17 Amendments of Silvia COSTA related to 2010/2013(INI)
Amendment 7 #
Motion for a resolution
Recital C
Recital C
C. whereas education and training policies should enable all citizens, irrespective of their age, gender, health, physical, mental and psychic conditions and socio- economic background, to acquire, update and develop their skills and competences,
Amendment 15 #
Motion for a resolution
Recital F
Recital F
F. whereas the benefits of educational investment are seen only in the long-term perspective and are often set aside in the policy agenda; whereas we should call for EU guidance on the quality of education and training systems, and budgetary restraint should not occur in this area, or at least the resources allocated should increase and not decline,
Amendment 21 #
Motion for a resolution
Recital H
Recital H
H. whereas the challenges faced by the teaching profession are increasing as educational environments become more complex and heterogeneous: changes in information and communication technologies (ICT), financial restrictions caused by economic crisis, changes to social and family structures, increased immigration and the emergence of multicultural societies,
Amendment 32 #
Motion for a resolution
Paragraph 3
Paragraph 3
3. Asks the Commission to continue the debate on ‘New Skills for New Jobs’; points out that by 2020, 16 million more jobs will need high qualifications and four million more jobs will need medium qualifications, while 12 million fewer jobs will require low qualifications; calls for this debate to involve all interested parties, including teachers, students, competent professional organizations, relevant NGOs and trade unions, business people and workers from all sectors;
Amendment 36 #
Motion for a resolution
Paragraph 4
Paragraph 4
4. Urges attention not only to the called new ‘green jobs’ but also the ‘white jobs’; points out that by 2030 the proportion of those aged over 65 in relation to those aged 15-64 will increase from 26 % in 2008 to 38 % by 2030; There will therefore be an increasing need for shared policies on active ageing, with particular reference to measures to promote literacy and refresh and update key skills in the field of ICT in order to overcome the digital divide, which is a growing factor in the social exclusion of the elderly;
Amendment 40 #
Motion for a resolution
Paragraph 5
Paragraph 5
5. Calls for special attention to the need to facilitate the integration of people with disabilities, irrespective of their age, in education and training; with particular reference to the genuine integration of disabled children from an early age into educational establishments;
Amendment 57 #
Motion for a resolution
Paragraph 8
Paragraph 8
8. Draws attention to the importance of high-quality early childhood education for the early acquisition of key competences and in particular for supporting children from disadvantaged backgrounds and with special (learning) needs in order to fight against future poverty and social exclusion;
Amendment 65 #
Motion for a resolution
Paragraph 12
Paragraph 12
12. Underlines the need to continue to develop and confirm language acquisition at primary and secondary school; with particular reference to immigrant children;
Amendment 71 #
Motion for a resolution
Paragraph 14
Paragraph 14
14. Considers that the progress made in adapting school curricula to key competences is a positive step, but it is vital to make further efforts, notably through the recognition and certification of skills acquired in non-formal and informal education, to support the acquisition of key competences for those at risk of educational under-achievement and social exclusion;
Amendment 78 #
Motion for a resolution
Paragraph 15 a (new)
Paragraph 15 a (new)
15a. Calls for the importance of integrated education in order to prevent social prejudices and discrimination and thus contribute to European social solidarity;
Amendment 92 #
Motion for a resolution
Paragraph 17
Paragraph 17
17. Considers that higher education institutions should become more open to and prepared for non-traditional learners, students with special needs and disadvantaged groups;
Amendment 104 #
Motion for a resolution
Paragraph 18
Paragraph 18
18. Calls on the Member States to encourage partnerships (at international, national, regional and local level) between higher education institutions, universities, research centres and the business world;
Amendment 108 #
Motion for a resolution
Paragraph 19
Paragraph 19
19. Insists that high-quality vocational education and training is fundamental to the supply of new professionals and essential for the ‘new skills for new jobs’ action, giving particular attention to expanding work-based learning and apprenticeships, including for young graduates on the basis of agreements between universities and businesses;
Amendment 112 #
Motion for a resolution
Paragraph 20
Paragraph 20
20. Considers that vocational training programmes should improve the transversal key competences, including those relating to the environment and legality;
Amendment 113 #
Motion for a resolution
Paragraph 20 a (new)
Paragraph 20 a (new)
20a. Stresses the need to adopt, on the basis of existing good practice, a model for the recognition of educational credits relating to citizenship skills for young people taking part in volunteer and community service work promoted by non-profit making associations or in the context of development cooperation;
Amendment 115 #
Motion for a resolution
Paragraph 21
Paragraph 21
21. Stresses the lifelong learning dimension of the Recommendation on Key Competences and insists that to reach its full implementation more progress is needed in the fields of vocational education and training and in adult learning, including through the legal recognition of a universal right to lifelong education;
Amendment 128 #
Motion for a resolution
Paragraph 25
Paragraph 25
25. Notes that one of the main obstacles faced by adults wanting to participate in education and training is the lack of supporting facilities for their families; therefore encourages the Member States to create supporting measures, as a means of ensuring that all students and workers with family responsibilities (e.g. childcare, or other dependants) have the opportunity to update and/or increase their skills and competences, on the basis of good practice developed in this field under European Social Fund programming, involving service and reconciliation vouchers;