2015/2281(INI) | [ParlTrack]

Zdzisław KRASNODĘBSKI, Andrew LEWER, Jadwiga WIŚNIEWSKA

Motion for a resolution
Citation 1 a (new)

– having regard to Article 6 TFEU,

Amendment 10 #

Motion for a resolution
Recital -A a (new)

-Aa. whereas ET2020 cooperation, while respecting the competence of Member States, should complement national actions and support Member States in their efforts to develop education and training systems;

Amendment 100 #

Ilhan KYUCHYUK, Hannu TAKKULA, Jana TOOM, María Teresa GIMÉNEZ BARBAT

Motion for a resolution
Paragraph 10

10. ~~Is concerned at the fact that the~~Stresses the need for quality of teacher education ~~is lagging behind~~, in terms of range and complexity, with regard to competences that are necessary for teaching today~~, 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 101 #

Motion for a resolution
Paragraph 10

10. Is concerned at the fact that the quality of ~~teacher~~ educational staff (professional and non-professional) development is lagging behind, in terms of range and complexity, with regard to competences that are necessary for teaching today, and welcomes the choice of support for educators as a priority area for ET2020; encourages Member States to adapt their initial and continuous teacher training and in- service development programmes and to make better use of peer-learning activities between Member States;

Amendment 102 #

Motion for a resolution
Paragraph 10

10. Is concerned at the fact that the quality of teacher ~~education~~training 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 103 #

Motion for a resolution
Paragraph 10

10. Is concerned at the fact that the quality of teacher education is lagging behind, in terms of range and complexity, with regard to competences that are necessary for teaching today, ~~and~~ welcomes the choice of support for educators as a priority area for ET2020 and hopes that consideration will be given to the desirability of introducing specific quality standards for teacher training and in-service training, albeit with due regard for their freedom of choice; 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 104 #

Motion for a resolution
Paragraph 10

10. Is concerned at the fact that the quality of teacher education is lagging behind, in terms of range and complexity, with regard to competences that are necessary for teaching today, and welcomes the choice of support for educators as a priority area for ET2020, including upgrading their status, which is essential for them to be able to inspire the necessary respect; 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 105 #

Motion for a resolution
Paragraph 10

10. Is concerned at the fact that the quality of teacher education is lagging behind, in terms of range and complexity, with regard to competences that are necessary for teaching today, and welcomes the choice of support for educators as a priority area for ET2020 and points out the importance of investing in lifelong learning development for teachers; 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 106 #

Norbert ERDŐS, Andrea BOCSKOR

Motion for a resolution
Paragraph 10

10. Is concerned at the fact that the quality of teacher education is lagging behind in some EU Member States, in terms of range and complexity, with regard to competences that are necessary for teaching today, 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 107 #

Motion for a resolution
Paragraph 10

10. Is concerned at the fact that the quality of teacher education is lagging behind, in terms of range and complexity, with regard to competences that are necessary for teaching today, 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 and to promote cooperation and partnerships between teacher training colleges and schools;

Amendment 108 #

Michaela ŠOJDROVÁ, Santiago FISAS AYXELÀ

Motion for a resolution
Paragraph 10 a (new)

10a. Welcomes the new ET 2020 priority that is support for teachers and raising of their status, thus making their profession more attractive; fulfilment of this objective would require better preparation and training of teachers and improving of their work conditions, including increasing salaries in some countries, given that teachers usually earn less than average wage of higher education graduates;

Amendment 109 #

Michaela ŠOJDROVÁ, Santiago FISAS AYXELÀ, Milan ZVER

Motion for a resolution
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 ~~impact assessment~~their results in relation to observed ET2020 priorities;

Amendment 11 #

Ilhan KYUCHYUK, Hannu TAKKULA, Jana TOOM, María Teresa GIMÉNEZ BARBAT

Motion for a resolution
Recital -A a (new)

-Aa. whereas education and training have an important role to play in tackling poverty and social exclusion, promoting mutual respect and shaping democratic society;

Amendment 110 #

Zdzisław KRASNODĘBSKI, Andrew LEWER, Jadwiga WIŚNIEWSKA

Motion for a resolution
Paragraph 11

11. EUnderscores that the issue of raising learning outcomes relative to resources available should receive greater attention within the ET2020 framework, particularly with regards to adult learning; 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 impact assessment;

Amendment 111 #

Motion for a resolution
Paragraph 11

Amendment 112 #

Mary HONEYBALL, Marlene MIZZI, Sylvie GUILLAUME, Dietmar KÖSTER, Krystyna ŁYBACKA, Julie WARD, Giorgos GRAMMATIKAKIS, Eider GARDIAZABAL RUBIAL

Motion for a resolution
Paragraph 11

Amendment 113 #

Motion for a resolution
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 114 #

Monika SMOLKOVÁ

Motion for a resolution
Paragraph 11 a (new)

11a. Calls on the Member States to support, through scholarships and loans, those educational and study paths whose structure would help to bridge the gap between education and practical needs;

Amendment 115 #

Zdzisław KRASNODĘBSKI, Andrew LEWER, Jadwiga WIŚNIEWSKA

Motion for a resolution
Paragraph 11 a (new)

11a. Stresses the need for better concentration of efforts in the area of education and training through merging and streamlining existing programmes and initiatives;

Amendment 116 #

Mary HONEYBALL, Marlene MIZZI, Sylvie GUILLAUME, Dietmar KÖSTER, Julie WARD, Eider GARDIAZABAL RUBIAL

Motion for a resolution
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 #

Mary HONEYBALL, Marlene MIZZI, Julie WARD, Eider GARDIAZABAL RUBIAL

Motion for a resolution
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 #

Mary HONEYBALL, Marlene MIZZI, Sylvie GUILLAUME, Dietmar KÖSTER, Krystyna ŁYBACKA, Giorgos GRAMMATIKAKIS, Eider GARDIAZABAL RUBIAL

Motion for a resolution
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 #

Mary HONEYBALL

Motion for a resolution
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 12 #

Ilhan KYUCHYUK, Hannu TAKKULA, Jana TOOM

Motion for a resolution
Recital -A a (new)

-Aa. whereas education and training in Europe should make a contribution to EU strategies and initiatives, including the Europe 2020 Strategy, the Digital Single Market initiative, the European Agenda on Security and the Investment Plan for Europe;

Amendment 120 #

Motion for a resolution
Paragraph 12

12. Calls for the development of good practices in assessing qualitative progress and investment in the use of quality data with stakeholders at local, regional and national level, notwithstanding the relevance of the indicators and benchmarks used in the ET2020 framework;

Amendment 121 #

Motion for a resolution
Paragraph 12 a (new)

12a. Points out that it is necessary to invest in instruments to measure quantitative and qualitative progress and to make sure that European projects providing qualitative analysis provided by all stakeholders are duly supported via the Erasmus+ programme;

Amendment 122 #

Ilhan KYUCHYUK, Hannu TAKKULA, Jana TOOM

Motion for a resolution
Paragraph 12 a (new)

12a. Highlights the importance of teaching and learning general basic skills such as ICT, maths, critical thinking, foreign languages, mobility etc., which will enable young people to easily adapt to the changing social and economic environment;

Amendment 123 #

Motion for a resolution
Paragraph 13

13. Stresses that the benchmark goal ~~of 40 % of the younger generation having a tertiary degree~~s concerning education and training, set in EU 2020 strategy should not be fulfilled at the expense of quality in education;

Amendment 124 #

Michaela ŠOJDROVÁ, Santiago FISAS AYXELÀ, Milan ZVER

Motion for a resolution
Paragraph 13

13. Stresses that the benchmark goals of reducing the rates of early school leaving below 10% and of 40 % of the younger generation having a tertiary degree should not be fulfilled at the expense of quality in education;

Amendment 125 #

Motion for a resolution
Paragraph 13

13. Stresses that the benchmark goal of 40 % of the younger generation having a tertiary degree should ~~not~~ be fulfilled ~~at the expense of quality in education~~while taking into account the first ET2020 goal of "relevant and high-quality skills and competences";

Amendment 126 #

Motion for a resolution
Paragraph 13

13. Stresses thate importance of attaining the benchmark goal of 40 % of the younger generation having a tertiary degree ~~should not be fulfilled at the expense of quality in education;~~ that boosts the knowledge economy and respond to society´s needs; advocates that, in order to boost employability though , comprehensive lifelong learning strategies are needed; calls on Member States, therefore, to enhance quality and broaden access to Early Childhood Education and Care, Vocational Education and Training and Adult Learning and to adopt measures aimed at reducing early school leaving;

Amendment 127 #

Motion for a resolution
Paragraph 13

13. Stresses that the benchmark goal of 40 % of ~~the~~ young~~er generation~~ people having a tertiary degree should not be fulfilled at the expense of quality in education; points out that it is easier to attain this target where dual education projects have been developed;

Amendment 128 #

Motion for a resolution
Paragraph 13

13. ~~Stresses that the benchmark goal of 40 % of the younger generation having a tertiary degree should not be fulfilled at the expense of quality in education;~~ Expresses concern that despite unprecedented high percentage of people involved in formal education the level of youth unemployment in the EU remains high, the employment rate of higher education graduates has decreased and a quarter of those in employment have jobs which would not have required a third- level qualification; stresses that the benchmark goal of 40 % of the younger generation having a tertiary degree should not be fulfilled at the expense of quality in education; notes that artificial academisation of specific professions and forcing tertiary education rates is both counterproductive and represents a misuse of public funds;

Amendment 129 #

Motion for a resolution
Paragraph 13

13. Stresses that the benchmark goal of 40 % of the younger generation having a tertiary degree should not be fulfilled at the expense of quality in education; notes the finding of the Council and the Commission in their 2015 joint report on the implementation of the strategic framework for European cooperation in education and training ('Education and Training 2020'), in which the two institutions note that 22% of 15-year-olds in the EU achieve low levels in mathematics and 18% achieve very low levels in reading;

Amendment 13 #

Motion for a resolution
Recital A

A. whereas 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 virtues and honouring the democratic principles on which Europe is founded~~; whereas transversal competences such as civic, social competences and citizenship education should be particularly highlighted alongside language, digital and entrepreneurial skills;

Amendment 130 #

Motion for a resolution
Paragraph 13 a (new)

13a. Points out that the provision of open and innovative education and training is a priority area in ET 2020; encourages greater innovativeness and flexibility in teaching, learning and knowledge transfer methods and for full use to be made of the achievements of the digital era in order to enhance the quality, accessibility and effectiveness of educational and training systems;

Amendment 131 #

Motion for a resolution
Paragraph 13 a (new)

13a. Stresses the importance of ensuring equal access to quality education and training, as well as lifelong learning opportunities, for all learners, including those from disadvantaged and vulnerable groups, migrants and Roma;

Amendment 132 #

Norbert ERDŐS, Andrea BOCSKOR

Motion for a resolution
Paragraph 13 a (new)

13a. Calls for the ET2020 Working Groups to draw the appropriate conclusions and make the acquisition of basic knowledge one of its priorities;

Amendment 133 #

Motion for a resolution
Paragraph 13 a (new)

13a. Stresses the need to develop basic skills in order to achieve quality education;

Amendment 134 #

Ilhan KYUCHYUK, Hannu TAKKULA, Jana TOOM, María Teresa GIMÉNEZ BARBAT

Motion for a resolution
Paragraph 13 a (new)

13a. Highlights the importance of developing and promoting new, innovative and interactive methods of teaching, training and learning, where individuals are active participants in the educational process in order to increase the attractiveness and effectivity of their educational systems; Encourages the exchange of best practices and enhances cross-border cooperation in this area;

Amendment 135 #

Ilhan KYUCHYUK, Hannu TAKKULA, Jana TOOM, María Teresa GIMÉNEZ BARBAT

Motion for a resolution
Paragraph 13 b (new)

13b. Encourages Member States to strengthen the ties between education, research and innovation;

Amendment 136 #

Motion for a resolution
Paragraph 13 b (new)

13b. Emphasises the importance to provide high quality early childhood education and its timely modernisation; emphasises the crucial role of individual- centred approach in education and training systems which benefit the development of creativity and critical thinking while focusing on students´ personal interests, needs and abilities;

Amendment 137 #

Ilhan KYUCHYUK, Hannu TAKKULA, María Teresa GIMÉNEZ BARBAT

Motion for a resolution
Paragraph 14

14. Draws attention t~~o the shortcomings of~~hat standardised tests and of quantitative approaches toin educational ~~accountability, such as narrowing the teaching syllabus to test material and neglecting~~should also take into account the intrinsic values of education;

Amendment 138 #

Motion for a resolution
Paragraph 14

14. Draws attention to the ~~shortcomings of standardised tests and of quantitative approaches to educational accountability~~need to develop common standards and assessment criteria which take greater account of the intrinsic objectives of education, such as narrowing the teaching syllabus to test material and neglecting the intrinsic values of education;

Amendment 139 #

Motion for a resolution
Paragraph 14

14. Draws attention to the ~~shortcomings of~~fact that standardised tests and of quantitative approaches to educational accountability, ~~such as narrowing the~~only measure at best a narrow range of traditional competences, and may result in schools having to adapt teaching syllabus to test material and neglecting the intrinsic values of education;

Amendment 14 #

Motion for a resolution
Recital A

A. whereas education and training should not be aimed onsolely at meeting labour market needs, but should constitute a value in themselves, since education has an equally important role in ~~develop~~ensuring eth~~ical~~e safeguarding of shared human and civic v~~irt~~alues and ~~honouring the democratic principles on which Europe is founded~~open and democratic societies;

Amendment 140 #

Zdzisław KRASNODĘBSKI, Andrew LEWER, Jadwiga WIŚNIEWSKA

Motion for a resolution
Paragraph 14

14. Draws attention to the shortcomings of outdated teaching materials and methods, standardised tests and of quantitative approaches to educational accountability, such as narrowing the teaching syllabus to test material and neglecting the intrinsic values of education; highlights in this regard the need of flexibility, innovation and creativity in educational settings which can boost learning quality and participation, as well as educational attainment;

Amendment 141 #

Motion for a resolution
Paragraph 14

14. Draws attention to the shortcomings of standardised tests and of quantitative approaches to educational accountability, such as narrowing the teaching syllabus to test material and neglecting the intrinsic values of education; points out that the education and training have an important role in developing ethical and civil virtues and humanness whereas teachers' work and students' achievements in this field are overlooked by test scores;

Amendment 142 #

Motion for a resolution
Paragraph 14 a (new)

14a. Underlines the important role of an EU dimension in education and training in developing deeper knowledge and understanding of the EU, its functioning and its concrete added value, empowering learners to be responsible and engaged active citizens with a strong sense of belonging and awareness of European fundamental values; stresses the need to review the way the EU is currently thought in educational institutions by giving it more visibility across different disciplines, levels and forms of education, and by supporting teachers and educators to efficiently incorporate an EU dimension into their teaching;

Amendment 143 #

Motion for a resolution
Paragraph 14 a (new)

14a. Notes that the quality of education has greatly deteriorated as a result of austerity policies and adjustment programmes, especially in countries that are in difficulty, and that job losses among teachers, cuts and underfunding have undermined and weakened the effectiveness of education at every level;

Amendment 144 #

Michaela ŠOJDROVÁ, Santiago FISAS AYXELÀ

Motion for a resolution
Paragraph 14 a (new)

14a. Highlights the need of continuing the efforts of reducing early school leaving and fostering the education of disadvantaged children;

Amendment 145 #

Motion for a resolution
Paragraph 15

15. Notes that the side-effects of the Bologna process and student mobility are largely ignored and are not being tackled head-on, and advocates broader involvement of the university community in the ET2020 work cycle;deleted

Amendment 146 #

Ilhan KYUCHYUK, Hannu TAKKULA, Jana TOOM, María Teresa GIMÉNEZ BARBAT

Motion for a resolution
Paragraph 15

Amendment 147 #

Motion for a resolution
Paragraph 15

15. ~~Note~~Highlights that the side-effects of the Bologna process and student mobility ~~are largely ignored and are not being tackled head-on, and~~should be examined and evaluated; advocates broader involvement of the university community in the ET2020 work cycle;

Amendment 148 #

Motion for a resolution
Paragraph 15

15. Notes that ~~the side-effects of the Bologna process and student mobility are largely ignored and are not being tackled head-on,~~bigger efforts are to be made to meet the objectives of the Bologna process and student mobility and advocates broader involvement of the university community in the ET2020 work cycle;

Amendment 149 #

Motion for a resolution
Paragraph 15 a (new)

15a. Encourages Member States to ensure the effective implementation of reforms agreed on within the framework of the Bologna process, and to commit themselves to working together more effectively to correct its imperfections, so that it better reflects the needs of students and the academic community as a whole and stimulates and supports improvements to the quality of higher education;

Amendment 15 #

Motion for a resolution
Recital A

A. whereas 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 virtues~~social, civic and intercultural competences, promoting active citizenship and social cohesion, and honouring the democratic principles on which Europe is founded;

Amendment 150 #

Michaela ŠOJDROVÁ, Santiago FISAS AYXELÀ, Milan ZVER

Motion for a resolution
Paragraph 16

16. Notes that ~~although~~ the Bologna process has ~~spearheaded significant achievements, it has also~~ led to the fragmentation of university programmes ~~and~~, the standardisation of inefficient processes; takes the view that, without prejudice to the concept of single-tier unified programmes, studying at a European university should be based on a two-tier model, with the initial phase lasting no less thtransformation of knowledge into educational products and th~~ree years, and that educational institutions should be given more flexibility in the use of modules and the European Credit Transfer System (ECTS)~~e standardisation of inefficient processes; calls for the abolition thereof;

Amendment 151 #

Motion for a resolution
Paragraph 16

16. Notes that ~~although~~ the Bologna process has spearheaded significant achievements, it has also led to the fragmentation of university programmes and the standardisation of inefficient processes; takes the view that, without prejudice to the concept of single-tier unified programmes, studying at a European university should be based on a two-tier model, with the initial phase lasting no less than three years, and that educational institutions should ~~be given more~~apply flexibility ~~in t~~when us~~e of~~ing modules and the European Credit Transfer System (ECTS);

Amendment 152 #

Ilhan KYUCHYUK, Hannu TAKKULA, María Teresa GIMÉNEZ BARBAT

Motion for a resolution
Paragraph 16

16. Notes that although the Bologna process has spearheaded significant achievements, ~~it has also led to the fragmentation of university programmes and the standardisation of inefficient processes; takes the view that, without prejudice to the concept of single-tier unified programmes,~~there is still a lot to be done in order to fulfil its goals; reiterates, in this regard, the need for close cooperation and consultations within the higher education community in order to better understand and address their needs and recommendations; recommends that studying at a European university should be based on a two-tier model, with the initial phase lasting no less than three years, and that educational institutions should be given more flexibility in the use of modules and the European Credit Transfer System (ECTS);

Amendment 153 #

Motion for a resolution
Paragraph 16

16. Notes that although the Bologna process has spearheaded significant achievements, it has also led to ~~the fragment~~a standardisation of university programmes ~~and the standardisation of inefficient processes~~which may be understood as counterproductive if quality is missing ; takes the view that, without prejudice to the concept of single-tier unified programmes, ~~studying at a European university should be based on a two-tier model, with the initial phase lasting no less than three years, and that~~ educational institutions should be given more flexibility in the use of modules and the European Credit Transfer System (ECTS);

Amendment 154 #

Motion for a resolution
Paragraph 16

16. Notes that ~~although~~, whilst the Bologna process has spearheaded significant achievements, it has also led, in some cases, to the fragmentation of university programmes and the standardisation of inefficient processes; takes the view that, without prejudice to the concept of single-tier unified programmes, ~~studying at a European university should be based on a two-tier model~~further consideration should be given to the development of two-tier models at European universities, with the initial phase lasting no less than three years, and that educational institutions should be given more flexibility in the use of modules and the European Credit Transfer System (ECTS);

Amendment 155 #

Motion for a resolution
Paragraph 16 a (new)

16a. Calls on Member States to take additional measures to ensure more effective recognition of diplomas and academic qualifications;

Amendment 156 #

Ilhan KYUCHYUK, Hannu TAKKULA, María Teresa GIMÉNEZ BARBAT

Motion for a resolution
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;~~deleted

Amendment 157 #

Motion for a resolution
Paragraph 17

17. ~~Is concerned that the current trend~~Highlights that making financial output shouldn't be a prerequisite for all academic activities ~~could mean that the humanities risk being wiped off the research landscape~~;

Amendment 158 #

Motion for a resolution
Paragraph 17

17. ~~Is concerned~~Calls for efforts to ensure that the current trend making financial output a prerequisite for all academic activities ~~could~~does not mean that the humanities risk being wiped off the research landscape;

Amendment 159 #

Motion for a resolution
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; emphasises, in this regard, its doubts about the direction which the European Investment Bank seems to be taking as regards financial instruments relating to education, and hopes it will be made clear that education is more than a simple financial product on which an accounting profit must be made, and that it must remain an area of priority investment for future generations;

Amendment 16 #

Motion for a resolution
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 v~~irt~~alues and ~~honour~~strengthening the democratic principles on which Europe is founded;

Amendment 160 #

Mary HONEYBALL, Marlene MIZZI, Sylvie GUILLAUME, Dietmar KÖSTER, Krystyna ŁYBACKA, Julie WARD, Giorgos GRAMMATIKAKIS, Eider GARDIAZABAL RUBIAL

Motion for a resolution
Paragraph 17

17. IWelcomes efforts to increase enrolment in STEM disciplines (Science, Technology, Engineering, and Mathematics), but not at the expense of the humanities which are indispensable in making proper use of the opportunities presented by STEM disciplines; 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;

Amendment 161 #

Motion for a resolution
Paragraph 17

Amendment 162 #

Motion for a resolution
Paragraph 17 a (new)

17a. Notes that stronger links between education, business and research, and involvement of social partners and civil society will strengthen the impact of ET 2020 and the relevance of learning systems to increase Europe's innovation capacity;

Amendment 163 #

Motion for a resolution
Paragraph 17 a (new)

17a. Draws attention to the significance and consequences of mobility programmes; noting that, on the one hand, they are consumerist rather than educational in nature and, on the other, they encourage part-time, flexible and uninsured employment without entitlements;·

Amendment 164 #

Ilhan KYUCHYUK, Hannu TAKKULA, Jana TOOM, María Teresa GIMÉNEZ BARBAT

Motion for a resolution
Paragraph 18

Amendment 165 #

Motion for a resolution
Paragraph 18

18. ~~Advocates a shift to conceiving mobility programmes in terms of qualitative~~Reiterates the importance of quality assurance for all mobility programmes and stresses that their outcomes ~~that~~should respond to the priorities and ~~primarily serve lear~~serve the established learning and training 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;

Amendment 166 #

Motion for a resolution
Paragraph 18

18. Advocates a shift to conceiving mobility programmes in terms of qualitative outcomes that respond to priorities and ~~primarily serve~~respond to 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;

Amendment 167 #

Michaela ŠOJDROVÁ, Santiago FISAS AYXELÀ, Milan ZVER

Motion for a resolution
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~~all educational tools available to prepare students to the right type of mobility they would need and to update their leaning competences;

Amendment 168 #

Motion for a resolution
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~~in the Member States;

Amendment 169 #

Ilhan KYUCHYUK, Hannu TAKKULA, Jana TOOM, María Teresa GIMÉNEZ BARBAT

Motion for a resolution
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 17 #

Motion for a resolution
Recital A

A. whereas education and training should not be aimed only at meeting labour market needs, but should ~~constitute a value in themselv~~also teach humanist and civic values, since education has an equally important role in developing ethical and civic virtues and honouring the democratic principles on which Europe is founded;

Amendment 170 #

Motion for a resolution
Paragraph 18

18. Advocates a shift to conceiving mobility programmes in terms of accessibility and 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;

Amendment 171 #

Motion for a resolution
Paragraph 18 a (new)

18a. Highlights the great potential offered by digitisation, ICTs and new technologies to improve learning and teaching quality; calls on the EU and Member States to make all necessary efforts to enhance learners' digital and ICTs competences;

Amendment 172 #

Mary HONEYBALL, Marlene MIZZI, Sylvie GUILLAUME, Dietmar KÖSTER, Krystyna ŁYBACKA, Julie WARD, Eider GARDIAZABAL RUBIAL

Motion for a resolution
Paragraph 18 a (new)

18a. Calls for greater inclusiveness in education and training to cater for people with disabilities or with special needs, and at the same time urges that teacher training be improved so as to equip them to include, integrate and assist students with disabilities including, possibly, by means of individual education plans;

Amendment 173 #

Motion for a resolution
Paragraph 18 a (new)

18a. Stresses the importance of an overall framework of recognition of qualifications as key to ensuring cross- border mobility;

Amendment 174 #

Ilhan KYUCHYUK, Hannu TAKKULA, Jana TOOM, María Teresa GIMÉNEZ BARBAT

Motion for a resolution
Paragraph 18 a (new)

18a. Stresses the important role of mobility programmes such as Erasmus+ in stimulating the development of transversal skills and competences among young people;

Amendment 175 #

Motion for a resolution
Paragraph 18 a (new)

18a. Highlights the need for reinforcement of the Renewed European agenda for adult learning;

Amendment 176 #

Motion for a resolution
Paragraph 18 b (new)

18b. Supports the development and dissemination of new technologies and the use of open data platforms and MOOCs, as well as the organisation of specific training in the use of these instruments for teachers, school and university staff and students;

Amendment 177 #

Mary HONEYBALL

Motion for a resolution
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 178 #

Motion for a resolution
Paragraph 18 b (new)

18b. Calls on Member States to adopt more holistic approach to education and to channel investments into inclusive education which responds to societal challenges with regards to ensure equal access and opportunities for all, including young people having different socio- economic backgrounds as well as vulnerable and disadvantaged groups;

Amendment 179 #

Motion for a resolution
Paragraph 18 c (new)

18c. Calls for greater attention to be devoted to the quality of education, starting with kindergartens and throughout life;

Amendment 18 #

Motion for a resolution
Recital A

A. whereas education and training should not be aimed only at meeting labour market needs, but should constitute a value in themselves as well as to contribute to the personal development and growth of young people in order to make them proactive and responsible citizens, since education has an equally important role in developing ethical and civic virtues and honouring the democratic principles on which Europe is founded;

Amendment 180 #

Motion for a resolution
Paragraph 19

19. Stresses that the challenges posed by migration to European educational systems should be addressed at both European and national level, since failure to provide migrants with education and training constitutes a risk towhile the migration crisis is a phenomenon affecting the whole of Europe, the Member States, in accordance with the Treaties, are solely responsible for their education systems, including the integration task which they devolve to schools; points out that many Member State citizens are already in a precarious situation in terms of their quality of life, their employability, their development of knowledge ofand the ~~host country’s cultural canons and values, and their integration;~~ ir inclusion in society, particularly people with disabilities, and stresses that the EU must first show itself capable of ensuring the prosperity of Member State nationals, as promised by the Treaties;

Amendment 181 #

Ilhan KYUCHYUK, Hannu TAKKULA, Jana TOOM, María Teresa GIMÉNEZ BARBAT

Motion for a resolution
Paragraph 19

19. Stresses that the challenges posed by migration to ~~European~~ educational systems should be addressed at both European and national level, since failure to provide migrants 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 integrationsolely at national level;

Amendment 182 #

Motion for a resolution
Paragraph 19

19. Stresses that the challenges ~~posed by migration to European educational systems~~that education and training systems face, as a result of the high level of migration to Europe, should be addressed at both European and national level~~, since~~; highlights that failure to provide migrants with education and training ~~constitutes a risk to~~will negatively influent their employability, ~~their~~personal development ~~of knowledge of the host country’s cultural canons and values,~~ and their social integration;

Amendment 183 #

Motion for a resolution
Paragraph 19

19. Stresses that Member States should look at ways to address the challenges posed by migration to ~~European~~ educational systems ~~should be addressed at both European and national level~~, since failure to provide migrants with education and training constitutes a risk to their future employability, their development of knowledge ~~of the host country’s cultural canons~~ and values, and their integration into society;

Amendment 184 #

Motion for a resolution
Paragraph 19

19. Stresses that the challenges posed by migration to European educational systems should be addressed at both European ~~and nat~~, national and regional level, since ~~failure~~it is a duty to all institutions to provide migrants with education and training ~~constitutes a risk to their employability, their development of knowledge of the host country’s cultural can~~, developing their knowledge of the host country's cultural and social values, their employability and ultimately their integration; calls on Member States to help those migrant teachers and professors find teaching jobs to both improve their situations and ~~values, and their integration;~~ put their language and teaching skills and experience to good use in European schools systems;

Amendment 185 #

Motion for a resolution
Paragraph 19

19. Stresses that the challenges posed by migration to European educational systems should be addressed at both European and national level, since failure to provide ~~migrants with education and training constitutes a risk to their employability, their development of knowledge of the host country’s~~integration and access to inclusive education for refugees and migrants constitutes a risk to their engagement and contribution to social, political, cultural can~~ons and values, and their integration~~d economic dimensions of our societies;

Amendment 186 #

Motion for a resolution
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 187 #

Ilhan KYUCHYUK, Hannu TAKKULA, Jana TOOM, María Teresa GIMÉNEZ BARBAT

Motion for a resolution
Paragraph 19

19. Stresses that the challenges posed by intra and extra-European migration to European educational systems should be addressed at both European and national level, since failure to provide migrants 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 subsequent integration;

Amendment 188 #

Motion for a resolution
Paragraph 19 a (new)

19a. Calls for better cooperation between EU and national authorise in order to find the right approach to swiftly, fully and sustainably integrate refugees and migrants into education and training systems;

Amendment 189 #

Zdzisław KRASNODĘBSKI, Andrew LEWER, Jadwiga WIŚNIEWSKA

Motion for a resolution
Paragraph 19 a (new)

19a. Welcomes the decision to mainstream migrant education across the work of ET2020 Working Groups and to hold respective peer-learning activities in their initial lifespan;

Amendment 19 #

Motion for a resolution
Recital A a (new)

Aa. whereas education is a public good intended to ensure intellectual development, comprehensive instruction, and greater democratic awareness among European citizens; whereas it is necessary to maintain and enhance the public, free and social character thereof at every level;

Amendment 190 #

Motion for a resolution
Paragraph 20

~~20. Emphasises the need to designate specific contact persons for migrant and refugee education within Member States’ education ministries and the Commission’s DG EAC;~~deleted

Amendment 191 #

Motion for a resolution
Paragraph 20

~~20. Emphasises the need to designate specific contact persons for migrant and refugee education within Member States’ education ministries and the Commission’s DG EAC;~~deleted

Amendment 192 #

Motion for a resolution
Paragraph 20

20. Emphasises the need ~~to designate specific contact pers~~for Member States’ education ministries and the Commission’s ~~for migrant and refugee education within Member States’ education ministries and the Commission’s DG EAC~~DG EAC to cooperate in order to ensure equal access to high- quality education, in particular by reaching out the most disadvantaged and people with diverse backgrounds, including newly arrived migrants, integrating them into a positive learning environment;

Amendment 193 #

Motion for a resolution
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 194 #

Motion for a resolution
Paragraph 20

20. ~~Emphasises the need to designate specific contact persons for migrant and refugee education within Member States’ education ministries and the Commission’s DG EAC~~Points out that even according to the Commission's own figures, 60% of migrant arrivals in December 2015 were for economic, not humanitarian motives; stresses that this fact highlights the need to work on co-development initiatives with the countries concerned by emigration, particularly through educational exchanges aimed at enhancing their education systems;

Amendment 195 #

Motion for a resolution
Paragraph 20 a (new)

20a. Believes that improving the education systems of countries experiencing waves of emigration will lead to the economic and social development of the countries concerned, which will ultimately benefit everyone;

Amendment 196 #

Motion for a resolution
Paragraph 20 a (new)

20a. Recommends that Member States and education providers offer advice and support for refugee children seeking to access education services through the provision of clear information and contact points;

Amendment 197 #

Motion for a resolution
Paragraph 20 b (new)

20b. Proposes, to that end, that the Commission's DG EAC work closely with the departments in charge of development, particularly Parliament's DEVE Committee, to set up these trade structures between the countries most affected by emigration and the European Union, and thereby to begin developing long-term solutions to respond to the migration crisis;

Amendment 198 #

Motion for a resolution
Paragraph 21

21. Calls for measures to integrate migrant 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 heritageEncourages the Member States, in accordance with their respective education systems, to review their processes for integrating migrants so that they take on board not only the learning standards but also the values and culture of the host country; stresses, in particular, the importance of courses in civic education, as well mastering the language of the host country, which is a prerequisite for successful integration;

Amendment 199 #

Motion for a resolution
Paragraph 21

21. Calls for measures to in~~tegrate migrant~~clude migrant, refugee and asylum seeker children, both intra- and extra- European, into education systems by ~~helping them~~supporting innovative learning methods and adjust toing curricula ~~and~~to better respond to their learning ~~standar~~needs, providing them with language assistance, and enabling them to become familiar with the host country’s culture while preserving their own cultural heritage;

Amendment 2 #

Motion for a resolution
Citation 1 a (new)

– having regard to its Report on Erasmus+ and other tools to foster mobility in VET - a lifelong learning approach1,

Amendment 20 #

Motion for a resolution
Recital A a (new)

Aa. whereas expanding access to lifelong learning can open up new possibilities for active inclusion and enhanced social participation, especially for the low skilled, the unemployed, people with special needs, the elderly and migrants;

Amendment 200 #

Ilhan KYUCHYUK, Hannu TAKKULA, Jana TOOM, María Teresa GIMÉNEZ BARBAT

Motion for a resolution
Paragraph 21

21. Calls for measures to integrate migrant ~~children, both intra- and extra- European,~~and refugee children into education systems by helping them adjust to the curricula and learning standards~~, providing them~~ of the Member State in question, providing them, where necessary, with language assistance, and enabling them to ~~become familiar with~~integrate in the host country’'s culture and society, whilest preserving their own cultural heritage;

Amendment 201 #

Motion for a resolution
Paragraph 21

21. Calls for measures to integrate migrant children, both intra- and extra- European, into education ~~systems by~~and training system and to help~~ing~~ them adjust to curricula and learning standards, providing them with language assistance, and enabling them to become familiar with the host country’s culture and values while preserving their own cultural heritage;

Amendment 202 #

Motion for a resolution
Paragraph 21

21. Calls for measures to integrate migrant children, both intra- and extra- European, into education systems by ~~helping them~~ adjust toing curricula and learning standards to their needs, providing them with language assistance, and enabling them to become familiar with the host country’s culture while preserving their own cultural heritage;

Amendment 203 #

Motion for a resolution
Paragraph 21

21. Calls for measures to integrate migrant ~~children~~learners, both intra- and extra- European, into education systems from an early age by helping them adjust to curricula and learning standards, providing them with language and, if needed, social assistance, and enabling them to become familiar with the host country’'s culture while preserving their own cultural heritage;

Amendment 204 #

Zdzisław KRASNODĘBSKI, Andrew LEWER, Jadwiga WIŚNIEWSKA

Motion for a resolution
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 205 #

Motion for a resolution
Paragraph 21 a (new)

21a. Expresses concern that half of teacher trainers in OECD countries feels that teacher training does not sufficiently prepare them to handle diversity effectively and would encourage Member States to guarantee teachers ongoing professional support in this field, including peer-learning activities among the Member States;

Amendment 206 #

Motion for a resolution
Paragraph 22

Amendment 207 #

Motion for a resolution
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 and guidance when they are confronted with students at risk of being radicalised; calls forCalls for further exchange of best practice between Member States and the creation of synergies between the ET2020 Working Groups ~~and the Radicalisation Awareness Network (RAN) Working Group on Education~~;

Amendment 208 #

Motion for a resolution
Paragraph 22

22. Supports the idea of setting up ~~helpdesk~~long- term training programmes for teachers offering them timely support in handling various types of diversity in the classroom and guidance when they are confronted with students at risk of being radicalised; calls for ~~the c~~differeanti~~on of~~ated synergies between ~~the~~ ET2020 Wworking Ggroups and networks such as the Radicalisation Awareness Network (RAN) ~~Working Group on Education~~;

Amendment 209 #

Motion for a resolution
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 21 #

Motion for a resolution
Recital A b (new)

Ab. whereas the neo-liberal approach to education policy in Europe governed by the dictates of the market alone has led to the commercialisation of knowledge and privatisation of education, resulting in the fragmentation and deterioration of the education system;

Amendment 210 #

Motion for a resolution
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 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; recalls the importance of investing in lifelong learning programmes for teachers equipping them with the necessary pedagogical competencies on the topics of migration, acculturation and social psychology as well as to enable them to utilise diversity as a rich source for learning in classrooms;

Amendment 211 #

Marc JOULAUD

Motion for a resolution
Paragraph 22

22. Supports the idea of setting up helpdesks and guidelines for teachers offering them timely support in handling various types of diversity 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 212 #

Motion for a resolution
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 213 #

Motion for a resolution
Paragraph 23

Amendment 214 #

Motion for a resolution
Paragraph 23

23. Stresses the need for ~~more language- based~~each learner to master the language of the host country before being allowed to join any learning programmes; ~~calls for efforts to develop valid~~points out that many problems already exist in Europe concerning mutual recognition of qualifications and ~~accreditation mechanisms for the qualifications of migrants, since many of those entering the EU come with no proof of their formal qualifications~~that it is a priority to ensure that Member State citizens are given every chance to succeed in terms of integrating into the labour market and consequently into the social life of their country; calls, therefore, for the issue of certifications affecting young Europeans to be addressed as a priority;

Amendment 215 #

Motion for a resolution
Paragraph 23

23. Stresses the need for more language- based learning programmes; calls for efforts to ~~develop valid~~promote recognition of qualifications a~~nd accreditation mechanisms for the qualifications of migrants, since many of those entering the EU come with no proof of their formal qualifications~~cross Europe, by strengthening the role of the European Qualifications Framework (EQF) and promoting the validation of non-formal and informal learning; adequate recognition and validation instruments for digitally acquired knowledge, skills and competences can support the uptake of open and innovative learning practices, particular attention should be given to simplifying and rationalising existing EU instruments on skills and qualifications directed to the wider public to strengthen outreach;

Amendment 216 #

Ilhan KYUCHYUK, Hannu TAKKULA, Jana TOOM, María Teresa GIMÉNEZ BARBAT

Motion for a resolution
Paragraph 23

23. Stresses the need for more language- based learning programmes; calls for efforts to develop ~~validation and accreditation mechanisms for the qual~~mechanisms to improve the understanding and identifications of migrants' qualifications, since many of those entering the EU come with no proof of their formal qualifications; calls on Members States to see how existing recognition of professional qualification might be developed, including the appropriate background checks;

Amendment 217 #

Motion for a resolution
Paragraph 23

23. Stresses the need for more language- based learning programmes; calls for efforts to ~~develop~~swiftly develop and implement validation and accreditation mechanisms for the qualifications of migrants and refugees, since many of those entering the EU come with no proof of their formal qualifications;

Amendment 218 #

Motion for a resolution
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

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 22 #

Motion for a resolution
Recital B

B. whereas not all 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~~however it is solely for Member States to address without interference from the EU;

Amendment 220 #

Motion for a resolution
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, since many of those entering the EU come with no proof of their formal qualifications; calls on Member States for increased efforts in order to achieve the goal of developed mechanisms for recognition and validation of non-formal and informal learning by 2018;

Amendment 221 #

Motion for a resolution
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, since many of those entering the EU come with no proof of their formal qualifications; believes that non-formal and informal learning has the potential to be an effective tool for the successful integration of the refugees into the European labour market and society;

Amendment 222 #

Motion for a resolution
Paragraph 23 a (new)

23a. Highlights the important role of non- formal and informal learning, as well as participation in sportive and volunteering activities, in stimulating the development of civic, social and intercultural competencies; emphasises the fact that some countries made significant progress in developing the relevant legal framework, while others have difficulties in creating comprehensive validation strategies; stresses therefore the need of developing comprehensive strategies to enable validation;

Amendment 223 #

Motion for a resolution
Paragraph 24

Amendment 224 #

Motion for a resolution
Paragraph 24

24. Calls on ~~the Commission and the Member States to facilitate measures for migrant students enrolling at university level~~Member States and education facilities to look at ways to enable migrant students to access education, including at university level, without prejudice to national rules and competences on access to education and training; welcomes the initiatives adopted in this regard by a number of European universities;

Amendment 225 #

Ilhan KYUCHYUK, Hannu TAKKULA, Jana TOOM, María Teresa GIMÉNEZ BARBAT

Motion for a resolution
Paragraph 24

24. Calls on the Commission and the Member States to facilitate measures for ~~migrant students~~Member State students, especially young people with disabilities, enrolling at university level; ~~welcom~~stresses the ~~initiatives adopted in this regard by a number of European universities~~administrative complexity of certain procedures for gaining access to university courses, and calls for particular attention to be paid to families facing difficulties, for example those with single mothers or unemployed parents, who have more problems helping their child or children achieve an education;

Amendment 226 #

Motion for a resolution
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 and encourages the exchange of best practices in this field;

Amendment 227 #

Motion for a resolution
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

Amendment 229 #

Motion for a resolution
Paragraph 24

24. Calls on the Commission and the Member States to facilitate measures for migrant students enrolling at university level; welcomes the initiatives adopted in this regard by a number of European universities; calls for the creation of 'education corridors', which will enable students who are refugees or come from conflict zones to enrol at European universities, including for distance learning;

Amendment 23 #

Motion for a resolution
Recital B

B. whereas not all 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 cultur~~should be flexible and tailored to strongly strengthen the social dimension in education and training, fostering individual and collective emancipation and addressing all socio-economic limitations that prevent from an equal access for all to educational and training opportunities;

Amendment 230 #

Motion for a resolution
Paragraph 24

24. Calls on the Commission and the Member States to facilitate measures for migrant students enrolling at university level; welcomes the initiatives adopted in this regard by a number of European universities; calls on Member States to facilitate enrolment of migrant students at all educational levels;

Amendment 231 #

Motion for a resolution
Paragraph 25

Amendment 232 #

Motion for a resolution
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 academic~~is also concerned about the possible reduction in certain funds for student programmes on account of the austerity policies, and points out, in particular, that the Erasmus+ programme funds have not been operating for nearly a year in Greece, making young Greeks the forgotten youth of European education programmes;

Amendment 233 #

Motion for a resolution
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 academicAdvocates support at EU, national, regional and local level for non-profit institutions acting as intermediaries for the recognition of skills and qualifications of migrants;

Amendment 234 #

Motion for a resolution
Paragraph 25

25. Considers that the Science4Refugees programme should be ~~further developed as regards its efficiency evaluation~~evaluated and, if necessary, developed; advocates support at the EU and national level for non-profit institutions providing assistance to migrant academics in science and other professional areas;

Amendment 235 #

Motion for a resolution
Paragraph 25

Amendment 236 #

Ilhan KYUCHYUK, Hannu TAKKULA, Jana TOOM, María Teresa GIMÉNEZ BARBAT

Motion for a resolution
Paragraph 25

Amendment 237 #

Marc JOULAUD

Motion for a resolution
Paragraph 26

26. Notes that the ‘brain drain’ effect linked to mobility poses risks for Member States, especially those in central/eastern and southern Europe, and expresses its concern at the failure of the ET 2020 Working Groups to adequately address the concept of unbalanced mobility;deleted

Amendment 238 #

Motion for a resolution
Paragraph 26

Amendment 239 #

Motion for a resolution
Paragraph 26

26. Notes that the ‘brain drain’ effect linked to mobility poses risks for Member States, ~~especially those in central/eastern and southern Europe, and expresses its concern at the failure of the ET 2020 Working Groups to adequately address the concept of unbalanced mobility;~~ therefore, asks Member States in order to address unbalanced mobility, to put stronger emphasis on lifelong learning strategies by giving a political impulse on national and regional implementation, continue the work on the European Qualification Framework/National Qualification Frameworks (EQF/NQF) and on validation by implementing the roadmap and peer learning activities between the most and less advanced countries and work on the implementation of the country-specific recommendations set in the framework of the European Semester;

Amendment 24 #

Motion for a resolution
Recital B

B. whereas not all 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~~take those national and regional factors into account;

Amendment 240 #

Motion for a resolution
Paragraph 26

26. Notes that the ‘brain drain’ effect linked to mobility poses risks for Member States, especially those in central/eastern and southern Europe~~, and expresses its concern at the failure of the ET 2020 Working Groups to adequately address the concept of unbalanced mobility~~;

Amendment 241 #

Motion for a resolution
Paragraph 26

26. Notes that the ‘'brain drain’' effect linked to mobility poses risks for Member States, especially those in central/eastern and southern Europe, and ~~exp~~stresses ~~its concern at the failure of the ET2020 Working Groups~~the need to adequately address the c~~oncept of unbalanced mobility~~hallenges raised by an unbalanced mobility at EU and national level;

Amendment 242 #

María Teresa GIMÉNEZ BARBAT, Ilhan KYUCHYUK

Motion for a resolution
Paragraph 26

26. Notes that the ‘brain drain’ effect linked to mobility poses risks for Member States, especially those in central/eastern and southern Europe~~, and~~; observes that this is assuming particularly alarming proportions in countries facing difficulties and in the throes of an adjustment programme, since an increasing number of young graduates are being driven by massive unemployment figures to emigrate, depriving the countries they leave behind of their most productive workforce members; expresses its concern at the failure of the ET 2020 Working Groups to adequately address the concept of unbalanced mobility;·

Amendment 25 #

Motion for a resolution
Recital B

B. whereas not all 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~~take into consideration national economies, demographies and cultures;

Amendment 26 #

Ilhan KYUCHYUK, Hannu TAKKULA, Jana TOOM

Motion for a resolution
Recital B

B. whereas not all 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 socio-economiesc, demographiesc and cultural realities;

Amendment 27 #

Motion for a resolution
Recital B

B. whereas not all 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, demographiecs and cultures;

Amendment 28 #

Mary HONEYBALL, Marlene MIZZI, Sylvie GUILLAUME, Dietmar KÖSTER, Julie WARD, Eider GARDIAZABAL RUBIAL

Motion for a resolution
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 29 #

Motion for a resolution
Recital B a (new)

Ba. whereas in the 2014 Annual Growth Survey the Commission considers that in terms of expenditure, Member States need to find ways to protect or promote longer term investment in education, research, innovation, energy and climate action and that it is essential to invest in the modernisation of education and training systems, including lifelong learning;

Amendment 3 #

Motion for a resolution
Citation 11

– having regard to the Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions Draft 2015 Joint Report of the Council and the Commission on the implementation of the Strategic Framework for European cooperation in education and training (ET2020), ‘'New priorities for European cooperation in education and training’' (COM(2015)0408), ~~1 Text pending adoption in April Plenary~~

Amendment 30 #

Motion for a resolution
Recital B a (new)

Ba. whereas economic development and social cohesion should be put on an equal footing through a policy mix providing a fairer distribution of knowledge across the population to tackle widening income gaps being a side-effect of skill-biased technological growth;

Amendment 31 #

Zdzisław KRASNODĘBSKI, Andrew LEWER, Jadwiga WIŚNIEWSKA

Motion for a resolution
Recital B b (new)

Bb. whereas effective investment in quality education and training is a source of sustainable growth;

Amendment 32 #

Motion for a resolution
Recital B b (new)

Bb. whereas existing low levels of knowledge and basic skills are worrying and require that primary and secondary education deliver the necessary basis for further learning and integration in the labour market; whereas trends on low basic skills of adults make it necessary to reinforce adult learning which is a tool for up-skilling and re-skilling;

Amendment 33 #

Zdzisław KRASNODĘBSKI, Andrew LEWER, Jadwiga WIŚNIEWSKA

Motion for a resolution
Recital B c (new)

Bc. whereas public budgets remain under severe pressure, with several Member States having cut their education and training expenditures further investments in this field should be made more efficient as a decisive factor for productivity, competitiveness and growth;

Amendment 34 #

Ilhan KYUCHYUK, Hannu TAKKULA

Motion for a resolution
Recital C

C. whereas deteriorating teaching conditions and quality of learning, a decline in academic freedom and growing criticism of the Bologna process are reported across the European Higher Education Area (EHEA);deleted

Amendment 35 #

Michaela ŠOJDROVÁ, Santiago FISAS AYXELÀ, Milan ZVER

Motion for a resolution
Recital C

C. whereas ~~deteriorating teaching c~~the EU and Member States' primary focus is on mondit~~ions and quality of learning, a decline in academic freedom and growing criticism of the Bologna process are reported across the European H~~oring quantitative indicators and there is a risk of deteriorating of quality in education at all levels, including higher Eeducation ~~Area (EHEA)~~;

Amendment 36 #

Motion for a resolution
Recital C

C. whereas ~~deteriorating~~ teaching conditions and quality of learning~~, a decline in academic freedom and growing criticism of~~ may deteriorate due to a general lack of investment by member States, a decline in academic freedom may be feared and a continuing scepticism towards the Bologna process ~~are~~is reported across the European Higher Education Area (EHEA);

Amendment 37 #

Motion for a resolution
Recital C

C. whereas ~~deteriorating~~concerns about teaching conditions ~~and~~, quality of learning, a decline in academic freedom and ~~growing criticism~~aspects of the Bologna process ~~are~~have been reported ~~across~~within the European Higher Education Area (EHEA);

Amendment 38 #

Motion for a resolution
Recital C

C. whereas, although there has been an improvement in results associated with the attainment of the ET2020 higher education targets (for example, 37.9% of people in the 30-34 age group have a higher education qualification), the fact remains that deteriorating teaching conditions and quality of learning, a decline in academic freedom and growing criticism of the Bologna process are reported across the European Higher Education Area (EHEA);

Amendment 39 #

Mary HONEYBALL

Motion for a resolution
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 4 #

Motion for a resolution
Citation 11 a (new)

– having regard to the 2015 Joint Report of the Council and the Commission on the implementation of the Strategic Framework for European cooperation in education and training (ET2020), 'New priorities for European cooperation in education and training' (2015/C 417/04),

Amendment 40 #

Motion for a resolution
Paragraph 1

1. ~~Welcomes~~Takes note of the ET2020 stocktaking exercise, and underlines the need to ~~take its conclusions into account in order to optimise the effectiveness of the framework~~optimise the effectiveness of the framework in order to successfully meet societal needs and tackle problems that still affect the most disadvantaged and vulnerable groups in education and training;

Amendment 41 #

Ilhan KYUCHYUK, Hannu TAKKULA, Jana TOOM, María Teresa GIMÉNEZ BARBAT

Motion for a resolution
Paragraph 1

1. Welcomes the comprehensive ET2020 stocktaking exercise, and underlines the need to take its conclusions into account ~~in order to~~, and optimise the effectiveness of the framework upholding the principle of lifelong learning, including the role of education in promoting equity and inclusion and imparting intercultural competences and active citizenship, and strengthening country-specific relevance and mutual learning;

Amendment 42 #

Motion for a resolution
Paragraph 1

1. Welcomes the ET2020 stocktaking exercise, and underlines the need to take its conclusions into account in order to optimise the effectiveness of the framework and to facilitate its prompt implementation;

Amendment 43 #

Zdzisław KRASNODĘBSKI, Andrew LEWER, Jadwiga WIŚNIEWSKA

Motion for a resolution
Paragraph 1

1. Welcomes the ET2020 stocktaking exercise, and underlines the need to take its conclusions into account in order to increase the added value and optimise the effectiveness of the framework;

Amendment 44 #

Motion for a resolution
Paragraph 1 a (new)

1a. Regrets that huge problems in terms of quality, accessibility and socio- economic discriminations still remain unsolved in education and training and believes that a more ambitious, coordinated and effective policy action both at European and national level should be delivered;

Amendment 45 #

Motion for a resolution
Paragraph 1 a (new)

1a. Reiterates the importance of the Declaration on promoting citizenship and the common values of freedom, tolerance and non-discrimination through education, adopted in Paris on March 2015;

Amendment 46 #

Motion for a resolution
Paragraph 1 b (new)

1b. Points out that austerity measures adopted by the EU since the beginning of the crisis in 2008 led Member States to significant cutbacks in education and training systems, thus damaging quality and inclusivity of both sectors;

Amendment 47 #

Motion for a resolution
Paragraph 1 c (new)

1c. Calls for the removal of the austerity policies and asks for the adoption of a targeted holistic approach with the aim to develop a universal access to knowledge, education and training, counter social and economic inequalities and create stable and well-paid jobs;

Amendment 48 #

Motion for a resolution
Paragraph 2

~~2. Welcomes the proposed extension of the work cycle from 3 years to 5, aimed at reducing the reporting workload and enhancing implementation of the long- term strategic goals;~~deleted

Amendment 49 #

Michaela ŠOJDROVÁ, Santiago FISAS AYXELÀ, Milan ZVER

Motion for a resolution
Paragraph 2

2. Welcomes the proposed extension of the work cycle from 3 years to 5, ~~aimed at reducing the reporting workload and enhancing implementation of the long- term strategic goal~~in order to better implement the long-term strategic goals and work on issues such as underachievement of pupils in some study fields, the low participation rates in adult learning, early school leaving, social inclusion, civic engagement, gender gaps and employability rates of graduates;

Amendment 5 #

Motion for a resolution
Citation 20 a (new)

– having regard to the Recommendation of the European Parliament and of the Council of 18 December 2006 on transnational mobility within the Community for education and training purposes: European Quality Charter for Mobility1,

Amendment 50 #

Zdzisław KRASNODĘBSKI, Andrew LEWER, Jadwiga WIŚNIEWSKA

Motion for a resolution
Paragraph 2

2. Welcomes the proposed extension of the work cycle from 3 years to 5, aimed at reducing the reporting workload and enhancing implementation of the long-term strategic goals of Member States and the EU;

Amendment 51 #

Michaela ŠOJDROVÁ, Santiago FISAS AYXELÀ

Motion for a resolution
Paragraph 3

3. Welcomes the ~~narrowing of the number of ET2020 priority areas, but notes that the operational aspect of ET2020 needs to be enhanc~~proposition of six ET2020 priority areas enumerating specific issues from which the Member States can choose to fulfil according to their own needs and ~~a work programme adopted~~conditions;

Amendment 52 #

Ilhan KYUCHYUK, Hannu TAKKULA, Jana TOOM, María Teresa GIMÉNEZ BARBAT

Motion for a resolution
Paragraph 3

3. Welcomes the narrowing of the number of ET2020 priority areas, but notes that it should not affect its effectiveness and that the operational aspect of ET2020 needs to be enhanced and a work programme adopted;

Amendment 53 #

Motion for a resolution
Paragraph 3

3. Welcomes the narrowing of the number of ET2020 priority areas, but notes that the operational aspect of ET2020 needs to be enhanced and a work programme adopted; calls on Member States to consider education and training as an investment and agree that a minimum of expenditure on education should be off the fiscal balance sheet so that the current crisis does not have a negative impact on education and training;

Amendment 54 #

Motion for a resolution
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; stresses the need for better dissemination of the groups’ deliverables, at both national and EU level;deleted

Amendment 55 #

Motion for a resolution
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 e~~ducation experts~~xperts from different fields, forms and levels of education and training; stresses the need for better dissemination of the groups’' deliverables, at both national and EU level;

Amendment 56 #

Motion for a resolution
Paragraph 4

Amendment 57 #

Motion for a resolution
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 58 #

Motion for a resolution
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, particularly teachers and faculty members, whose experience of realities on the ground is essential to achieving the ET2020 goals; stresses the need for better dissemination of the groups’ deliverables, at both national and EU level;

Amendment 59 #

Michaela ŠOJDROVÁ, Santiago FISAS AYXELÀ, Milan ZVER

Motion for a resolution
Paragraph 5

Amendment 6 #

Motion for a resolution
Citation 24 a (new)

– having regard to its resolution of 8 September 2015 on promoting youth entrepreneurship through education and training2 and to its resolution of 28 April 2015 on follow-up on the implementation of the Bologna Process3,

Amendment 60 #

Motion for a resolution
Paragraph 5

5. Welcomes the strengthening of the steering role of the informal bodies ~~- in particular the High Level Group and the Director-General groupings -~~ within ET2020, as well as the creation of feedback loops linking the High Level Group, the Director-General groupings and the Working Groups; acknowledges the role civil society organisations play reaching out to local, regional and national stakeholders and citizens on European cooperation in education and training and calls for their financial support under Erasmus+ (KA3) and the European Social Fund;

Amendment 61 #

Motion for a resolution
Paragraph 5

5. Welcomes the strengthening of the steering role of the informal bodies - in particular the High Level Group and the Director-General groupings - within ET2020, as well as the creation of feedback loops linking the High Level Group, the Director-General groupings and the Working Groups; stresses, however, that this enhancement of the informal bodies must not lead to a multi-layered institutional system, which would only slow down the decision-making chain;

Amendment 62 #

Motion for a resolution
Paragraph 5

5. Welcomes the strengthening of the steering role of the informal bodies - in particular the High Level Group and the Director-General groupings - within ET2020, as well as the creation of feedback loops linking the High Level Group, the Director-General groupings and the Working Groups; calls on Member States to improve interaction with formal and informal structures at a senior level by ensuring that the right people are sent to the right meetings and that minimal use is made of substitutes;

Amendment 63 #

Motion for a resolution
Paragraph 6

6. Calls for the setting-up of an informal coordination body which would include the Director-General of the Commission’s DG for Education and Culture (DG EAC), the Directors responsible for education in other DGs, and stakeholder representatives, and would hold high-level meetings to ensure coordination of work, policy coherence and the follow-up of recommendations issued by formal and informal ET2020 bodies;deleted

Amendment 64 #

Motion for a resolution
Paragraph 6

6. Calls for the setting-up of a~~n informal~~ coordination body ~~which would include the Director-General of the Commission’s~~composed of representatives of the different DG for Education and Culture (DG EAC), units and other D~~irectors responsible for education in other DGs, and stakeholder representatives, and would hold high-level meetings to ensure coordination of work, policy coherence~~Gs involved in Education matters, Member States and stakeholders to ensure greater coordination, policy coherence, mutual learning and dialogue between Member States, DGs, social partners and civil society organisations, and the follow-up of recommendations issued by formal and informal ET2020 bodies;

Amendment 65 #

Santiago FISAS AYXELÀ, Michaela ŠOJDROVÁ

Motion for a resolution
Paragraph 6

6. Calls for the setting-up of an informal coordination body which would include the Director-General of the Commission’'s DG for Education and Culture (DG EAC), the Directors responsible for education in other DGs, ~~and stakeholder representative~~representatives of civil society organisations, teacher trade unions and other key stakeholders, and would hold high-level meetings to ensure coordination of work, policy coherence and the follow- up of recommendations issued by formal and informal ET2020 bodies;

Amendment 66 #

Motion for a resolution
Paragraph 6

6. Calls for the setting-up of an informal coordination body which would include the Director-General of the Commission’s DG for Education and Culture (DG EAC), the Directors responsible for education in other DGs, representatives of the European Parliament’s Committee on Culture and stakeholder representatives, and would hold high-level meetings to ensure coordination of work, policy coherence and the follow-up of recommendations issued by formal and informal ET2020 bodies;

Amendment 67 #

Michaela ŠOJDROVÁ, Santiago FISAS AYXELÀ, Milan ZVER

Motion for a resolution
Paragraph 6

Amendment 68 #

Motion for a resolution
Paragraph 6

Amendment 69 #

Motion for a resolution
Paragraph 7

7. Reiterates that, notwithstanding the importance of acquiring employability skills, the value of knowledge and academic rigour should not be overlooked, and emphasises that blanket prescriptive approaches must be avoided; underlines that the forthcoming European Skills Agenda should not overstate employability skills at the expense of subject knowledge to enhance employability, innovation and active citizenship, basic skills must go hand in hand with other key competences and attitudes: creativity, entrepreneurship and sense of initiative, digital skills (including coding), foreign language competences, critical thinking including through e- literacy and media literacy, and skills reflecting growing sectors, such as the green economy;

Amendment 7 #

Michaela ŠOJDROVÁ, Santiago FISAS AYXELÀ, Milan ZVER

Motion for a resolution
Citation 26 a (new)

~~2 OJ L 394, 30.12.2006, p. 5–9 2 Texts adopted, P8_TA-PROV(2015)0292 3 Texts adopted, P8_TA-PROV(2015)0107 4 Texts adopted, P8_TA-PROV(2015)0418~~– having regard to its resolution of 26 November 2015 on education for children in emergency situations and protracted crises4,

Amendment 70 #

Motion for a resolution
Paragraph 7

7. Reiterates that, notwithstanding the importance of acquiring employability skills, the value of knowledge ~~and academic rigour should not be overlooked, and emphasises that blanket prescriptive approaches must be avoided; underlines that the forthcoming European Skills Agenda~~, its quality and practical use should not be over~~state employability skills at the expense of subject knowledge~~looked;

Amendment 71 #

Ilhan KYUCHYUK, Hannu TAKKULA, Jana TOOM, María Teresa GIMÉNEZ BARBAT

Motion for a resolution
Paragraph 7

7. Reiterates that~~, notwithstanding the importance of acquiring employability skills,~~ the value of knowledge and academic rigour should ~~not be overlooked,~~be upheld and emphasises that blanket prescriptive approaches must be avoided~~; underlines that the forthcoming European Skills Agenda should not overstate employability skills at the expense of subject knowledge~~, as must the piecemeal acquisition of skills and fragmentary instruction that detract from breadth of knowledge; underlines that, in the coming period, particular attention should be paid to overall education and sound academic learning;

Amendment 72 #

Motion for a resolution
Paragraph 7

Amendment 73 #

Motion for a resolution
Paragraph 7

Amendment 74 #

Julie WARD

Motion for a resolution
Paragraph 7

7. Reiterates that, notwithstanding the importance of acquiring employability skills, the value of knowledge ~~and academic rigour~~, personal development and improved well-being should not be overlooked, and emphasises that blanket prescriptive approaches must be avoided; underlines that the forthcoming European Skills Agenda should not overstate employability skills at the expense of subject knowledge and the development of critical thinking, creative and transferable competences as well as civic values which are needed for learners to become active, responsible and open- minded members of society;

Amendment 75 #

Monika SMOLKOVÁ

Motion for a resolution
Paragraph 7

7. Reiterates that, notwithstanding the importance of acquiring employability skills, the value of knowledge and academic rigour should not be overlooked, and emphasises that blanket prescriptive approaches must be avoided; underlines that the forthcoming European Skills Agenda should not overstate employability skills at the expense of subject knowledge; calls, at the same time, on the Member States to support initiatives where students would be able to showcase their skills in front of the public and potential employers;

Amendment 76 #

Michaela ŠOJDROVÁ, Santiago FISAS AYXELÀ, Milan ZVER

Motion for a resolution
Paragraph 7

Amendment 77 #

Motion for a resolution
Paragraph 7 a (new)

7a. Points out the risk linked with increasing radicalisation, violence, bullying and behavioural problems starting already at the primary level; calls on the European Commission to conduct a research on EU level and present an overview of situation in all Member States indicating their responses to those trends and whether or how Member States have included ethical, personal and social education into their curricula as an instrument that has so far proved to be successful in many schools, including support for teachers with regards to those horizontal skills; encourages the Member States to share best practices in this area;

Amendment 78 #

Zdzisław KRASNODĘBSKI, Andrew LEWER, Jadwiga WIŚNIEWSKA

Motion for a resolution
Paragraph 7 a (new)

7a. Emphasises the role of education and training in transmission of regional, national and European traditions which constitute Europe and its nations; stresses that development of the sense of political and cultural identity of citizens and connectedness to community should receive more attention in educational policies; draws attention that in some Member States religious education has been a significant agent in preserving nation's identity, values, traditions and language and this feature should be respected by European policy makers;

Amendment 79 #

Zdzisław KRASNODĘBSKI, Andrew LEWER, Jadwiga WIŚNIEWSKA

Motion for a resolution
Paragraph 7 b (new)

7b. Draws attention that there are numerous educational establishments in Europe run by churches and other religious institutions which perform excellent academic results and show peculiar ability to help disadvantaged students; stresses that the potential of these establishments should not be overlooked and they should receive adequate representation in ET2020 platform works;

Amendment 8 #

Motion for a resolution
Recital -A a (new)

-Aa. whereas education should be considered a fundamental human right and a public good that should be accessible to all; whereas training should enable learners to become both fully aware citizens in democratic societies and competent and skilled professionals;

Amendment 80 #