens, Equality, Rights& Values to foster citizenship education, with dedicated budgetary allocations;
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 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 194 #
Motion for a resolution
Paragraph 19 a (new)
Paragraph 19 a (new)
19 a. Recommends undertaking a Special Eurobarometer Survey on citizens´ general knowledge of the EU broadening the scope of the current European Union citizenship and democracy series; calls for the development of EU wide comparable testing on the area of citizenship education, including EU citizenship;
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 201 #
Motion for a resolution
Paragraph 20
Paragraph 20
20. Asks the Commission to propose a recommendation containing indicative primary and secondary school as well as university 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, 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 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 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 222 #
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 a reform of the treaties is needed to increase the educative competences of the European Union aiming to achieve shared competences in this field; 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;