Activities of Mary HONEYBALL related to 2015/2281(INI)
Shadow reports (1)
REPORT on follow-up of the Strategic Framework for European cooperation in education and training (ET2020) PDF (334 KB) DOC (145 KB)
Amendments (31)
Amendment 16 #
Motion for a resolution
Recital A
Recital A
A. whereas formal, non-formal and informal education and training should not be aimed only at meeting labour market needs, but should constitute a value in themselves, since education has an equally important role in developing ethical and civic virtalues and honourstrengthening the democratic principles on which Europe is founded;
Amendment 28 #
Motion for a resolution
Recital B
Recital B
B. whereas not all Member States nor indeed individuals and groups in Member States are facing the same type and level of challenges, and this means that any recommendations proposed for education and training should be flexible and should be tailored to national economies, demographies and cultures, while improving the situation in the European Union as a whole;
Amendment 39 #
Motion for a resolution
Recital C a (new)
Recital C a (new)
Ca. whereas the ET 2020 Monitor shows that the main challenge we are facing today is educational poverty and the poor inclusion of those with a low socio- economic background. Therefore a stronger social focus is needed in order to reach the ET 2020 targets and improve the inclusiveness and the quality of the education and training systems;
Amendment 57 #
Motion for a resolution
Paragraph 4
Paragraph 4
4. Welcomes the new generation of ET2020 Working Groups, and calls on the Commission to improve the representation of different stakeholders in those groups, notably by including more education experts and educators, youth workers and representatives of civil society; stresses the need for better dissemination of the groups’ deliverables, at both national and EU level;
Amendment 84 #
Motion for a resolution
Paragraph 8
Paragraph 8
8. Points out the value of a community- based approach to formal, non-formal and informal education and strong links between schoollearning settings and families; calls for the wider participation of all relevant actors (such as the European Parents Association) in the work of ET2020in the work of ET2020; is of the opinion that learners themselves must be encouraged to actively participate in the governance of their learning structures, at all ages and in all types of learning;
Amendment 85 #
Motion for a resolution
Paragraph 8
Paragraph 8
8. Points out the value of a community- based approach to education and strong links between schools and familieseducational establishments and wider society; calls for the wider participation of relevant actors (such as the European Parents Association) in the work of ET2020;
Amendment 92 #
Motion for a resolution
Paragraph 9
Paragraph 9
9. Stresses that school-parent communication strategies and characterpersonal and social development education programmes implemented in schools in cooperation with families can contribute to upward social convergence and the prevention of radicalisation; encourages the exchange of best practices within the ET2020 framework;
Amendment 96 #
Motion for a resolution
Paragraph 9 a (new)
Paragraph 9 a (new)
9a. Reiterates the crucial role of formal and informal education in the empowerment of women and girls in the social, economic, cultural, and political spheres; emphasises the need to include a strong gender perspective in the ET 2020, particularly in the areas of education for sustainability, lifelong education and vocational training, the field of science, technology, engineering and maths, and the role of the arts in intercultural exchange;
Amendment 102 #
Motion for a resolution
Paragraph 10
Paragraph 10
10. Is concerned at the fact that the quality of teacher educationtraining is lagging behind, in terms of range and complexity, with regard to competences that are necessary for teaching today including to prepare the new generation with the motivation, commitments and skills, such as entrepreneurship, leadership and capacity building, to be audacious problem-solvers and able to tackle current and future challenges, not least the digital revolution, and welcomes the choice of support for educators as a priority area for ET2020; encourages Member States to adapt their initial teacher training and in- service development programmes and to make better use of peer-learning activities between Member States;
Amendment 111 #
Motion for a resolution
Paragraph 11
Paragraph 11
11. Encourages the Commission and the Member States to review the existing rules for the evaluation of education and training programmes funded by the European financial instruments, putting greater focus on qualitative impact assessment;
Amendment 113 #
Motion for a resolution
Paragraph 11 a (new)
Paragraph 11 a (new)
11a. Stresses that quality education is essential to improving the lives of young people who suffer disadvantages socially and economically, as well as those from minority groups;
Amendment 116 #
Motion for a resolution
Paragraph 11 b (new)
Paragraph 11 b (new)
11b. Calls on the Commission to ensure greater emphasis is placed on tackling gender gaps and differences, and in recognising the particular needs of young women;
Amendment 117 #
Motion for a resolution
Paragraph 11 c (new)
Paragraph 11 c (new)
11c. Further calls on the Commission, where appropriate, to treat minority groups as separate and discrete in order to better respond to the respective problems facing each group;
Amendment 118 #
Motion for a resolution
Paragraph 11 d (new)
Paragraph 11 d (new)
11d. Applauds the Commission's attention to the importance of digital skills; underlines that to equip young people for the 21st century these skills are essential;
Amendment 119 #
Motion for a resolution
Paragraph 11 e (new)
Paragraph 11 e (new)
11e. Strongly believes that investing in early childhood education and care (ECEC), appropriately tailored to the sensitivity and maturity level of each target group, bring greater returns than investing in any other stage of education; points out that investing in the early years of education has been proven to reduce later costs; believes also that the success of education at all levels depends on well- trained teachers, and on their continually advancing professional training, and sufficient investment is therefore needed in teacher training;
Amendment 161 #
Motion for a resolution
Paragraph 17
Paragraph 17
17. Is concerned that the current trend making financial output a prerequisite for all academic activities could mean that the humanities risk being wiped off the research landscape; advocates a more holistic view which emphasises the importance of a variety of disciplines in education and research;
Amendment 169 #
Motion for a resolution
Paragraph 18
Paragraph 18
18. Advocates a shift to conceiving mobility programmes in terms of qualitative outcomes that respond to priorities and primarily serve learning objectives; calls for the proper implementation of the proposals of the European Quality Charter for Mobility and for better use of the tools of internationalisation at home; reaffirms the need to ensure mobility opportunities for vocational training, disadvantaged young people and people suffering from different forms of discrimination;
Amendment 173 #
Motion for a resolution
Paragraph 18 a (new)
Paragraph 18 a (new)
18a. Stresses the importance of an overall framework of recognition of qualifications as key to ensuring cross- border mobility;
Amendment 177 #
Motion for a resolution
Paragraph 18 b (new)
Paragraph 18 b (new)
18b. Therefore calls for greater efforts to establish and implement a European system for the certification and recognition of qualifications, formal and non-formal learning, including voluntary service, so as to strengthen the vital links between non-formal learning and formal education, as well as to improve national and cross-border educational and labour market mobility;
Amendment 186 #
Motion for a resolution
Paragraph 19
Paragraph 19
19. Stresses that the challenges posed by migration and the current refugee crisis to European educational systems should be addressed at both European and national level, since failure to provide migrants, refugees and asylum seekers with education and training constitutes a risk to their employability, their development of knowledge of the host country’s cultural canons and values, and their integration;
Amendment 193 #
Motion for a resolution
Paragraph 20
Paragraph 20
20. Emphasises the need to designate specific contact persons for migrant and refugee, refugee and asylum seeker education within Member States’ education ministries and the Commission’s DG EAC;
Amendment 199 #
Motion for a resolution
Paragraph 21
Paragraph 21
21. Calls for measures to integrate migrantclude migrant, refugee and asylum seeker children, both intra- and extra- European, into education systems by helping themsupporting innovative learning methods and adjust toing curricula andto better respond to their learning standarneeds, providing them with language assistance, and enabling them to become familiar with the host country’s culture while preserving their own cultural heritage;
Amendment 204 #
Motion for a resolution
Paragraph 21
Paragraph 21
21. Calls for measures to integrate migrant, refugee and asylum seeker children, both intra- and extra- European, into education systems by helping them adjust to curricula and learning standards, providing them with language assistance, and enabling them to become familiar with the host country’s culture while preserving their own cultural heritage;
Amendment 209 #
Motion for a resolution
Paragraph 22
Paragraph 22
22. Supports the idea of setting up helpdesks for teachers offering them timely support in handling various types of diversity in the classroom in a positive way, promoting intercultural dialogue among students to encourage a better understanding between communities, and guidance when they are confronted with students at risk of being radicalised; calls for the creation of synergies between the ET2020 Working Groups and the Radicalisation Awareness Network (RAN) Working Group on Education and the Expert Group on defining the specific contribution of youth work as well as non- formal and informal learning to fostering active citizenship and participation of young people in diverse and tolerant societies and preventing marginalisation, radicalisation potentially resulting in violent behaviour, as set up in the European Union Work Plan for Youth for 2016-2018;
Amendment 212 #
Motion for a resolution
Paragraph 22
Paragraph 22
22. Supports the idea of setting up helpdesks for teachers offering them timely support in handling various types of diversity and interculturality in the classroom and guidance when they are confronted with students at risk of being radicalised; calls for the creation of synergies between the ET2020 Working Groups and the Radicalisation Awareness Network (RAN) Working Group on Education;
Amendment 218 #
Motion for a resolution
Paragraph 23
Paragraph 23
23. Stresses the need for more language- based learning programmes; calls for efforts to develop validation and accreditation mechanisms for the qualifications of migrants, refugees and asylum seekers, since many of those entering the EU come with no proof of their formal qualifications;
Amendment 219 #
Motion for a resolution
Paragraph 23
Paragraph 23
23. Stresses the need for more language- based learning programmes; calls for efforts to develop validation and accreditation mechanisms for the qualifications of migrants, refugees and asylum seekers since many of those entering the EU come with no proof of their formal qualifications;
Amendment 227 #
Motion for a resolution
Paragraph 24
Paragraph 24
24. Calls on the Commission and the Member States to facilitate measures for migrant, refugee and asylum seeker students enrolling at university level; welcomes the initiatives adopted in this regard by a number of European universities;
Amendment 228 #
Motion for a resolution
Paragraph 24
Paragraph 24
24. Calls on the Commission and the Member States to facilitate measures for migrant and refugee students enrolling at university level; welcomes the initiatives adopted in this regard by a number of European universities;
Amendment 235 #
Motion for a resolution
Paragraph 25
Paragraph 25
25. Considers that the Science4Refugees programme should be further developed as regards its efficiency evaluation; advocates support at EU and national level for non- profit institutions providing assistance to migrant, refugee and asylum seeker academics;
Amendment 236 #
Motion for a resolution
Paragraph 25
Paragraph 25
25. Considers that the Science4Refugees programme should be further developed as regards its efficiency evaluation; advocates support at EU and national level for non- profit institutions providing assistance to migrant, refugee and asylum seeker academics;