13 Amendments of Marcos ROS SEMPERE 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 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 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 28 #
Draft opinion
Paragraph 3 – point 1 (new)
Paragraph 3 – point 1 (new)
(1) Stresses the importance of face to face learning, especially in early childhood, since it is this type of teaching that ensures the acquisition of the skills that will allow children to progress throughout their lives: personal relationships, study skills, empathy, cooperation, etc.
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 35 #
Draft opinion
Paragraph 4 – point 1 (new)
Paragraph 4 – point 1 (new)
(1) Underlines the key role of the future European Education Area providing an important opportunity for more international cooperation and relevance for build synergies on education across Europe and beyond in order to develop common approaches and solutions to common challenges;
Amendment 43 #
Draft opinion
Paragraph 5
Paragraph 5
5. Calls for the acceleration of North- South and South-North knowledge exchanges and mobility at all levels of education, while acknowledging the complex nature of the history of North- South relationship between and within countries and regions and emphasisinges the importance of promoting heritage, cultural identity, historyteaching of contested history, cultural heritage and art through education;
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 48 #
Draft opinion
Paragraph 5 b (new)
Paragraph 5 b (new)
5 b. Decries the structural discrimination suffered by thousands of refugee children in Europe that have had little or no access to education; affirms that segregated classes in reception camps, often run by volunteers, cannot be a substitute for schooling; calls for the compulsory education of refugee children in the school system of the host country as a requisite for accessing EU funding in the field of migration;
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 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;