Activities of Silvia COSTA related to 2018/2090(INI)
Plenary speeches (1)
Education in the digital era: challenges, opportunities and lessons for EU policy design (short presentation) IT
Amendments (14)
Amendment 17 #
Motion for a resolution
Recital F
Recital F
F. whereas currently 44 % of the EU population aged between 16 and 74 lack basic digital skills while 19% have totally insufficient digital skills, with substantial disparities across the Member States, a situation that risks creating a new social divide;
Amendment 22 #
Motion for a resolution
Recital G
Recital G
G. whereas the importance of digital skills, the current skills gap, which is particularly significant between men and women, but also between generations and different social categories, and disparities in digital skills across the Member States demand a joined-up policy response;
Amendment 33 #
Motion for a resolution
Recital I
Recital I
I. whereas athe new and innovative approach should place technology at the heart of educationtechnologies require a different and innovative form of teaching and change the relationship between teachers and learners;
Amendment 50 #
Motion for a resolution
Recital K
Recital K
K. whereas basic education in cyber hygiene, cyber safety and media literacy is necessary from an early age to help children become critical consumeritizens, make informed decisions and be aware of risks associated with the Internet;
Amendment 65 #
Motion for a resolution
Recital N a (new)
Recital N a (new)
Na. whereas digital technologies can facilitate access to knowledge and learning and their use enables all training facilities at various levels to be easily accessible and inclusive;
Amendment 102 #
Motion for a resolution
Paragraph 4
Paragraph 4
4. Stresses that a lack of connectivitydigital equipment in schools across Member States comes at the cost of the digital skills education of students; calls on the Member States to connect all remaining schools and to make use of existing EU programmes for this purpose, by implementing, for instance, a voucher scheme and giving priority to rural and disadvantaged areas;
Amendment 118 #
Motion for a resolution
Paragraph 6
Paragraph 6
6. Stresses that teachers and trainers should be at the core of the digital transformation and therefore require adequate preparation and training themselves; insists that this training requires time and should not come as an extra task on top of their daily activities; highlights that, even more than the teaching of other basic skills, such as numeracy and literacy, digital skills teaching requires teachers to update their knowledge and skills on a continuous basis; argues, therefore, that teachers need proper and ongoing support; and has a positive view, in this regard, of the use of European online platforms to increase professional development opportunities and encourage the exchange of best practice;
Amendment 131 #
Motion for a resolution
Paragraph 8
Paragraph 8
8. CPoints out that the lack of digital tools for mobile students is an issue that can undermine the quality of the enjoyment of educational experiences in Europe; encourages the Commission to continue with its pilot projects on European Student e-Cards and Erasmus without Papers, with a view to launching them as from the next multiannual programming period; calls on the Member States, therefore, to make good use of Union financial support to make access to digital learning content, tools and solutions a reality for all;
Amendment 140 #
Motion for a resolution
Paragraph 9
Paragraph 9
9. Points out that, in line with the lifelong learning approach required for digital skills, governments, in cooperation with stakeholders such as companies and civil society organisations, and through both formal and non-formal settings, should ensure that nobody is left behind and that all can find a place in the new order; stresses, therefore, that digital technologies, if properly used, are enabling tools for many groups with reduced opportunities for access to quality education (even at a distance), including persons with disabilities and individuals with specific learning difficulties, as well as people who live in more isolated areas and areas which provide fewer quality training opportunities; they can also facilitate the integration of migrants and refugees by providing them with skills and including them in the training facilities of the Member States;
Amendment 154 #
Motion for a resolution
Paragraph 11 a (new)
Paragraph 11 a (new)
11a. Regrets that up to now girls have been less likely to pursue a career in the ICT sector, or to attain senior management positions (only 19% of workers in ICT have a female boss, compared to 45% of workers in other sectors) and that the percentage of women with degrees in computer sciences does not exceed 20%, which means they are actually under-represented among the total number of employees in the ICT sector; calls on the Commission, therefore, to fine-tune its Women in Digital strategy, launched in March 2018, which aims to implement measures to facilitate women’s participation in the digital sector, starting with educational opportunities;
Amendment 158 #
Motion for a resolution
Paragraph 11 b (new)
Paragraph 11 b (new)
11b. Welcomes the establishment of strategic partnerships between academic and research institutions and public and private partners as part of Key Action 2 of the Erasmus+ programme, with a view to setting up ICT centres of excellence and fostering the development of technological start-ups;
Amendment 164 #
Motion for a resolution
Paragraph 13
Paragraph 13
13. Welcomes the Union’s increased policy focus on digital skills and education, as evidenced notably by the Digital Education Action Plan of January 2018, which builds on a number of successful small-scale policy initiatives, like EU Code Week and the Digital Skills and Jobs Coalition; takes the view, however, that the teaching of programming cannot be separated from a broader, more well- structured education in information technology and critical and computational thinking;
Amendment 170 #
Motion for a resolution
Paragraph 15
Paragraph 15
15. Supports the increased funding available for digital skills across the next generation of Multiannual Financial Framework programmes; insists on the need to deliver synergies across programmes to maximise the effectiveness of funding for digital skills development and deliver lasting results; stresses the need, in particular, to identify, within the new InvestEU and Digital Europe programmes as well as the Structural Funds, financial support for the digitisation of libraries, archives and museum centres, to increase and improve their use in education and culture;
Amendment 175 #
Motion for a resolution
Paragraph 17 a (new)
Paragraph 17 a (new)
17a. Points out that data collection on digitisation in education and training institutions and on the use of digital technologies in learning are vital inputs to policymaking; recommends that the Commission and the Member States, therefore, in agreement with their respective ministries of education, launch a systematic collection of data on the real connectivity of schools and the arrangements for and quality of digital skills certificates;