2017/2224(INI) Modernisation of education in the EU
Lead committee dossier:
Progress: Procedure completed
| Role | Committee | Rapporteur | Shadows |
|---|---|---|---|
| Lead | CULT |
ŁYBACKA Krystyna ( S&D)
|
BOCSKOR Andrea ( PPE),
SERNAGIOTTO Remo ( ECR),
GIMÉNEZ BARBAT María Teresa ( ALDE),
EVANS Jill ( Verts/ALE),
ADINOLFI Isabella ( EFDD),
BILDE Dominique ( ENF)
|
| Committee Opinion | FEMM |
ŠOJDROVÁ Michaela ( PPE)
|
Eleonora FORENZA ( GUE/NGL),
Liliana RODRIGUES ( S&D),
Mylène TROSZCZYNSKI ( ENF),
Jana ŽITŇANSKÁ ( ECR)
|
| Committee Opinion | EMPL |
KOZŁOWSKA Agnieszka ( PPE)
|
Laura AGEA ( EFDD),
Arne GERICKE ( ECR),
Dominique MARTIN ( ENF),
Jasenko SELIMOVIC ( ALDE),
Neoklis SYLIKIOTIS ( GUE/NGL),
Flavio ZANONATO ( S&D)
|
Lead committee dossier:
Legal Basis:
RoP 54
Legal Basis:
RoP 54Events
2018/11/13
EC - Commission response to text adopted in plenary
Documents
2018/06/12
EP - Results of vote in Parliament
Documents
2018/06/12
EP - Decision by Parliament
Details
The European Parliament adopted by 552 votes to 75, with 71 abstentions, a resolution on the modernisation of education in the European Union.
Knowledge as a key economic resource and a source of citizens’ well-being : the resolution stressed the crucial role of education in shaping the future of Europe both economically and socially, while providing for the needs of Europe’s citizens and building a community of diverse citizens united by their common core values.
Parliament believes that an all-encompassing approach to education policy, with strong political and public support, is vital to the educational reform process, and that in order to achieve these objectives it is essential to involve both society as a whole and all relevant and interested actors, including parents.
It urged Member States to begin implementing the principles of the European Pillar of Social Rights that offer means of reducing inequalities in Europe through education, training and lifelong learning. Furthermore, Furthermore, education systems at all levels should maintain a gender perspective that takes into account the needs of people suffering multiple forms of discrimination.
New challenges : the resolution highlighted the potential of new information and communication technologies (ICT) and innovation, as instruments for offering new opportunities in education and stressed the opportunities that digitalisation and the establishment of common educational platforms offer for modern education. The objective of this being to develop reasoning, reflection, and scientific curiosity capable of building on the foundations of an artistic, scientific, and technical humanistic culture.
Parliament called on Member States to support the creation of a European education area which should focus on achieving common objectives, including ensuring quality education for all, and to strengthen cooperation in the development and implementation of its objectives.
It made several recommendations for the effective development and implementation of the education reform process:
Early childhood education and care (ECEC) : Parliament called on Member States to ensure free and fair access to high-quality ECEC and encouraged them to take the necessary measures to ensure that the material and financial conditions are met to enable every child to have access to ECEC without discrimination, as well as to provide more nursery and kindergarten places.
Members called on the Commission to consider establishing a common European framework for ECEC and support the establishment of a European benchmark for quality ECEC.
School education : the resolution encouraged the implementation of a ‘Whole School Approach’ in order to increase social inclusion, accessibility, democratic governance, quality and diversity in education . It highlighted that the large number of NEETs – almost 6.3 million young people aged 15– 24 are neither in employment nor in education and training – could be reduced by preventing early school leaving , and by making schools more practical and connected to their local environment, by developing links with local companies.
The resolution stressed, inter alia , the need to:
strengthen opportunities and structures for internal and external collaboration at school level; make school education more flexible in order to improve response to the actual living circumstances of students; encourage more STEAM initiatives (science, technology, engineering, arts and mathematics) at school level, support language skills by developing innovative multilingual pedagogies; create more inclusive learning environments by promoting the rights of the most vulnerable groups; promote the importance of health and relationships education, which must include teaching children and young people about relationships based on equality, consent, respect and reciprocity, as well as teaching about women's and girls' rights; adopt measures for the recognition of study periods abroad that do not lead to a diploma or qualification; develop prevention programmes and awareness raising campaigns on the issues of bullying, cyberbullying, harassment, addiction and violence by developing, at school level and in cooperation with the direct beneficiaries and all stakeholders.
Higher education : Members called for the creation of a European education area and encouraged Member States to invest at least 2 % of their respective GDPs in higher education. National or regional resources and the allocation of European Structural and Investment Funds should give priority to educational programmes and the foster of cooperation between higher education, the world of work, industry, research communities and society as a whole .
The resolution recommended, inter alia :
fostering more inclusive and accessible mobility of students, trainees, apprentice teachers, researchers and administrative staff; increasing funding for the mobility of teachers and researchers; ensuring mutual cross-border recognition and compatibility of academic qualifications and degrees; developing comprehensive strategies and tools to determine the quality of new modes of teaching and learning, e.g. e-learning, open online courses; including work placements , recognised through ECTS credits, in higher education programmes, as well as to take account of local issues and needs by integrating them into teaching curricula and research projects.
The teacher as a guarantor of quality teaching : Parliament called on the Member States to introduce incentives to attract and motivate young people and qualified teachers to enter and work in the education system. It emphasised the need to recognise the professional status of early childhood education and care employees and support for teachers delivering multilingual courses.
The Commission and the Member States are encouraged to support teachers in incorporating innovation and technology into teaching through the strengthening of their digital skills . Members expressed support for the creation of an Academy of Teaching and Learning, as a complementary facility enabling teachers to train and exchange best practices at European level.
Lastly, Members called for a substantial increase of funding for Erasmus+ in the multi-financial framework (MFF) for 2021-2027, in order to make it more accessible and inclusive and enable it to reach out to more students and teachers.
Documents
2018/06/12
EP - End of procedure in Parliament
2018/06/11
EP - Debate in Parliament
Documents
2018/05/17
EP - Committee report tabled for plenary
Details
The Committee on Culture and Education adopted the report by Krystyna ŁYBACKA (S&D, PL) on the modernisation of education in the European Union.
The Committee on Employment and Social Affairs, exercising its prerogatives as an associated committee in accordance with Article 54 of the Rules of Procedure, also gave its opinion on the report.
The report stressed the crucial role of education in shaping the future of Europe both economically and socially, while providing for the needs of Europe’s citizens and building a community of diverse citizens united by their common core values.
Members believe that an all-encompassing approach to education policy, with strong political and public support, is vital to the educational reform process, and that in order to achieve these objectives it is essential to involve both society as a whole and all relevant and interested actors, including parents.
The report highlighted the potential of new information and communication technologies (ICT) and innovation, as instruments for offering new opportunities in education and stressed the opportunities that digitalisation and the establishment of common educational platforms offer for modern education. The objective of this being to develop reasoning, reflection, and scientific curiosity capable of building on the foundations of an artistic, scientific, and technical humanistic culture.
Members called on Member States to support the creation of a European education area which should focus on achieving common objectives, including ensuring quality education for all, and to strengthen cooperation in the development and implementation of its objectives.
They made several recommendations for the effective development and implementation of the education reform process:
Early childhood education and care (ECEC) : the report called on Member States to ensure free and fair access to high-quality ECEC and encouraged them to take the necessary measures to ensure that the material and financial conditions are met to enable every child to have access to ECEC without discrimination, as well as to provide more nursery and kindergarten places.
Members called on the Commission to consider establishing a common European framework for ECEC and support the establishment of a European benchmark for quality ECEC.
School education : Members encouraged the implementation of a ‘Whole School Approach’ in order to increase social inclusion, accessibility, democratic governance, quality and diversity in education . They highlighted that the large number of NEETs – almost 6.3 million young people aged 15– 24 are neither in employment nor in education and training – could be reduced by preventing early school leaving , and by making schools more practical and connected to their local environment, by developing links with local companies.
The report stresses, inter alia , the need to:
strengthen opportunities and structures for internal and external collaboration at school level; make school education more flexible in order to improve response to the actual living circumstances of students; encourage more STEAM initiatives (science, technology, engineering, arts and mathematics) at school level, support language skills by developing innovative multilingual pedagogies; create more inclusive learning environments by promoting the rights of the most vulnerable groups; promote the importance of health and relationships education, which must include teaching children and young people about relationships based on equality, consent, respect and reciprocity, as well as teaching about women's and girls' rights; adopt measures for the recognition of study periods abroad that do not lead to a diploma or qualification; develop prevention programmes and awareness raising campaigns on the issues of bullying, cyberbullying, harassment, addiction and violence by developing, at school level and in cooperation with the direct beneficiaries and all stakeholders.
Higher education : Members called for the creation of a European education area and encouraged Member States to invest at least 2 % of their respective GDPs in higher education. National or regional resources and the allocation of European Structural and Investment Funds should give priority to educational programmes and the foster of cooperation between higher education, the world of work, industry, research communities and society as a whole .
The report recommended, inter alia :
fostering more inclusive and accessible mobility of students, trainees, apprentice teachers, researchers and administrative staff; increasing funding for the mobility of teachers and researchers; ensuring mutual cross-border recognition and compatibility of academic qualifications and degrees; developing comprehensive strategies and tools to determine the quality of new modes of teaching and learning, e.g. e-learning, open online courses; including work placements , recognised through ECTS credits, in higher education programmes, as well as to take account of local issues and needs by integrating them into teaching curricula and research projects.
The teacher as a guarantor of quality teaching : Members called on the Member States to introduce incentives to attract and motivate young people and qualified teachers to enter and work in the education system. They emphasised the need to recognise the professional status of early childhood education and care employees and support for teachers delivering multilingual courses.
The Commission and the Member States are encouraged to support teachers in incorporating innovation and technology into teaching through the strengthening of their digital skills . Members expressed support for the creation of an Academy of Teaching and Learning, as a complementary facility enabling teachers to train and exchange best practices at European level.
Lastly, Members called for a substantial increase of funding for Erasmus+ in the multi-financial framework (MFF) for 2021-2027, in order to make it more accessible and inclusive and enable it to reach out to more students and teachers.
Documents
2018/04/25
EP - Vote in committee
2018/04/11
EP - Committee opinion
Documents
2018/04/04
EP - Committee opinion
Documents
2018/03/02
EP - Amendments tabled in committee
Documents
2018/03/02
EP - Amendments tabled in committee
Documents
2018/01/30
EP - Committee draft report
Documents
2017/10/27
EP - ŠOJDROVÁ Michaela (PPE) appointed as rapporteur in FEMM
2017/10/26
EP - Committee referral announced in Parliament
2017/10/26
EP - Referral to associated committees announced in Parliament
2017/10/25
EP - KOZŁOWSKA Agnieszka (PPE) appointed as rapporteur in EMPL
2017/10/24
RO_CHAMBER - Contribution
Documents
2017/10/15
CZ_SENATE - Contribution
Documents
2017/07/04
EP - ŁYBACKA Krystyna (S&D) appointed as rapporteur in CULT
2017/05/30
EC - Non-legislative basic document published
Details
PURPOSE: to outline the new EU strategy for higher education.
BACKGROUND: the success of the European project depends on the EU’s capacity to build a better future for European citizens. It is also at the heart of the initiative 'Investing in Europe's Youth' and the New Skills Agenda for Europe . These made clear that effective education and training systems are a foundation of fair, open and democratic societies and of sustained growth and employment.
The EU's 'pillar of social rights' and recent reflection paper on harnessing globalisation identify education and skills as a priority for European cooperation.
The role of the Union : the EU has a successful record of supporting higher education through policy cooperation and funding programmes. The European Semester is a key driver of reform, namely through education-related country specific recommendations.
As part of the Europe 2020 strategy and the strategic framework for European cooperation in education and training (ET 2020), the Council agreed that 40 % of young people should have a tertiary education qualification or equivalent by 2020.
Supporting this target, since 2011, the Modernisation Agenda for Higher Education has provided strategic direction for EU and Member State activities to:
build evidence about what works in higher education (in education, research, innovation and the design of systems) through studies, expert groups and analysis and monitoring of benchmarks and indicators; support cooperation , mutual learning and targeted policy advice between governments and authorities responsible for higher education; strengthen the capacity and outputs of higher education institutions by funding innovative cooperation projects between institutions and their partners (Erasmus+, Horizon 2020) and, through European Structural and Investment Funds (ESIF), investment in infrastructure, facilities, skills and innovation projects; support international mobility of students, staff and researchers as a way for them to develop their experience and skills (Erasmus+ and Marie Skłodowska-Curie Actions); strengthen collaboration between higher education, research and business.
Adapting to the changing world : the Commission notes that European higher education systems still face a number of challenges, including:
a mismatch between the skills Europe needs and those available to it : in the period up to 2025, half of all jobs are projected to require high-level qualifications. Many parts of the EU are experiencing shortages in certain high-skill professions, both in terms of qualifications and the quality of the associated skills. At the same time, too many students graduate with poor basic skills and without the range of transversal skills they need for resilience in a changing world; persistent and growing social divisions : people from disadvantaged socio-economic and with a migrant background remain far less likely to enter and complete higher education; academics and graduates are too often perceived as detached from the rest of society; gender segregation by field of study, etc.; an innovation gap , the performance of higher education in innovation varies strongly between EU regions; the different components of higher education systems do not always work together seamlessly : cooperation with schools, vocational providers and adult learning is often limited.
Without higher education institutions (HEIs) and systems that are effective in education, research and innovation and are connected to their societies, Europe cannot respond to these challenges. Reform of higher education is the responsibility of Member States and part of their efforts to develop world-class education and training. The EU can help Member States with their educational reform efforts .
CONTENT: this Communication sets out the Commission's view of how higher education, while building on existing achievements, should refocus efforts on current and evolving perspectives and challenges.
The new strategy identifies four main priority areas for action and proposes specific measures at EU level to complement the work done by higher education institutions and Member State authorities:
1. Tackling future skills mismatches and promoting excellence in skills development;
2. Building inclusive and connected higher education systems;
3. Ensuring higher education institutions contribute to innovation;
4. Supporting effective and efficient higher education systems.
Within each of the four main priority areas , the Commission defines the specific measures it will take to help achieve the general objectives, for example:
start a European initiative to track graduates to improve knowledge at national and EU level on how they progress in their careers or further education; launch an up -scaled EU STE(A)M coalition bringing together different education sectors, business and public sector employers to promote the uptake of relevant STE(A)M subjects and modernise STE(A)M and other curricula, including through more multidisciplinary programmes and cooperation between relevant faculties and HEIs; encourage the integration of work placements into higher education programmes, and support Erasmus+ student work placements with a particular focus on digital skills; develop and roll out a digital readiness model to help HEIs, their staff and students implement digital learning strategies; step up strategic support for higher education teachers, doctoral candidates and postdoctoral graduates through Erasmus+ to help them develop pedagogical and curriculum design skills through targeted opportunities for staff mobility for pedagogical training; help HEIs in developing and implementing integrated institutional strategies for inclusion, gender equality and study success from admission to graduation, including through cooperation with schools and VET providers; promote development and testing of flexible and modular course design ; support recognition of qualifications held by refugees to facilitate their access to higher education; support further development and testing of teaching methods for creativity and innovation in higher education; step up EU support for university-business cooperation , making the biannual University Business Forum a focal point for exchange on HEIs and regional development at European level and promoting the establishment of regional and national university-business fora across the EU. support cooperation and mutual learning among governments , for example through the proposal to review funding and incentive structures for higher education systems and peer counselling on funding; optimise synergies between EU evidence tools by creating a Knowledge Hub on higher education.
As the Commission prepares for the next multiannual EU budget , it will explore with Member States the future of shared EU targets in the fields of education, research and innovation and seek to strengthen cooperation in these fields as a basis for achieving the objectives set out in this Communication.
Documents
Documents
- Commission response to text adopted in plenary: SP(2018)567
- Results of vote in Parliament: Results of vote in Parliament
- Decision by Parliament: T8-0247/2018
- Debate in Parliament: Debate in Parliament
- Committee report tabled for plenary: A8-0173/2018
- Committee opinion: PE618.003
- Committee opinion: PE616.684
- Amendments tabled in committee: PE619.099
- Amendments tabled in committee: PE619.100
- Committee draft report: PE616.625
- Contribution: COM(2017)0247
- Contribution: COM(2017)0247
- Non-legislative basic document published: COM(2017)0247
- Non-legislative basic document published: EUR-Lex
- Committee draft report: PE616.625
- Amendments tabled in committee: PE619.099
- Amendments tabled in committee: PE619.100
- Committee opinion: PE616.684
- Committee opinion: PE618.003
- Commission response to text adopted in plenary: SP(2018)567
- Contribution: COM(2017)0247
- Contribution: COM(2017)0247
Activities
- Krystyna ŁYBACKA
Plenary Speeches (2)
- Momchil NEKOV
Plenary Speeches (2)
- Liliana RODRIGUES
Plenary Speeches (2)
- Dobromir SOŚNIERZ
Plenary Speeches (2)
- Zoltán BALCZÓ
Plenary Speeches (1)
- Nikolaos CHOUNTIS
Plenary Speeches (1)
- Pál CSÁKY
Plenary Speeches (1)
- Georgios EPITIDEIOS
Plenary Speeches (1)
- Eleonora FORENZA
Plenary Speeches (1)
- Doru-Claudian FRUNZULICĂ
Plenary Speeches (1)
- Arne GERICKE
Plenary Speeches (1)
- María Teresa GIMÉNEZ BARBAT
Plenary Speeches (1)
- Giorgos GRAMMATIKAKIS
Plenary Speeches (1)
- Danuta JAZŁOWIECKA
Plenary Speeches (1)
- Agnieszka KOZŁOWSKA
Plenary Speeches (1)
- Urszula KRUPA
Plenary Speeches (1)
- Stefano MAULLU
Plenary Speeches (1)
- Luigi MORGANO
Plenary Speeches (1)
- Emilian PAVEL
Plenary Speeches (1)
- Jasenko SELIMOVIC
Plenary Speeches (1)
- Remo SERNAGIOTTO
Plenary Speeches (1)
- Branislav ŠKRIPEK
Plenary Speeches (1)
- Csaba SÓGOR
Plenary Speeches (1)
- Neoklis SYLIKIOTIS
Plenary Speeches (1)
- Claudia ȚAPARDEL
Plenary Speeches (1)
- Francis ZAMMIT DIMECH
Plenary Speeches (1)
- Anna ZÁBORSKÁ
Plenary Speeches (1)
Votes
A8-0173/2018 - Krystyna Łybacka - Résolution 12/06/2018 12:58:58.000 #
2018/06/12 Outcome: +: 532, -: 75, 0: 71
NI| Amendments | Dossier |
| 697 |
2017/2224(INI)
2018/02/28
FEMM
74 amendments...
Amendment 1 #
Draft opinion Recital A A. whereas even though the decision to improve the quality of education lies with the Member States
Amendment 10 #
Draft opinion Recital B a (new) Ba. whereas the socio-economic divide has been on the rise in Europe over the past decades; whereas inequality is strongly interlinked with employment opportunities and types; whereas women are at a higher risk to face inequalities, therefore highlighting the importance of high-quality, inclusive education is key to reduce socio-economic inequalities;
Amendment 11 #
Draft opinion Recital B a (new) Ba. stresses the need to maintain schools and training facilities locally in all regions of the EU as an essential foundation for good education and equality of opportunity for girls;
Amendment 12 #
Draft opinion Recital B a (new) Ba. whereas entrepreneurship is a key competence for all which should be promoted at all levels of education as well as through lifelong learning;
Amendment 13 #
Draft opinion Recital B b (new) Bb. whereas the impact of gender stereotypes on education and training can determine life choices and whereas this has profound implications for the labour market, an area in which women still face both horizontal and vertical segregation; whereas violence against women constitutes a major obstacle to equality between women and men and whereas it can be eradicated through education;
Amendment 14 #
Draft opinion Recital B b (new) Bb. whereas education is a powerful instrument to overcome deeply-rooted gender-based stereotypes and discrimination, while on the contrary it often reproduces or exacerbates existing discrimination; whereas also gender inequality in education hinders personal empowerment and affects many socio- cultural fields;
Amendment 15 #
Draft opinion Recital B b (new) Bb. whereas austerity measures and severe cut backs in public spending have generally reduced the budget for public education, negatively affecting young people and students, particularly women and girls;
Amendment 16 #
Draft opinion Recital B b (new) Bb. whereas entrepreneurship is often associated with skills relating to proactive project management, negotiation and pro- activeness, whereas these skills should be encouraged and fostered;
Amendment 17 #
Draft opinion Recital B c (new) Bc. whereas teachers play a key role in shaping the personal, civic, and social education of their pupils, including where gender issues and social inequalities are concerned;
Amendment 18 #
Draft opinion Recital C C. whereas
Amendment 19 #
Draft opinion Recital C C. whereas women constitute only 20 % of science professionals and account for just 27 % of engineering graduates1 ; whereas only 29 women per 1,000 female graduates, compared to 95 men counterparts, hold a degree in Information and Communication Technologies (ICTs) with a Bachelors or other first degree,), and only 4 in 1000 women will eventually work in the ICT sector; whereas increasing the number of women in the ICT which is one of the highest paying sectors, mainly through inclusion into ICT and STEM education and university degrees, could contribute to their financial empowerment and independence, resulting in the reduction of the total gender pay gap and enhance women’s financial independence; __________________ 1 European Commission: The Education and Training Monitor 2017, available at https://ec.europa.eu/education/sites/educati on/files/monitor2017_en.pdf
Amendment 2 #
Draft opinion Recital A a (new) Aa. whereas in the field of education the EU Member States are responsible for their own education and training systems and the EU's competence is to help set joint goals and share good practices;
Amendment 20 #
Draft opinion Recital C C. whereas women constitute only 20 % of science professionals and account for just 27 % of engineering graduates1 ; whereas women remain heavily underrepresented in ICT degree programmes, where they constitute only around 20 % of graduates in the field, with only 3 % of all female graduates having a degree in ICT; whereas 60 % of school students in the EU never use digital equipment in their classrooms; __________________ 1 European Commission: The Education and Training Monitor 2017, available at https://ec.europa.eu/education/sites/educati on/files/monitor2017_en.pdf
Amendment 21 #
Draft opinion Recital C a (new) Ca. whereas lifelong learning plays an important role in increasing women's competitiveness and employability in the workplace; whereas only 15%1a of women with lower levels of education continue to participate in lifelong education and training, which would increase the difficulties they encounter in updating necessary skills in the changing labour market; __________________ 1a EIGE, Gender Equality Index 2017
Amendment 22 #
Draft opinion Recital C a (new) Ca. whereas there have to be more female role models in traditionally male- dominated fields such as science, engineering, technology, mathematics, entrepreneurship, and sport;
Amendment 23 #
Draft opinion Recital C a (new) Ca. whereas education is the foundation of responsible citizenship and a fundamental human right, which therefore should not only be focused on the labour market but also on human, societal and cultural needs;
Amendment 24 #
Draft opinion Recital C a (new) Ca. whereas parents play an important role in the education of their children, and therefore they should be actively involved in all efforts and policies aimed the modernisation of education;
Amendment 25 #
Draft opinion Recital C a (new) Ca. whereas disproportionate overrepresentation of women in certain professions, such as teaching, can potentially have effect on the reduced prestige of the profession and lower wages;
Amendment 26 #
Draft opinion Recital C b (new) Cb. whereas national authorities have to encourage gender equality in educational institutions by every means in their power, and whereas gender equality education should cut across school curricula and syllabuses; whereas European and national authorities must ensure that teaching materials contain no discriminatory content;
Amendment 27 #
Draft opinion Recital C b (new) Cb. whereas a significant number of girls and boys from poor socio-economic backgrounds do not have access to equal education due to low living standards;
Amendment 28 #
Draft opinion Recital C c (new) Cc. whereas there are few women in decision-making positions in science and technology; whereas the EU cannot disregard the professional contribution made by a high percentage of its more qualified citizens, especially at a time when there is an economic recession and other competitors are emerging at global level;
Amendment 29 #
Draft opinion Paragraph -1 (new) -1. Stresses that universal high quality school and higher education is a vital tool to developing understanding and respect of the common fundamental values, to ensure social cohesion and to counter socio-economic disparities and gender stereotypes;
Amendment 3 #
Draft opinion Recital A a (new) Aa. whereas gender equality is a core principle of the European Union enshrined in the Treaties and should find expression in all EU policies, not least in the sphere of education and culture;
Amendment 30 #
Draft opinion Paragraph 1 1. Encourages the Member States to
Amendment 31 #
Draft opinion Paragraph 1 1. Encourages the Member States to make every possible effort to achieve equal opportunities within their education systems for
Amendment 32 #
Draft opinion Paragraph 1 1. Encourages the Member States to make every possible effort to achieve equal opportunities within their education systems for female and male students, especially for those from socio- economically disadvantaged backgrounds, and to monitor their equal access to high- quality education; encourages the Commission and the Member States to work through open cooperation within the Strategic Framework of Education and Training 2020 on finding solutions and sharing best practices on early digital education, including e-skills and coding which are inclusive for girls, as well as in later stages on programmes aimed at increasing the share of women deciding to pursue and graduating from STEM degrees;
Amendment 33 #
Draft opinion Paragraph 1 a (new) 1a. points out that low participation of women and girls in ICT-related education, and later in employment, is a result of a complex interplay of gender stereotyping that starts in the early stages of life and education and continues into professional careers; encourages the Commission and the Member States to combat gender stereotypes and foster gender equality in all levels and types of education, including in relation to gendered study subject choices and careers in line with the priorities set out in the “Education and Training 2020”framework;
Amendment 34 #
Draft opinion Paragraph 1 a (new) 1a. Calls on the Commission and the Member States to implement and perfect measures giving effect to gender equality in curricula and syllabuses at all levels of the Member States’ education systems, for instance by introducing a gender studies teaching component, and to incorporate gender awareness into the training given to teachers and all categories of school professionals;
Amendment 35 #
Draft opinion Paragraph 1 a (new) 1a. Regrets that gender prejudices and stereotypes throughout the education cycle are still present in Member states’ educational programs; in this regards expresses deeply concern for largely unnoticed issues and bias that constitutes an impediment on the road to gender equality in education, such as persisting stereotypes in learning materials and, too often, differing teachers’ expectations in behaviour from girls and boys;
Amendment 36 #
Draft opinion Paragraph 1 a (new) 1a. Stresses the importance of early childhood education as opposed to simply keeping children in day-care centres and urges the relevant policy levels in the Member States to take due account of this by developing age-specific curricula suitable for children;
Amendment 37 #
Draft opinion Paragraph 1 a (new) 1a. Takes the view that access to school, sometimes physical and geographical, is an effective way of addressing gender inequalities in education; insists on wider social factors to be taken in the account to improve the situation of marginalised girls in the EU;
Amendment 38 #
Draft opinion Paragraph 1 b (new) 1b. Affirms the need that education systems at all levels keep a gender perspective that takes into account the needs of people suffering multiple forms of discrimination, including girls, women, people with disabilities, people identifying themselves as LGBTI, migrants and people from marginalised communities;
Amendment 39 #
Draft opinion Paragraph 1 b (new) 1b. Recalls that a large population of pupils from marginalised populations leave school before completing their studies and are educated in segregated schools; takes the view that education is the only way out of poverty and exclusion for marginalised children, such as parts of the Roma population;
Amendment 4 #
Draft opinion Recital B B. whereas school education offers a unique opportunity to
Amendment 40 #
Draft opinion Paragraph 1 b (new) 1b. Calls, when implementing gender equality in the curricula and syllabuses of the Member States’ regional education systems, for special attention to be focused on the outermost regions, bearing in mind the high rates of violence against women recorded there;
Amendment 41 #
Draft opinion Paragraph 1 c (new) 1c. Recalls the importance of pedagogical training without gender stereotypes for teaching staff in higher education institutions and of considering pedagogical competencies at least equally important to research competencies in the recruitment process; Highlights the role of research based education and pedagogical research as a means of stimulating a student-centred approach to learning and teaching, active learning, enhancing skills development, and improving teaching methodology;
Amendment 42 #
Draft opinion Paragraph 1 c (new) 1c. Calls on educational policy- makers in the Commission and the Member States to ensure that the commitment to gender equality goes beyond statements of principle and political intentions and translates into substantial increases in the efforts and resources invested in it, bearing in mind the prime importance of education in bringing about cultural change;
Amendment 43 #
Draft opinion Paragraph 1 d (new) 1d. Points to the need to incorporate the study and application of the principle of gender equality into both initial and continuing teacher training, including strategies for reflecting on teachers’ own identity, beliefs, values, prejudices, expectations, attitudes, and representations where gender is concerned, as well as on their teaching practices, in order to remove any obstacles preventing students from realising their full potential, whatever their gender;
Amendment 44 #
Draft opinion Paragraph 1 e (new) 1e. Calls on the Commission to combat discrimination on the grounds of sexual orientation and gender identity in educational establishments; urges the Commission to support the inclusion of objective information on LGBTI issues in school curricula and to promote awareness raising through campaigns against violence, intimidation, sexual harassment, and cyber-bullying;
Amendment 45 #
Draft opinion Paragraph 1 f (new) 1f. Recommends that Member States and educational establishments take preventive action on gender-based violence; points to the importance of preventive measures, especially in higher education institutions, to deal with cases of sexual harassment;
Amendment 46 #
Draft opinion Paragraph 1 g (new) 1g. Points out that poverty and economic hardship have a strong impact on gender equality in education and, to an inordinate degree, affect girls’ access to school and university; therefore encourages initiatives by Member States seeking to reduce direct and indirect education costs for families in need;
Amendment 47 #
Draft opinion Paragraph 1 h (new) 1h. Points out budget cuts in the education sector, stemming largely from austerity policies, are jeopardising free high-quality public education and thus serving to exacerbate inequalities; calls on the Member States to increase essential investment in education in order that everyone may benefit from free public education of high quality;
Amendment 48 #
Draft opinion Paragraph 2 2. Calls on the Commission and Member States to
Amendment 5 #
Draft opinion Recital B B. whereas education offers a unique opportunity to address all forms of discrimination and stereotypes faced by girls and women, but this potential has not been fully utilised in the European Union; whereas according to 2014 Eurostat data, more women (42.3 %) than men (33.6 %) go on to higher education, yet women are present in greater numbers in the humanities than in scientific fields; whereas only 9.6 % of women students in third-level education study ICT-related degrees, compared to 30.6 % of men; whereas in initiatives such as the EU Code Week, ICT for Better Education, the Startup Europe Leaders Club and the Grand Coalition for Digital Jobs, which are aimed at further fostering e-education and e-skills, women remain largely underrepresented;
Amendment 50 #
Draft opinion Paragraph 2 2. Calls on the Commission and Member States to place greater emphasis on attracting girls to the STEM and ICT fields, as well as on addressing the digital gender gap through developing their digital skills; encourages the Member States to introduce age-appropriate ICT education in the early stages of school, with a particular focus on inspiring girls to develop interest and talent in the digital field, and urges the Commission and the Members States to promote STEM education to girls from a young age, given that girls move away from science, technology subjects, engineering and math earlier during their educational path due to gender stereotypes surrounding these subjects, a lack of role models, and a segregation of activities and toys, resulting in an underrepresentation of women in these subjects at university, which extends into the work place;
Amendment 51 #
Draft opinion Paragraph 2 2. Calls on Member States to fight gender stereotypes in education in order to ensure that women have the same opportunities and freedom of choice on the career they want to pursue; calls on the Commission and Member States to place greater emphasis on attracting girls to the STEM and ICT fields, as well as on addressing the digital gender gap through developing their digital skills;
Amendment 52 #
Draft opinion Paragraph 2 2. Calls on the Commission and Member States to place greater emphasis on attracting girls to the STEM and ICT fields, on providing education and training opportunities for girls, as well as on addressing the digital gender gap through developing their digital skills;
Amendment 53 #
Draft opinion Paragraph 2 a (new) 2a. Underlines the importance of ensuring gender mainstreaming in the education sector by promoting digital literacy and the participation of women and girls in ICT education and training through the inclusion of coding, new media and technologies in education curricula at all levels, as well as extra- curricular, informal and non-formal education, and in all types of education and training, including for teaching staff, in order to reduce and remove digital skills gaps, and to encourage girls and young women to embark on careers in the sciences and ICTs; points to the importance of constant dialogue with social partners in order to overcome the gender gap in this field;
Amendment 54 #
Draft opinion Paragraph 2 a (new) 2a. Stresses the positive effect that sexual and relationship education has on the health and well-being of young people as well as on the achievement of gender equality and the empowerment of girls; calls on Member States to include as part of the school curricula comprehensive sexual education that will deal among others with sexism, gender role and the concepts of consent, respect and reciprocity;
Amendment 55 #
Draft opinion Paragraph 2 a (new) 2a. Stresses the importance of high- quality preschool education and care; recalls that it should be universally accessible, with a view to improving the reconciliation of work and family life, particularly for women and mothers; recalls that preschool education and care play an essential role in preparing children well for primary school;
Amendment 56 #
Draft opinion Paragraph 2 a (new) 2a. Stresses the importance of age- relevant, child-friendly education and opposes any kind of undue, premature sexualisation in children’s day care centres, kindergartens or primary schools;
Amendment 57 #
Draft opinion Paragraph 2 a (new) 2a. Takes the view that entrepreneurship is a driver for growth and job creation and also way to make economies more competitive and innovative, which helps the empowerment of women;
Amendment 58 #
Draft opinion Paragraph 3 3.
Amendment 59 #
Draft opinion Paragraph 3 3. Invites the Member States and educational institutions to ensure
Amendment 6 #
Draft opinion Recital B B. whereas education offers a unique opportunity to empower girls and women and to address all forms of discrimination and stereotypes faced by girls and women, but this potential has not been fully utilised in the European Union;
Amendment 60 #
Draft opinion Paragraph 3 3. Invites the Member States and educational institutions to ensure gender balanced representation
Amendment 61 #
Draft opinion Paragraph 3 3.
Amendment 62 #
Draft opinion Paragraph 3 a (new) 3a. Points out that the role and achievements of women in history, science and other fields are not always sufficiently reflected and represented in educational curricula and programmes; highlights the need for the Member States in cooperation with the European Commission in relevant areas to undertake action in view to present and include women into educational content in a more visible and balanced way; invites, in the same vein, the Member States and the Commission to organize actions, including campaigns, to spread the knowledge about women in history, science and other fields in also with a view to promote female role models aimed at girls and women at all levels of education;
Amendment 63 #
Draft opinion Paragraph 3 a (new) 3a. Calls on the Commission and Member States to combat discrimination on the grounds of sexual orientation and gender identity in educational settings; urges the Commission to support the inclusion of objective information on LGBTI issues in school curricula; urges the Commission to facilitate peer learning amongst Member States in tackling homophobic and transphobic bullying and harassment;
Amendment 64 #
Draft opinion Paragraph 3 b (new) 3b. Points out the importance of including and promoting within school curricula and educational content the knowledge about the history of women’s emancipation, and in particular women’s suffrage, also on the occasion of symbolic anniversaries (e.g. 100 years of the women’s right to vote in Poland and Germany in 2018) in order to raise awareness with a view to promoting women's rights within educational framework;
Amendment 65 #
Draft opinion Paragraph 3 b (new) 3b. Warmly welcomes that in the framework of modernisation of school education in the EU there is a special reference to the importance of promoting inclusive education by exchanging best practices on integration of migrant pupils and imparting common values;
Amendment 66 #
Draft opinion Paragraph 3 c (new) 3c. Underlines the importance of ensuring gender mainstreaming in the education sector by promoting digital literacy and the participation of women and girls in ICT education and training through the inclusion of coding, new media and technologies in education curricula at all levels, including for teaching staff, in order to reduce and remove digital skills gaps;
Amendment 67 #
Draft opinion Paragraph 4 4. Recalls that in the framework of modernisation of higher education in the EU
Amendment 68 #
Draft opinion Paragraph 4 4. Recalls that in the framework of modernisation of higher education in the EU closer cooperation between
Amendment 69 #
Draft opinion Paragraph 4 4. Recalls that in the framework of modernisation of higher education in the EU closer cooperation between businesses and higher education institutions should be developed to
Amendment 7 #
Draft opinion Recital B a (new) Ba. whereas education systems have an important role to play in building and promoting a fairer and more egalitarian society; whereas they must foster understanding of, and respect for, human rights; whereas they have the task of educating and imparting information in matters of gender-based social inequalities and of violence and sex education; whereas all children should have access to high-quality free public education, without discrimination and regardless of their residence status;
Amendment 70 #
Draft opinion Paragraph 4 a (new) 4a. Urges all Member States to invest consistently in information, awareness- raising, and education campaigns and to improve the careers advice offering for girls and boys, addressing stereotyped perceptions of gender roles, as well as gender stereotypes in vocational guidance, not least where science, engineering, and new technologies are concerned; points out that the above measure would reduce gender segregation on the labour market and strengthen the position of women, while also making it possible to benefit to the full from the human capital to be found in girls and women in the EU;
Amendment 71 #
Draft opinion Paragraph 4 a (new) 4a. Encourages the Member States to raise public awareness of lifelong learning and to integrate a gender perspective in developing relevant policies and programs, particularly with a focus on women with lower levels of education, both in urban and rural areas, in order to provide them with upskilling opportunities;
Amendment 72 #
Draft opinion Paragraph 4 a (new) 4a. Calls on the Member States to focus on entrepreneurial and financial education, volunteering, foreign languages proficiency in their education and to also prioritise these capabilities in VET programmes;
Amendment 73 #
Draft opinion Paragraph 4 b (new) 4b. Urges the Member States to support educational establishments in ridding all documents and communication channels of gender- stereotyped language that might exacerbate gender inequality;
Amendment 74 #
Draft opinion Paragraph 4 c (new) 4c. Calls on the Member States to develop or tighten up national legislation intended to counteract the harmful influence of stereotyped gender roles arising from values conveyed through the media and advertising, which too often undermine the work done in schools in these fields;
Amendment 75 #
Draft opinion Paragraph 4 d (new) 4d. Recommends that the Commission and/or the Member States establish and promote a European/national award centring on the issue of gender equality in educational institutions, with a view to encouraging best practice;
Amendment 8 #
Draft opinion Recital B a (new) Ba. whereas it is essential that education, as a fundamental human right and a public good, receives adequate public funding and whereas continuous and increased public financial support for education, knowledge and research is crucial to acknowledge the vital importance of free, equal and public education which is accessible to everyone and acts as powerful force for individual and collective empowerment;
Amendment 9 #
Draft opinion Recital B a (new) Ba. whereas digitalisation has revolutionised and fundamentally changed the way people access and provide information which as a great potential in the field of education, including educational opportunities for women and girls; whereas there is a significant gender gap in access to professional and educational opportunities in relation to information and communication technologies and to computer skills;
source: 618.337
2018/03/02
EMPL
623 amendments...
Amendment 1 #
Draft opinion Paragraph -1 (new) -1. Whereas education is the foundation of responsible citizenship and a fundamental human right which therefore should not be focused on the labour market only but also on human, societal and cultural needs;
Amendment 1 #
Motion for a resolution Citation 1 a (new) - having regard to the right to education as defined in article 14 of the Charter of fundamental rights of the European Union,
Amendment 10 #
Draft opinion Paragraph 1 1. Points out that the advanced character of the EU economy, as well as digitalisation, automation and robotisation of the EU labour market, has increased demand for high-level qualifications and skills, while demand for low-level qualifications and skills has decreased
Amendment 10 #
Motion for a resolution Citation 2 a (new) - having regard to the European Convention on Human Rights, Protocol 1, Article 2,
Amendment 100 #
Draft opinion Paragraph 9 a (new) 9a. Stresses the special educational situation of children and adolescents whose parents travel professionally in Europe, and calls on the Commission to conduct a study to highlight their specific situation with regard to the challenges facing pre-school and school education for these children and adolescents;
Amendment 100 #
Motion for a resolution Paragraph 3 d (new) 3 d. Encourages closer synergies between education and cultural sector, by supporting an active role of culture and the arts in formal, informal and non- formal educational contexts; recalls in this respect the need to give sufficient support to the professional training of artists, managers, teachers, facilitators, social workers and other professionals engaged in these contexts;
Amendment 101 #
Draft opinion Paragraph 9 a (new) 9a. Highlights the importance of lifelong career guidance as a way of ensuring people’s participation in appropriate, flexible and high-quality training and career paths;
Amendment 101 #
Motion for a resolution Paragraph 3 e (new) 3 e. Reminds that schools and education institutions play a key role in creating and nourishing a positive attitude towards learning, including through the whole life;
Amendment 102 #
Draft opinion Paragraph 9 a (new) 9a. Emphasises that poverty and social exclusion are among the main reasons why pupils drop out of school;
Amendment 102 #
Motion for a resolution Paragraph 3 f (new) 3 f. Notes that quality education could foster research and innovation in Europe, relevant for and benefitting society; to this end encourages Member States and the European Commission to allocate the adequate financial resources and calls therefore them to exclude education related expenditure from the calculation of public deficit within the Growth and Stability Pact until it is repealed;
Amendment 103 #
Draft opinion Paragraph 10 10.
Amendment 103 #
Motion for a resolution Paragraph 4 4. Believes that an all-encompassing approach to education policy, with strong p
Amendment 104 #
Draft opinion Paragraph 10 10. Insists that graduate tracking information, gathering accurate and relevant data not only at national but also at EU level, is essential
Amendment 104 #
Motion for a resolution Paragraph 4 4. Believes that an all-encompassing approach to education policy, with strong political support, is central to the educational reform process and requires the cooperation of all
Amendment 105 #
Draft opinion Paragraph 10 10. Insists that graduate tracking information, not only at national but also at EU level, is essential
Amendment 105 #
Motion for a resolution Paragraph 4 4. Believes that an all-encompassing approach to education policy, with strong political support, is central to the educational reform process and requires the cooperation of all relevant stakeholders, and could be complemented with collaborative policies between willing Member States;
Amendment 106 #
Draft opinion Paragraph 10 – subparagraph 1 (new) Calls on Member States to introduce on a compulsory basis comprehensive political education with a European political focus starting from compulsory school age;
Amendment 106 #
Motion for a resolution Paragraph 4 a (new) 4 a. Affirms the need that education systems at all levels keep a gender perspective that takes into account the needs of people suffering multiple forms of discrimination, including people with disabilities, people identifying themselves as LGBTI and people from marginalised communities;
Amendment 107 #
Draft opinion Paragraph 10 a (new) 10a. Ensures that the career tracking system which monitors graduate employment rates and other career indicators should also be used for the evaluation of school curricula and teaching organisation, not only to increase the chances of graduates in the labour market, but also to strengthen their position and influence on building the economy and creating new jobs;
Amendment 107 #
Motion for a resolution Paragraph 5 5. Considers that effective governance and adequate funding, modern quality educational resources and teaching, motivated and competent teachers with all the resources they need to ensure that their role is taken seriously by pupils, and lifelong learning are crucial for achieving equity and excellence in education;
Amendment 108 #
Draft opinion Paragraph 10 b (new) 10b. Calls on sex-disaggregated data to be collected on the graduate outcomes from tertiary education and VET to improve possible usage of these data in the context of graduate employment and to assess the quality of education from a gender-based perspective;
Amendment 108 #
Motion for a resolution Paragraph 5 5. Considers that effective governance and adequate funding of state, private and state-subsidized schools, modern quality educational resources and teaching, motivated and competent teachers,
Amendment 109 #
Draft opinion Paragraph 10 c (new) 10c. Calls for further skills forecasting for the development of the labour market; welcomes the fact that users of the Europass platform are provided with skills intelligence to guide them in their learning and career choices;
Amendment 109 #
Motion for a resolution Paragraph 5 5. Considers that effective governance and adequate funding for public and independent education settings, modern quality educational resources and teaching, motivated and competent teachers, and lifelong learning are crucial for achieving equity, diversity and excellence in education;
Amendment 11 #
Draft opinion Paragraph 1 1. Points out that the advanced character of the EU economy, as well as
Amendment 11 #
Motion for a resolution Citation 3 a (new) – having regard to Council of Europe Resolution 1904 (2012) on the right to freedom of choice in education,
Amendment 110 #
Draft opinion Paragraph 11 11. Calls on the Commission and the Member States to make vocational and educational training more visible, to ensure that it is accessible to all, gender balanced and non-discriminatory, to guarantee sufficient financing and enhance its quality and attractiveness, and to promote VET, dual education, work- based learning and reality-based learning at every level and form of education, including
Amendment 110 #
Motion for a resolution Paragraph 5 a (new) 5 a. Acknowledges that, in a competitive world, it is crucial to identify and promote European talent as early as possible;
Amendment 111 #
Draft opinion Paragraph 11 11. Calls on the Commission and the Member States to make vocational and educational training more visible and enhance its quality and attractiveness, and to promote dual education, work-based
Amendment 111 #
Motion for a resolution Paragraph 5 b (new) 5 b. Acknowledges the reality of individual differences in cognitive abilities and personality traits that interact with social and environmental factors for influencing educational outcomes; highlights, in this context, that education is more efficient, equalitarian and fair when these differences are taken into account;
Amendment 112 #
Draft opinion Paragraph 11 11. Calls on the Commission and the Member States to make vocational and educational training more visible and enhance its quality and attractiveness, and to promote dual education, work-based learning and reality-based learning at every level and form of education, including universities, in order to
Amendment 112 #
Motion for a resolution Paragraph 5 c (new) 5 c. Stresses that enhancing educational outcomes on average is compatible with the stimulation of excellence among talented students; notes, in this context, the importance of designing appropriate intervention programmes for enhancing psychological traits relevant for maximizing people´s potential;
Amendment 113 #
Draft opinion Paragraph 11 11. Calls on the Commission and the Member States to make vocational and educational training more visible and enhance its quality and attractiveness, and to promote
Amendment 113 #
Motion for a resolution Paragraph 6 6. Highlights th
Amendment 114 #
Draft opinion Paragraph 11 11. Calls on the Commission and the Member States to make vocational and educational training more visible, publicizing both the employment opportunities and the added value that it offers, and enhance its quality and attractiveness, and to promote dual education, work-based learning and reality- based learning at every level and form of education, including universities, in order to ensure stronger ties between the education and labour markets; calls for the policy of apprenticeships and entrepreneurship for young people to be developed, to make their entry into the labour market smoother;
Amendment 114 #
Motion for a resolution Paragraph 6 6. Highlights the potential of new
Amendment 115 #
Draft opinion Paragraph 11 11. Calls on the Commission and the Member States to make vocational and educational training more visible and enhance its quality and attractiveness, and to promote paid traineeships, dual education, work-based learning and reality- based learning at every level and form of education, including universities, in order to ensure stronger ties between the education and labour markets; calls for the policy of apprenticeships and entrepreneurship for young people to be developed, to make their entry into the labour market smoother;
Amendment 115 #
Motion for a resolution Paragraph 6 6. Highlights the potential of new technologies to
Amendment 116 #
Draft opinion Paragraph 11 11. Calls on the Commission and the Member States to make vocational and educational training more visible and enhance its quality and attractiveness, and to promote dual education, work-based learning and reality-based learning at every level and form of education, including universities, in order to ensure stronger ties between the education and labour markets; stresses in this connection the need for modern, technical equipment at educational sites with appropriate digital infrastructure; calls for the policy of apprenticeships and entrepreneurship for young people to be developed, to make their entry into the labour market smoother;
Amendment 116 #
Motion for a resolution Paragraph 6 6. Highlights the potential of new technologies to improve the quality of education by meeting more effectively individual learners’ needs, increasing flexibility in learning and teaching, and creating new forms of co
Amendment 117 #
Draft opinion Paragraph 11 11. Calls on the Commission and the Member States to make vocational and educational training more visible and enhance its quality and attractiveness, and to promote dual education, work-based learning and reality-based learning at every level and form of education, including universities, in order to ensure stronger ties between the education and labour markets; calls for the policy of apprenticeships and entrepreneurship for young people to be developed and strengthened, to make their entry into the labour market smoother;
Amendment 117 #
Motion for a resolution Paragraph 6 6. Highlights the potential of
Amendment 118 #
Draft opinion Paragraph 11 a (new) Amendment 118 #
Motion for a resolution Paragraph 6 6. Highlights the potential of new technologies to improve the quality of education by meeting learners’ needs, increasing flexibility in learning and teaching, and creating new forms of cooperation while highlighting the need for age-appropriate ICT and media curricula that respect child development and wellbeing and emphasises the importance of both responsible use and critical thinking;
Amendment 119 #
Draft opinion Paragraph 11 a (new) 11a. Stresses the need to improve career guidance and promote apprenticeship and training possibilities through awareness raising initiatives for students, their parents, adult learners, education and training providers, employers and public employment services;
Amendment 119 #
Motion for a resolution Paragraph 6 6. Highlights the potential of new technologies and innovation to improve the quality of education but also to offer new opportunities in education by meeting learners’ needs, increasing flexibility in learning and teaching, and creating new forms of cooperation;
Amendment 12 #
Draft opinion Paragraph 1 1. Points out that the advanced character of the EU economy, as well as digitalisation, automation and robotisation of the EU labour market, has increased demand for high-level qualifications and skills, while demand for low-level qualifications and skills has decreased; notes, however, that even greater efforts need to be made to bring Europe’s economy fully into line with the new digital age;
Amendment 12 #
Motion for a resolution Citation 4 a (new) - having regard to the Paris Declaration of 17 March 2015 on promoting citizenship and the common values of freedom, tolerance and non- discrimination through education;
Amendment 120 #
Draft opinion Paragraph 11 a (new) 11a. Emphasises that courses which combine periods of classroom study and practical traineeships must on no account give rise to precarious employment or the exploitation of cheap labour; stresses, in that connection, that the traineeship hours should be reduced, made optional and effected only in reputable craft businesses and workshops which are prepared to offer high-quality training;
Amendment 120 #
Motion for a resolution Paragraph 6 a (new) 6 a. Notes that it is vital to keep up with the breakneck pace of technological change, and stresses the opportunities that digitisation offers for modern education, especially in terms of distance learning, distance education, blended learning and continuing education and notes that the importance of digitisation for the modernisation of education cannot be sufficiently emphasised;
Amendment 121 #
Draft opinion Paragraph 11 a (new) 11a. Stresses the need for educational cooperation and the cross-border exchange of expertise at the highest political level, and calls therefore for the creation of a transparent ‘European Conference of Ministers of Education’ to discuss consensus positions on fundamental education policy issues;
Amendment 121 #
Motion for a resolution Paragraph 6 b (new) 6 b. Stresses that the use of emerging technologies will allow more flexibility for education, especially in the field of distance learning and blended learning, and points out that digitisation and the establishment of common educational platforms can make a significant contribution to tailoring education more closely to learners' individual living conditions;
Amendment 122 #
Draft opinion Paragraph 11 a (new) 11a. Considers that only attractive, demand-led vocational education and training programmes designed with employers input and cooperation can help in making these the first choice for more students;
Amendment 122 #
Motion for a resolution Paragraph 6 a (new) 6 a. Believes that literacy skills, in particular media and digital ones, should be an essential part of education policies and schools curricula, due to their fundamental role to provide learners, especially children, with the capacity to develop, among others, critical thinking skills, to understand how media shape our culture and influence our beliefs and to recognise biased messages, misinformation and lies;
Amendment 123 #
Draft opinion Paragraph 11 b (new) 11b. Underlines the need to offer proper learning and training content and decent working conditions for traineeships and apprenticeships to ensure their crucial role in the transition from education to professional life; stresses that traineeships and apprenticeships should never be used as a replacement for jobs or considered as a cheap or even unpaid labour force;
Amendment 123 #
Motion for a resolution Paragraph 6 a (new) 6 a. Considers that education related to digitalization should include civic competencies and critical thinking, while developing a proactive approach towards new technologies; stresses the importance to raise awareness on critically assessing sources and their reliability and the importance of media literacy projects in this respect;
Amendment 124 #
Draft opinion Paragraph 11 b (new) 11b. Calls on the Member States to develop more tertiary vocational education and training, apart from university system, to enable students to acquire qualifications relating to practical skills and training;
Amendment 124 #
Motion for a resolution Paragraph 6 a (new) 6 a. Notes that effective learning and teaching through modern technologies requires a competent level of digital skills, access to high-quality learning resources and training in adapting technology for pedagogical purposes;
Amendment 125 #
Draft opinion Paragraph 11 b (new) 11b. Calls on the Commission and the Member States to promote the concrete employment opportunities associated with VET education and STEM skills and their relevance in the labour market;
Amendment 125 #
Motion for a resolution Paragraph 6 a (new) 6 a. Highlights the need to give importance to visual literacy as a new life- skill, acknowledging that in this day and age, people are far more communicating through images rather than through traditional means;
Amendment 126 #
Draft opinion Paragraph 11 c (new) 11c. Welcomes ‘A Reality-Based Learning process’ implemented by Cometa Formazione in Italy, a teaching system which responds to an emerging dichotomy between doing and knowing, theory and practice, vocational-technical subjects and “basic” ones. Today, excellence in education and training requires a real integration between school and work; this integration boosts both the quality of numeracy and literacy kids learn, and the professional skills they need to acquire. ‘A reality-Based Learning process’ involves students in creating real products for real customers in school workshops and school companies. As this is not a mere simulation, the urge for professional competency emerges more sharply and, consequently, drags along the urge for learners to acquire all those cultural and human skills that are also mandatory by educational curricula;
Amendment 126 #
Motion for a resolution Paragraph 7 7. Notes that increased efforts are needed to
Amendment 127 #
Draft opinion Paragraph 11 c (new) 11c. Considers that in order to ensure the delivery of quality placements, the existence of an apprenticeship or a traineeship contract is fundamental to delineate roles and responsibilities of all parties specifying the length, the learning objectives and tasks corresponding to clearly identified skills to be developed, the employment status, adequate compensation/remuneration including for overtime, social protection and security schemes under the applicable national law, applicable collective agreements, or both;
Amendment 127 #
Motion for a resolution Paragraph 7 7. Notes that increased efforts are needed to shift the educational paradigm to be more
Amendment 128 #
Draft opinion Paragraph 11 d (new) 11d. Highlights that, as shown in the Finnish, Canadian and Singaporean models - which are unanimously considered to be the best in the world- the quality of teachers and their autonomy to conform to education program and choose the education methods is a prerequisite for the quality education which gives the best foundation for pupils to later succeed in the labour market;
Amendment 128 #
Motion for a resolution Paragraph 7 7. Notes that increased efforts are needed to shift the educational paradigm to be more learner- and understanding- centred, thus strengthening the personalisation of the educational process and increasing retention rates; advocates for schools to remain the place where potentialities are developed, where each individual can find space and time for personal and social growth;
Amendment 129 #
Draft opinion Paragraph 12 12. Recalls the importance of life-long learning in opening up new possibilities for active inclusion and enhanced social participation and in developing
Amendment 129 #
Motion for a resolution Paragraph 7 7. Notes that
Amendment 13 #
Draft opinion Paragraph 1 a (new) 1a. Highlights that there is strong pressure from the labour market to have more graduates with university diplomas, especially in the fastest growing sectors such as ICT, transport, communication, and STEM-based sectors. Therefore, calls on Member States to encourage young people to choose paths of education such as maths, physics, engineering and IT, which correspond with labour market needs. The incentives should be addressed especially to girls, who are under- represented in the ICT and STEM sectors because of their educational choices rather in humanities, social and health studies, whereas a shortage of employees in the STEM sector in the EU is predicted to be over 200 000 by 2020;
Amendment 13 #
Motion for a resolution Citation 4 a (new) - having regard to its resolution of 28 April 2015 on the follow-up of the implementation of the Bologna process,
Amendment 130 #
Draft opinion Paragraph 12 12. Recalls the importance of life-long learning in developing
Amendment 130 #
Motion for a resolution Paragraph 7 a (new) 7a. Notes that academic success is closely linked with personal motivation, and that students' motivation for certain subjects should be increased by drawing their attention to the job opportunities those subjects can open up; stresses, in particular, that European pupils need to develop an interest in science and mathematics and the associated career opportunities;
Amendment 131 #
Draft opinion Paragraph 12 12. Recalls the importance of life-long learning in developing adult skills and
Amendment 131 #
Motion for a resolution Paragraph 7 a (new) 7 a. Recognises that in the increasingly globalised and digitalised world, innovative and relevant methods of learning, teaching and assessment are necessary; advocates for tailor-made assessment tools and techniques, as they can better reflect the complexity of results in specific social context; recalls the importance of involving teachers, students and school staff in assessing if and how learning objectives have been met;
Amendment 132 #
Draft opinion Paragraph 12 12. Recalls the importance of life-long learning in developing adult skills and qualifications to ensure people’s active participation in the labour market through upskilling and reskilling and reintegrate the long-term unemployed.
Amendment 132 #
Motion for a resolution Paragraph 7 a (new) 7a. Maintains that learning has to span the entire breadth of a person's experience by alternating between classroom training and work-based learning;
Amendment 133 #
Draft opinion Paragraph 12 a (new) 12a. Calls on the Commission to strengthen its efforts through the ESF and the European Semester to support comprehensive public policies in the Member States, focused on providing smoother transitions from education and (long-term) unemployment to work and specifically for the full implementation of the measures at national level outlined in the Council Recommendation on the labour market integration of the long- term unemployed;
Amendment 133 #
Motion for a resolution Paragraph 7 a (new) 7a. Considers it essential to ensure that the diversification of education models and subsystems does not serve to pigeon-hole pupils, teachers, programmes, curricula, and education institutions;
Amendment 134 #
Draft opinion Paragraph 12 a (new) 12a. Proposes that the Commission maintains entrepreneurship education and training as one of the objectives of a future Erasmus+ programme in the next financial period (post-2020) in all its actions, including mobility;
Amendment 134 #
Motion for a resolution Paragraph 8 8. Highlights that educational systems should promote and further develop interdisciplinary approaches and team work aimed at equipping pupils and students with knowledge and skills, as well as with
Amendment 135 #
Draft opinion Paragraph 12 a (new) 12a. Reiterates the importance of monitoring the performance and impact assessments of the EU programmes aimed at youth employment; notes the importance of effective and sustainable investments;
Amendment 135 #
Motion for a resolution Paragraph 8 8. Highlights that educational systems should first ensure that students have the basic skills, in particular reading and numeracy, before promot
Amendment 136 #
Draft opinion Paragraph 12 b (new) 12b. Calls on the Member States to pro- actively promote and spread information about the opportunities for low-qualified adults to improve their skills, including access to guidance and careers advice service; recalls that this information has to be in accessible and user-friendly formats;
Amendment 136 #
Motion for a resolution Paragraph 8 8. Highlights that educational systems should promote interdisciplinary approaches and team work aimed at equipping pupils and students with knowledge and skills, as well as with professional, transversal, social and civic competences, also in light of strengthening the common European citizenship;
Amendment 137 #
Draft opinion Paragraph 12 b (new) 12b. Underlines that refugees and migrants bring along new skills and knowledge which can have a positive cultural, social and economic impact in the host countries; stresses that retraining and other measures of vocational education and training for refugees and migrants should be further encouraged and formally and non-formally acquired skills evaluated and recognised according to a homogeneous assessment system;
Amendment 137 #
Motion for a resolution Paragraph 8 8. Highlights that educational systems should promote interdisciplinary approaches, creativity, and team
Amendment 138 #
Draft opinion Paragraph 12 c (new) 12c. Calls on the Member States to prioritise the up-skilling of adults with low basic skills; calls for improved cooperation with employers so as to take account of labour market needs;
Amendment 138 #
Motion for a resolution Paragraph 8 8. Highlights that educational systems should promote interdisciplinary approaches, cooperation and team work aimed at equipping pupils and students with knowledge and skills, as well as with professional, transversal, social and civic competences;
Amendment 139 #
Motion for a resolution Paragraph 8 a (new) 8 a. Notes that a learner-centred teaching, team-teaching, group working and other methods of progressive style of teaching need adequate organisation of space in schools and universities; notes that classrooms with traditional desk rows seating arrangements facing a teacher still prevail in European schools and universities; is of the opinion that new arrangements of school space, which encourage students to creative thinking, problem-solving and group working require financial support;
Amendment 14 #
Draft opinion Paragraph 1 a (new) 1a. Notes that new jobs are mainly created in the industries of renewable energy, green construction and retrofitting, transport, waste and water resource management; underlines skill shortages have already developed in certain “green” sectors and occupations, which are not well served by traditional training institutions; stresses that, in order to enable this economic transformation, the education sector in the EU would need to adapt to new business models and methods and meet the demand for new green skills;
Amendment 14 #
Motion for a resolution Citation 5 a (new) - having regard to its resolution of 18 January 2017 on the implementation of Regulation (EU) No 1288/2013 of the European Parliamentand of the Council of 11 December 2013 establishing ‘Erasmus+’: the Union programme for education, training, youth and sport and repealing Decisions No1719/2006/EC, No 1720/2006/EC and No 1298/2008/EC,
Amendment 140 #
Motion for a resolution Paragraph 8 a (new) 8a. Stresses that education establishments are important places to learn social skills and moral values, but that their primary function is the transmission of basic skills, in particular reading and numeracy;
Amendment 141 #
Motion for a resolution Paragraph 8 a (new) 8 a. Stresses the need to give an expanded role to sport and outdoor activities in educational curricula at all levels with enhanced possibilities for developing cooperation between education establishments and local sports organisations;
Amendment 142 #
Motion for a resolution Paragraph 8 a (new) 8 a. Points out the need to address the digital divide and to ensure equal opportunities for all to obtain access to digital technologies, as well as competences, attitudes and motivation needed for meaningful digital participation;
Amendment 143 #
Motion for a resolution Paragraph 9 Amendment 144 #
Motion for a resolution Paragraph 9 9. Acknowledges
Amendment 145 #
Motion for a resolution Paragraph 9 9. Acknowledges
Amendment 146 #
Motion for a resolution Paragraph 9 9. Acknowledges with interest the proposal to create a European Education Area set out at the Social Summit for Fair Jobs and Growth, held in Gothenburg; recalls this initiative should be based on enhanced cooperation, mutual recognition of diplomas and qualifications and increased mobility and growth;
Amendment 147 #
Motion for a resolution Paragraph 9 9. Acknowledges with interest the proposal to create a European Education Area set out at the SocialSummit for Fair Jobs and Growth, held in Gothenburg; recalls this initiative should be based on enhanced cooperation, mutual recognition of diplomas and qualifications and increased mobility and growth;
Amendment 148 #
Motion for a resolution Paragraph 9 a (new) 9 a. Underlines that youth unemployment is a Union-wide phenomenon which is reported to stand at around twice the average overall unemployment rate; and expresses its concern with regards to the alarmingly high rates within Mediterranean countries, with peaks in Greece (47.3% and 30,5% of young people neither in employment nor in education and training), Spain (44,4%) and Italy (37,8%) according to Eurostat;
Amendment 149 #
Motion for a resolution Paragraph 9 a (new) 9a. Believes, given that the non- employment rate among those leaving education and training is a cause of concern in many Member States, that it is necessary to have more readily available and better national data on the activities of graduates after they have completed their studies, and welcomes the proposal to set up a European graduate tracking system by 2020;
Amendment 15 #
Draft opinion Paragraph 1 a (new) 1a. Stresses that it is essential to invest in universal, quality education and training to foster social inclusion, equal opportunities and a culture of mutual respect and fundamental values; calls therefore on Member States and the Commission to strengthen education and training programmes at all levels in order to improve access to quality learning for all students, regardless their social, cultural, geographical or economical background, to avoid labour market and societal segmentation, to fight inequalities and to enable processes of upward social mobility and convergence throughout Europe;
Amendment 15 #
Motion for a resolution Citation 5 a (new) - having regard to the Council recommendation of 19 December 2016 on Upskilling Pathways: New Opportunities for Adults,
Amendment 150 #
Motion for a resolution Paragraph 9 a (new) 9 a. Emphasises that inclusion of children/ pupils with disability in education is necessary so they can lead an independent life and be fully integrated in society as active participants and real contributors; acknowledges the fact that due to current technological development pupils with disabilities are offered new possibilities to acquire knowledge through formal and non-formal way;
Amendment 151 #
Motion for a resolution Paragraph 9 b (new) 9 b. Calls on the Member States to facilitate access to mainstream inclusive quality education for all students with disabilities; schools need to differentiate and provide extra support for those who need it and cater to the needs of all learners;
Amendment 152 #
Motion for a resolution Paragraph 9 c (new) 9 c. Calls on the Commission to monitor schools on their non-rejection policy and set disability-specific indicators in the Europe 2020 Strategy;
Amendment 153 #
Motion for a resolution Paragraph 9 a (new) 9 a. Believes Erasmus+ is the EU flag- ship programme in the field of education and its impact and popularity have proved over the years to a very large extent; calls, therefore, for a substantial increase of its funds in the next MFF 2021-2027 in order to make the programme more accessible and inclusive and reach out to more students and teachers;
Amendment 154 #
Motion for a resolution Paragraph 9 a (new) 9 a. Believes Erasmus+ is the EU flag- ship programme in the field of education and its impact and popularity have proved over the years to a very large extent; calls, therefore, for a substantial increase of its funds in the next MFF 2021-2027 in order to make the programme more accessible and inclusive and reach out to more students and teachers;
Amendment 155 #
Motion for a resolution Paragraph 9 a (new) 9 a. Supports the Council conclusions of 14 December 2017 calling for enhanced student mobility and participation in education and cultural activities, including through a ‘European Student Card’, that should facilitate recognition of university credits obtained in other Member States;
Amendment 156 #
Motion for a resolution Paragraph 9 a (new) 9 a. Recognises that in the increasingly globalised and digitalised world, innovative and relevant methods of learning, teaching and assessment are necessary;
Amendment 157 #
Motion for a resolution Paragraph 9 b (new) 9 b. Notes that delivering quality teaching and learning is a continuous process and should be given priority when modernising education;
Amendment 158 #
Motion for a resolution Paragraph 9 c (new) 9 c. Notes that contemporary education is not just the transfer of knowledge and learning, but also the ability to select information and put it into practice;
Amendment 159 #
Motion for a resolution Paragraph 9 a (new) 9a. Believes that a greater degree of mobility among European education institutions will also foster closer political and social integration within the EU;
Amendment 16 #
Draft opinion Paragraph 1 a (new) 1a. Considers that education and training should not be adapted to the demands of the markets, but should deepen critical, analytical and independent thinking, helping people reach their full potential personally and professionally;
Amendment 16 #
Motion for a resolution Citation 8 a (new) - having regard to the Council Recommendation on tracking graduates (COM (2017)249)1a _________________ 1a http://data.consilium.europa.eu/doc/docu ment/ST-13361-2017-INIT/en/pdf
Amendment 160 #
Motion for a resolution Paragraph 9 b (new) 9b. Maintains that European education must seek above all to develop reasoning, reflection, and scientific curiosity; that it has to be capable of building on the foundations of an artistic, scientific, and technical humanistic culture; and that, proceeding from the practical reality of local, regional, national, and European life, it must impart the training necessary to resolve national and European problems and raise awareness of problems within the international community;
Amendment 161 #
Motion for a resolution Paragraph 10 10. Stresses that quality and accessible ECEC creates a foundation for more equitable and effective education systems as well as ensures the individuals’ personal development, lifelong learning and well- being; calls in this respect on ECEC that supports young girls and boys to develop to their full potential while also challenging standardized gender socialisation processes;
Amendment 162 #
Motion for a resolution Paragraph 10 a (new) 10 a. Stresses the importance to guarantee every child can access ECEC; notes with concern that in several countries the demand for ECEC places is higher than supply, especially for younger children 4a; encourages Member States to take necessary measures to ensure material and financial conditions are met to ensure every child can access to early childhood education without discrimination; _________________ 4a EuropeanCommission/EACEA/Eurydice, 2015. Early Childhood Education and Care Systems inEurope.National Information Sheets – 2014/15 http://eacea.ec.europa.eu/education/euryd ice
Amendment 163 #
Motion for a resolution Paragraph 10 a (new) 10 a. Notes that early education (age 0- 3) increases ability and effectiveness of further learning and that it is especially important while learning foreign languages;
Amendment 164 #
Motion for a resolution Paragraph 11 11. Considers that preschools should promote children’s development more holistically with a view to facilitating the transition to compulsory schooling, and should equip students with the basic skills, in particular reading skills, to better prepare them for the first few years of primary school;
Amendment 165 #
Motion for a resolution Paragraph 11 11.
Amendment 166 #
Motion for a resolution Paragraph 12 12. Underlines the importance of monitoring the quality of ECEC so as to allow children to develop their cognitive skills and in order to determine whether the best interests of children are being met;
Amendment 167 #
Motion for a resolution Paragraph 12 a (new) 12 a. Notes that early education is the most effective method of social inclusion, equal chances and social mobility; calls on Member States to offer opportunity of early education to every child, especially to children from underprivileged families;
Amendment 168 #
Motion for a resolution Paragraph 12 a (new) 12a. Maintains that ECEC brings great benefits to all children, especially those belonging to disadvantaged groups, and therefore recommends that Member States encourage and support participation on as broad a basis as possible;
Amendment 169 #
Motion for a resolution Paragraph 12 a (new) 12 a. Recognises that the benefits of attending ECEC are greatest for children from disadvantaged groups, especially those from socio-economically disadvantaged and migrant backgrounds;
Amendment 17 #
Draft opinion Paragraph 1 a (new) 1a. Notes that EU Member States bear the responsibility for their education and training systems and the EU helps them set joint goals and share good practices;
Amendment 17 #
Motion for a resolution Citation 9 a (new) - having regard to the opinion of the Committee of the Regions of 30 November 2017 on Modernising school and higher education,
Amendment 170 #
Motion for a resolution Paragraph 12 a (new) 12 a. Recognises that the benefits of attending ECEC are greatest for children from disadvantaged groups;
Amendment 171 #
Motion for a resolution Paragraph 13 13. Sees schools as
Amendment 172 #
Motion for a resolution Paragraph 13 13. Sees schools as centres
Amendment 173 #
Motion for a resolution Paragraph 13 13. Sees schools as centres of critical and creative thinking that focus on helping young people to understand and use available information as well as develop their learning autonomy;
Amendment 174 #
Motion for a resolution Paragraph 13 13. Sees all schools as centres of basic skills acquisition, ensuring in particular a better mastery of language, as a precondition for any critical and creative thinking development;
Amendment 175 #
Motion for a resolution Paragraph 13 13. Sees schools as centres of critical and creative thinking, also to promote democratic values and active citizenship;
Amendment 176 #
Motion for a resolution Paragraph 13 13. Sees schools as autonomous centres of critical and creative thinking;
Amendment 177 #
Motion for a resolution Paragraph 13 a (new) 13 a. Points out that all school students and their specific needs should be at the centre of effective school functioning, which requires setting up joint objectives and a clear agenda for their implementation as well as close collaboration of the entire school community and stakeholders, where appropriate; encourages educational initiatives and extra-curricular activities outside the school to support the fulfilment of students' individual needs and interests while also building bridges with local communities where the schools are based;
Amendment 178 #
Motion for a resolution Paragraph 13 a (new) 13 a. Points out that all pupils and their specific needs should be at the centre of effective school functioning, which requires setting up joint objectives and a clear agenda for their implementation as well as close collaboration of the entire school community and related stakeholders;
Amendment 179 #
Motion for a resolution Paragraph 14 14. Underlines that
Amendment 18 #
Draft opinion Paragraph 1 b (new) 1b. Recalls that the first principle of the European Pillar of Social Rights states that everyone has the right to quality and inclusive education, training and life-long learning in order to maintain and acquire skills that enable them to participate fully in society and manage successfully transitions in the labour market; therefore stresses the importance to ensure that social investment, especially in education and training for all, is prioritised in the new programming period of the Multiannual Financial Framework for 2020-2026;
Amendment 18 #
Motion for a resolution Citation 9 b (new) - having regard to the opinion of the European Economic and Social Committee of 19 October 2017 on New EU education strategy,
Amendment 180 #
Motion for a resolution Paragraph 14 14. Underlines that mastering basic
Amendment 181 #
Motion for a resolution Paragraph 14 14. Underlines that perfectly mastering basic skills and knowledge, in particular numeracy, is fundamental for pupils to ensure their further learning and personal development;
Amendment 182 #
Motion for a resolution Paragraph 14 14. Underlines that mastering basic skills is fundamental for pupils to ensure their further learning and personal development and the acquisition of digital competence;
Amendment 183 #
Motion for a resolution Paragraph 14 a (new) 14a. Stresses, in this connection, that regular exercises and rote learning, such as mental arithmetic, the learning of multiplication tables and the syllabic method for reading, have already proven effective as they help children to master the basic skills, which helps them in their future studies;
Amendment 184 #
Motion for a resolution Paragraph 14 a (new) 14 a. Notes that regardless of obligatory, long and free of charge education in all Member States, over 20% of young Europeans according to PISA, lack basic skills and similar number of adults are functionally illiterate, which unable their further learning, working and personal development;
Amendment 185 #
Motion for a resolution Paragraph 15 15. Notes that modern curricula should be
Amendment 186 #
Motion for a resolution Paragraph 15 15. Notes that modern curricula should be competence driven, should enhance personal skills
Amendment 187 #
Motion for a resolution Paragraph 15 15. Notes that modern curricula should be competence driven, should enhance personal skills and should focus on formative assessment and on the pupils’ well-being; every student should have the possibility to completely use her/his own intellectual potential;
Amendment 188 #
Motion for a resolution Paragraph 15 15. Notes that modern curricula should be competence driven, should enhance personal skills and should focus on formative assessment and on the pupils’ well-being, emphasising the need to lead an active life through sport;
Amendment 189 #
Motion for a resolution Paragraph 15 15. Notes that modern curricula should be competence driven, should enhance personal skills and should focus on formative assessment and on the pupils’ well-being and personality development;
Amendment 19 #
Draft opinion Paragraph 1 b (new) 1b. Notes that improved education at all its levels can help minimise intergenerational socioeconomic inequalities;
Amendment 19 #
Motion for a resolution Citation 11 a (new) - having regard of Council Recommendation of 20 December 2012 on the validation of non-formal and informal learning (2012/C 398/01),
Amendment 190 #
Motion for a resolution Paragraph 15 a (new) 15a. Maintains that dual education systems (including work-based learning) are of the utmost value both in terms of holistic personal growth in all its dimensions (cultural, professional, civic, etc.) and in terms of developing skills for lifelong learning;
Amendment 191 #
Motion for a resolution Paragraph 15 a (new) 15 a. Stresses the need to make schools more open in order to enable recognition of non-formal and informal learning, smoother transitions between different education paths such as technical and academic;
Amendment 192 #
Motion for a resolution Paragraph 16 16. Takes note of the positive impact of
Amendment 193 #
Motion for a resolution Paragraph 16 16.
Amendment 194 #
Motion for a resolution Paragraph 16 16.
Amendment 195 #
Motion for a resolution Paragraph 16 16. Takes note of the positive impact of school multilingualism on pupils’ linguistic and cognitive development, as well as on the promotion of culture awareness, understanding and
Amendment 196 #
Motion for a resolution Paragraph 16 16. Takes note of the positive impact of
Amendment 197 #
Motion for a resolution Paragraph 16 16. Takes note of the positive impact of
Amendment 198 #
Motion for a resolution Paragraph 16 16. Takes note of the positive impact of school multilingualism on pupils’ linguistic and cognitive development, as well as on the promotion of culture awareness, understanding and diversity in an ever increasing multi-cultural and multi- ethnical environment in schools;
Amendment 199 #
Motion for a resolution Paragraph 16 a (new) 16 a. Highlights that social entrepreneurship is a growing field that can boost the economy whilst simultaneously alleviating deprivation, social exclusion and other societal problems; considers therefore that entrepreneurship education should include a social dimension, and address such subjects as fair trade, social enterprises, social responsibility of enterprises, and alternative business models, such as co-operatives, in order to strive towards a more social, inclusive and sustainable economy;
Amendment 2 #
Draft opinion Paragraph -1 a (new) -1a. Whereas the socio-economic divide in Europe has been increasing over the past decades; whereas inequalities are strongly interlinked with education opportunities and types of employment; whereas women are at a higher risk of facing inequalities, which highlights the importance of high-quality, inclusive education in order to reduce socio- economic inequalities;
Amendment 2 #
Motion for a resolution Citation 1 a (new) – having regard to the right to education set out in Article 14 of the EU Charter of Fundamental Rights,
Amendment 20 #
Draft opinion Paragraph 2 2. Notes that
Amendment 20 #
Motion for a resolution Citation 14 a (new) - having regard to the Resolution of the European Parliament of 14 March 1984 on freedom of education in the European Community (C 104/70),
Amendment 200 #
Motion for a resolution Paragraph 16 a (new) 16 a. Draws attention to the fact that granting schools more autonomy regarding curricula, assessment and finance has been shown to result in increased pupil performance, provided that there is effective school governance and school-based accountability for pupil learning;
Amendment 201 #
Motion for a resolution Paragraph 16 b (new) 16 b. Notes that in a digital society the school should remain a fundamental and attractive learning environment;
Amendment 202 #
Motion for a resolution Paragraph 16 c (new) 16 c. Encourages educational initiatives and extra-curricular activities outside the school to support the fulfilment of students' individual needs and interests and contribute to their development;
Amendment 203 #
Motion for a resolution Paragraph 16 d (new) 16 d. Is of the opinion that graduates of vocational education should be able to transition easily to higher and other types of education and training; notes, in this context, the importance of providing flexible paths between different types of education, and the advantages and growing attractiveness of the hybrid VET system which combines in equal measure strong school-based and work-based paths;
Amendment 204 #
Motion for a resolution Paragraph 16 e (new) 16 e. Highlights the importance of quality education and vocational training in raising the status of work-based vocations;
Amendment 205 #
Motion for a resolution Paragraph 16 a (new) 16 a. Stresses the need to enhance the learning of languages with a view to speak two languages in addition to the mother tongue and to promote in secondary schools the teaching of at least two subjects in a non-native language;
Amendment 206 #
Motion for a resolution Paragraph 16 a (new) 16 a. Underlines the importance of quality education, vocational training and community and voluntary activities in contributing to the raising of work-based vocations;
Amendment 207 #
Motion for a resolution Paragraph 16 a (new) 16a. Points out that extracurricular activities are good for young people's personal, cognitive, and social development;
Amendment 208 #
Motion for a resolution Paragraph 16 b (new) 16b. Points out that secondary school exchanges do much both to encourage pupils to acquire the abilities, skills, attitudes, and values intrinsic to dynamic European citizenship and to develop constructive critical thinking;
Amendment 209 #
Motion for a resolution Paragraph 16 a (new) 16a. Stresses that the European School model could be democratised and extended to a national level in Member States that have the financial capacity to do this; stresses, however, that schools have a duty to give pupils grounding in the national culture, and that mastery of the national language should be a prerequisite and a priority before pupils learn any other language;
Amendment 21 #
Draft opinion Paragraph 2 2. Notes that despite strong demand in the labour market for high-level skills, and the response of the education system in the form of the massive development of HEIs (Higher Education Institut
Amendment 21 #
Motion for a resolution Citation 14 b (new) - having regard to the right to education as defined in Article 14 of the Charter of Fundamental Rights of the European Union,
Amendment 210 #
Motion for a resolution Paragraph 16 b (new) 16b. Stresses that Member States alone determine their language policies and may choose to encourage the learning of certain foreign languages over others in primary and secondary education on the basis of their own criteria, including the economic utility of those languages in the Member State concerned; stresses, in particular, that Member States may choose to focus on the teaching of languages spoken in areas of high economic potential, such as Portuguese, Russian, Mandarin or Japanese, as these languages are still considered rare languages in the state primary and secondary education systems of some Member States;
Amendment 211 #
Motion for a resolution Paragraph 16 c (new) 16c. Stresses that a shortage of foreign language skills can restrict Member States' economic competitiveness; encourages each Member State to determine what language skills are needed for their own economies, so that they can redefine their priorities for language learning in primary and secondary education; stresses that studies such as the British Council's 'Languages for the Future' (2013) can provide useful guidance for language teaching in state primary and secondary education, and encourages Member States to carry out similar studies at national level so that they can redefine their own language policies;
Amendment 212 #
Motion for a resolution Paragraph 16 d (new) 16d. Stresses that, while the teaching of regional languages or ethnic minority languages may bring certain benefits, the teaching of these languages should not take precedence over the teaching of the national language of the Member State or foreign languages that could have a greater economic benefit for the pupil;
Amendment 213 #
Motion for a resolution Paragraph 16 a (new) 16 a. Underlines that school remains the fundamental learning environment, whilst striving to gradually adapt to the emerging digital technologies;
Amendment 214 #
Motion for a resolution Paragraph 16 b (new) 16 b. Advocates for an increased focus on inter-disciplinary study programmes and encourages the promotion, in tandem, of TEAM disciplines and human and social sciences; highlights the need to remove all material and immaterial obstacles preventing equitable access to curricula, completion of studies and access to relevant professions for women and underrepresented groups;
Amendment 215 #
Motion for a resolution Paragraph 16 c (new) 16 c. Recognises the pivotal role played by academics and students in disseminating knowledge, empirical findings and facts to the wider public; encourages, in this respect independent and especially economically and politically independent research, relevant for and benefiting society;
Amendment 216 #
Motion for a resolution Paragraph 16 d (new) 16 d. Recalls the importance of pedagogical training for teaching staff in higher education institutions and of considering pedagogical competencies at least equally important to research competencies in the recruitment process; highlights the role of research based education and pedagogical research as a means of stimulating a student-centred approach to learning and teaching, active learning, enhancing skills development, and improving teaching methodology;
Amendment 217 #
Motion for a resolution Paragraph 16 e (new) 16 e. Underlines that learners should be encouraged to use self-assessment techniques to measure their learning progress; advocates for education institutions to ensuring good intelligence of the feedback tools by using a mix of several instruments, such as student questionnaires, focus groups, suggestions boxes;
Amendment 218 #
Motion for a resolution Paragraph 17 17. Emphasises
Amendment 219 #
Motion for a resolution Paragraph 17 17. Emphasises,
Amendment 22 #
Draft opinion Paragraph 2 2. Notes that despite strong demand in the labour market for high-level skills, and the response of the education system in the form of the
Amendment 22 #
Motion for a resolution Citation 14 a (new) - having regard to the Council conclusions of 11 May 2010 on the internationalisation of higher education,
Amendment 220 #
Motion for a resolution Paragraph 17 17. Emphasises, within the context of creating a European Educational Area, the importance of supporting
Amendment 221 #
Motion for a resolution Paragraph 17 17. Emphasises, within the context of creating a European Educational Area, the importance of supporting
Amendment 222 #
Motion for a resolution Paragraph 17 a (new) 17a. Supports the Commission proposal, concerning the European Education Area, to set a 25% target for the numbers of people engaging in lifelong learning; maintains that, in order to reach that target, higher education institutions will have to open themselves up to adults who do not have the compulsory minimum schooling, but wish to be admitted to higher education courses;
Amendment 223 #
Motion for a resolution Paragraph 17 a (new) 17a. Points to the importance of non- academic technical tertiary education;
Amendment 224 #
Motion for a resolution Paragraph 18 18. Acknowledges the necessity to strengthen the knowledge triangle and to improve links between research and teaching by allocating adequate resources to such programmes and by ensuring students involved in research programmes are granted the financial means to lead their research;
Amendment 225 #
Motion for a resolution Paragraph 18 18. Acknowledges the necessity to strengthen the knowledge triangle and to improve links between research and teaching as well as between teaching, research and the world of work;
Amendment 226 #
Motion for a resolution Paragraph 18 a (new) 18 a. Underlines the need to address skill mismatches and skill shortages in certain occupational fields which could lead to skills polarisation in the labour market and weaker social cohesion; calls, therefore, on the Commission and on the Member States to take action in order to promote the interaction between educational institutions and business, research sector and other relevant social partners;
Amendment 227 #
Motion for a resolution Paragraph 19 19. Believes that higher education systems should be more flexible
Amendment 228 #
Motion for a resolution Paragraph 19 19. Believes that higher education systems should be more flexible and open, allowing for
Amendment 229 #
Motion for a resolution Paragraph 19 19. Believes that higher education systems should be more flexible and open and that twin-track training should be promoted in universities and in further education institutions, in particular by encouraging apprenticeships, allowing for the recognition of informal and non-formal learning, smoother transitions between different levels of education, and various forms of programme delivery;
Amendment 23 #
Draft opinion Paragraph 2 2. Notes that despite strong demand in the labour market for high-level skills, and the response of the education system in the form of the massive development of HEI (Higher Education Institutes), approximately 20 % of Europeans, including university graduates, lack
Amendment 23 #
Motion for a resolution Citation 14 b (new) - having regard to the Joint Communication to the European Parliament and the Council of 8 June 2016 "Towards an EU strategy for international cultural relations" JOIN(2016)29, and to the European Parliament report on it,
Amendment 230 #
Motion for a resolution Paragraph 19 19. Believes that higher education systems should be more flexible and open, allowing for the recognition of informal and non-formal learning, smoother transitions between different levels of education, and various forms of programme delivery; recalls that it should be based on better understanding the performance of graduates;
Amendment 231 #
Motion for a resolution Paragraph 19 19. Believes that higher education systems should be more flexible and open, allowing for the recognition of informal and non-formal learning, smoother transitions between different levels of education, including that between Vocational Education and Training (VET) and Higher Education, and various forms of programme delivery;
Amendment 232 #
Motion for a resolution Paragraph 19 19. Believes that higher education systems should be more flexible and open, allowing for the recognition of informal and non-formal learning, smoother transitions between different levels of education, and various forms of programme delivery; recalls that it should be based on better understanding of performance of graduates;
Amendment 233 #
Motion for a resolution Paragraph 19 19. Believes that higher education systems should be more flexible and open, allowing for the recognition of informal and non-formal learning, such as the practice of sports, smoother transitions between different levels of education, and various forms of programme delivery;
Amendment 234 #
Motion for a resolution Paragraph 19 a (new) 19 a. welcomes in this regard the progress made in the last few years in the context of the implementation of Council recommendation on validation of non- formal and informal learning by 2018; it is however of the opinion that further efforts are needed in establishing relevant legal frameworks and creating comprehensive validation strategies in order to enable validation;
Amendment 235 #
Motion for a resolution Paragraph 19 a (new) 19 a. Highlights that the recognition of informal and non-formal learning, also through free online courses, is central to the idea of opening up education to the more disadvantaged ones, while providing them with concrete chances to improve their private and working life;
Amendment 236 #
Motion for a resolution Paragraph 20 20.
Amendment 237 #
Motion for a resolution Paragraph 20 20. Is of the opinion that an all- encompassing approach to internationalisation, including increased mobility for staff and students, and an international dimension to the curriculum, and to teaching, research, cooperation and additional activities,
Amendment 238 #
Motion for a resolution Paragraph 20 20. Is of the opinion that an all- encompassing approach to internationalisation, including increased mobility for staff and students (also through traineeships and apprenticeships), and an international dimension to the curriculum, and to teaching, research, cooperation and additional activities, should be an important part of European higher education institutions;
Amendment 239 #
Motion for a resolution Paragraph 20 a (new) 20a. Recognises that an all- encompassing approach to the internationalisation of European universities also includes an increased training offering for non-mother tongue languages, which will facilitate student, teacher, and administrative staff mobility;
Amendment 24 #
Draft opinion Paragraph 2 2. Notes that despite strong demand in the labour market for high-level skills, and the response of the education system in the form of the massive development of HEI (Higher Education Institutes), approximately 20 % of Europeans, including university graduates, lack basic skills such as reading, writing or numeracy1 ; recalls, moreover, that a similar number of Europeans have a low level of basic skills and that 44 % lack basic digital skills2 , which creates serious barriers to their civic and active participation in the society and to the technologically advanced labour market
Amendment 24 #
Motion for a resolution Citation 14 a (new) - having regard to Article 26 of the Universal Declaration of Human Rights (UDHR);
Amendment 240 #
Motion for a resolution Paragraph 20 a (new) 20 a. Advocates that higher education must engage with society at large in order to promote innovative growth and social welfare;
Amendment 241 #
Motion for a resolution Paragraph 20 b (new) 20 b. Emphasises the need to increase accessibility of lifelong learning at the academic level; stresses, in this context, the role of HEIs in the realization of a lifelong learning strategy, in the education of professionally active people, in the development of competences and in the formation of a learning culture for people of all ages and different backgrounds;
Amendment 242 #
Motion for a resolution Paragraph 20 c (new) 20 c. Welcomes the focus on inter- disciplinary study programmes and encourages the promotion, in tandem, of STEAM disciplines and human and social sciences; highlights the need to endorse the inclusion of women and other underrepresented groups in STEAM and relevant professions;
Amendment 243 #
Motion for a resolution Paragraph 20 d (new) 20 d. Emphasises that information management skills, critical thinking and the ability to apply acquired knowledge are principle goals of academic education;
Amendment 244 #
Motion for a resolution Paragraph 20 e (new) 20 e. Recognises the pivotal role played by academics and students in disseminating knowledge, empirical findings and facts to the wider public;
Amendment 245 #
Motion for a resolution Paragraph 20 f (new) 20 f. Highlights the role of research based education and pedagogical research as a means of stimulating active learning, enhancing skills development, and improving teaching methodology;
Amendment 246 #
Motion for a resolution Paragraph 20 g (new) 20 g. Underlines that learners should be encouraged to use self-assessment techniques to measure their learning progress;
Amendment 247 #
Motion for a resolution Paragraph 20 a (new) 20 a. Advocates that higher education must engage with society at large in order to promote innovative growth and social welfare; cooperation between external stakeholders and higher education institutions is desirable, as they can contribute with knowledge and participate to the discussion about design, delivery and recognition of higher education programmes, however it must be approached with care as the decision- making power must always rest with students and pedagogical experts;
Amendment 248 #
Motion for a resolution Paragraph 20 b (new) 20 b. Considers that the involvement of teaching and non-teaching staff is vital to ensure further improvements in school policy; emphasises the teacher’s key role in providing an inclusive learning environment that requires embracing a range of methods and approaches to meet diverse needs, thus enabling all pupils to be involved in the design, realization and assessment of their learning outcomes; acknowledges the crucial function of teachers as guides and mentors supporting students in learning how to evaluate information, adopt a supporting role in the face of challenges, and prepare learners for life;
Amendment 249 #
Motion for a resolution Paragraph 20 c (new) 20 c. Is of the opinion that a comprehensive school policy must guarantee effective support for teachers in order to ensure the attainment of educational goals, an enabling school environment, functioning and collaborative governance;
Amendment 25 #
Draft opinion Paragraph 2 2.
Amendment 25 #
Motion for a resolution Citation 14 b (new) - having regard to the Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education adopted in the framework of Recommendation CM/Rec(2010)7,
Amendment 250 #
Motion for a resolution Paragraph 20 d (new) 20 d. Acknowledges the important role of educators in all forms of education in supporting current and future generations; encourages, in this regard, an enhanced collaboration among educators in formal, non-formal and informal learning;
Amendment 251 #
Motion for a resolution Paragraph 21 21. Considers that teachers and their skills, commitment and effectiveness are the ba
Amendment 252 #
Motion for a resolution Paragraph 21 21. Considers that teachers and their skills, commitment and effectiveness, as well as the respect accorded to their profession, are the basis of education systems;
Amendment 253 #
Motion for a resolution Paragraph 22 22. Stresses the need to attract motivated candidates with sound academic backgrounds and
Amendment 254 #
Motion for a resolution Paragraph 22 22. Stresses the need to attract motivated candidates with
Amendment 255 #
Motion for a resolution Paragraph 22 22. Stresses the need to attract motivated candidates with sound academic or professional backgrounds and a predisposition to teaching to the teaching profession; calls for
Amendment 256 #
Motion for a resolution Paragraph 22 22. Stresses the need to attract motivated candidates with sound academic backgrounds and a predisposition to teaching to the teaching profession; calls for enhanced selection procedures and for improvements in teacher status, training, working conditions, remuneration, career prospects and support; stresses the need to adopt measures to protect against and prevent violence and harassment in educational institutions; calls on the Commission to encourage more gender equality in the teaching profession;
Amendment 257 #
Motion for a resolution Paragraph 22 22. Stresses the need to attract motivated candidates with sound academic backgrounds including in pedagogy and a predisposition to teaching to the teaching profession; calls for enhanced selection procedures and for improvements in teacher status, training, working conditions including their safety and protection, remuneration, career prospects and support to attract more people to the teaching profession in order to tackle the crisis of human resources being faced in some Member States;
Amendment 258 #
Motion for a resolution Paragraph 22 a (new) 22a. Emphasises that teachers must have a strong command of the subject they teach, recalls, in this respect, that the majority of teachers of mathematics in France have a background in academic courses of a literary nature or have specialised in humanities, and are not sufficiently trained to teach mathematics and science; deplores the fact that education is not an attractive career prospect for science graduates;
Amendment 259 #
Motion for a resolution Paragraph 22 b (new) 12b. Stresses that the attractiveness of the teaching profession depends on the esteem in which the profession is held by society; deplores the widespread perception among teachers in some Member States, such as France, that they are held in low esteem, as well as the substantial deterioration in the conditions for exercising the profession due in particular to the increasingly frequent physical attacks, worsening relations with parents and the real or perceived lack of support from the management of the educational establishments concerned;
Amendment 26 #
Draft opinion Paragraph 2 2. Notes that despite strong demand in the labour market for high-level skills, and the response of the education system in the form of the massive development of HEI (Higher Education Institutes), approximately 20 % of Europeans, including university graduates, lack basic skills such as reading, writing or numeracy1 ; recalls, moreover, that a similar number of Europeans have a low level of basic skills and that 44 % lack basic digital skills2, which creates serious barriers to their participation in the technologically advanced labour market and everyday life; it is therefore important to make the maximum use of digitisation in all forms of education; __________________ 1
Amendment 26 #
Motion for a resolution Citation 16 a (new) - having regards to Article 10 of the 1979 Convention on the Elimination of All Forms of Discrimination against Women,
Amendment 260 #
Motion for a resolution Paragraph 22 a (new) 22a. Believes that teachers should be proactive in improving the operation of education institutions, especially when they are implementing European projects involving the education community as a whole;
Amendment 261 #
Motion for a resolution Paragraph 23 23. Underlines the importance of reshaping and investing in teacher education, by providing for traineeships in schools, encouraging
Amendment 262 #
Motion for a resolution Paragraph 23 23. Underlines the importance of reshaping and investing in teacher education and training, also with a view to the progress of digitisation and the resulting opportunities for distance education and blended learning, encouraging teachers’ continuing professional development, and providing them with opportunities to participate in international teacher exchanges;
Amendment 263 #
Motion for a resolution Paragraph 23 23. Underlines the importance of reshaping and investing in teacher education, encouraging teachers’ continuing professional development,
Amendment 264 #
Motion for a resolution Paragraph 23 23. Underlines the importance of reshaping and investing in
Amendment 265 #
Motion for a resolution Paragraph 23 a (new) 23a. Stresses that science and mathematics teachers could benefit from exchanges of good practices with their European colleagues, which would in particular under certain conditions enable them to request external assistance, notably to stimulate pupils' interest in science and mathematics and the associated career prospects;
Amendment 266 #
Motion for a resolution Paragraph 23 a (new) 23 a. Stresses the need for continuous professional development of teachers which can provide solutions for the challenges teachers encounter in their work at classroom level. Furthermore, it can support creating an institutional learning culture at school level and could help in enhancing the image of the profession by professionalising teachers;
Amendment 267 #
Motion for a resolution Paragraph 23 b (new) 23 b. Agrees that the high quality pedagogical, psychological and methodological training of school and tertiary education teachers, lecturers is a key condition for successful education of the future generations, therefore considers it particularly necessary to share best practices, which are available via mobility programs and international cooperations;
Amendment 268 #
Motion for a resolution Paragraph 23 c (new) 23 c. Underlines the importance of high-quality cooperation between families/ parents, teachers and schools authorities within the formal, non-formal or informal education, in guiding and helping children, young people towards full integration in society and job market by providing a safe place for personal development, growing, learning and future career;
Amendment 269 #
Motion for a resolution Paragraph 23 a (new) 23 a. Emphasises the importance of intensifying exchanges of teachers between Member States and their paid internships in another Member State in order to share best practices and develop their skills and competences;
Amendment 27 #
Draft opinion Paragraph 2 – subparagraph 1 (new) Amendment 27 #
Motion for a resolution Citation 16 b (new) - having regards to Strategic Objective B of the Beijing Declaration and Platform for Action (1995),
Amendment 270 #
Motion for a resolution Paragraph 23 a (new) 23 a. Considers that the involvement of teachers and school leaders in modernising education systems is vital for effective reforming processes and motivating educational staff to further improvements in school policy;
Amendment 271 #
Motion for a resolution Paragraph 23 b (new) 23 b. Acknowledges the crucial function of teachers as guides and mentors who teach how to evaluate information, adopt a supporting role in the face of challenges, and prepare learners for life in a knowledge society;
Amendment 272 #
Motion for a resolution Paragraph 23 c (new) 23 c. Emphasises the teacher’s key role in providing an inclusive learning environment that requires embracing a range of methods and approaches to meet diverse needs, thus enabling successful learning for all pupils;
Amendment 273 #
Motion for a resolution Paragraph 23 d (new) 23 d. Is of the opinion that a comprehensive school policy must contain effective support for teachers and school leaders in order to ensure efficient school functioning and promote development;
Amendment 274 #
Motion for a resolution Paragraph 23 e (new) 23 e. Is of the opinion that enhanced cooperation between school teachers, researchers and academics is beneficial for all related parties and results in the improvement and updating of teaching content, learning practices, and pedagogy as well as fostering innovation,creativity and new skills;
Amendment 275 #
Motion for a resolution Paragraph 23 f (new) 23 f. Welcomes the Commission’s initiatives through Erasmus+ to support higher education professionals in developing pedagogical and curriculum design skills by facilitating teacher mobility and international teacher training collaboration;
Amendment 276 #
Motion for a resolution Paragraph 23 g (new) 23 g. Acknowledges the important role of educators in all forms of education in preparing current and future generations to face challenges of the modern world; encourages, in this regard, an enhanced collaboration among educators in formal, non-formal and informal learning;
Amendment 277 #
Motion for a resolution Paragraph 24 24. Considers that the European Education Area should focus on
Amendment 278 #
Motion for a resolution Paragraph 24 24. Considers that the European Education Area should focus on achieving the common goal
Amendment 279 #
Motion for a resolution Paragraph 24 24. Considers that the European Education Area should focus on achieving common goals and must be formed in alignment with existing policies and educational trends in the EU, while giving also new impetus to their development and respecting the principles of
Amendment 28 #
Draft opinion Paragraph 2 a (new) 2a. Notes, that because of shrinking demand for low-level qualification, Member States should take action to limit school drop-out rates and guarantee, that nobody leaves school without basic skills, including basic digital skills. Therefore, calls on Member States to assure that possessing basic skills should be a prerequisite of graduation from every school from a primary to university level, including adult educational centres. Welcomes therefore "A Proposal for Council Recommendation on Key Competences for Lifelong learning', which defines digital skills as basic skills;
Amendment 28 #
Motion for a resolution Citation 16 c (new) - having regards to Articles 28 and 29 of the Convention on the Rights of the Convention on the Rights of the Child,
Amendment 280 #
Motion for a resolution Paragraph 24 24. Considers that the European Education Area should focus on achieving common goals and must be formed in alignment with existing policies and educational trends in the EU and outside the EU, while giving also new impetus to their development and respecting the principles of subsidiarity and institutional and educational autonomy;
Amendment 281 #
Motion for a resolution Paragraph 24 24. Considers that the European Education Area should focus on achieving common goals and must be formed in alignment with existing policies and educational trends in the EU, while giving also new impetus to their development and respecting the principles of subsidiarity, freedom and institutional and educational autonomy;
Amendment 282 #
Motion for a resolution Paragraph 24 a (new) 24 a. Believes that the European Education Area should not jeopardize nor substitute the Bologna Process as the latter should be rather developed and strengthened following the model of the European Education Area; stress the importance of mutual links and complementarity between the European Education Area and the European Higher Education Area;
Amendment 283 #
Motion for a resolution Paragraph 24 b (new) 24 b. Recalls that the process of creation of “European Universities” as a network of universities across Europe should be based on bottom-up approach and initiatives of the universities themselves from both EU and outside EU;
Amendment 284 #
Motion for a resolution Paragraph 24 a (new) 24 a. Recalls that the process of creation of “European Universities” as a network of universities across Europe should be based on bottom-up approach and initiatives of the universities themselves from both EU and outside EU, notably the United Kingdom after its departure from the European Union in 2019;
Amendment 285 #
Motion for a resolution Paragraph 24 a (new) 24 a. Calls on the Member States to support the creation of a European Education Area and to strengthen cooperation in developing and implementing its objectives; calls, in this regard, on the Commission to ensure the sharing of ideas and good practices with a view to achieving those goals;
Amendment 286 #
Motion for a resolution Paragraph 25 25. Calls on the Member States to increase funding for improving
Amendment 287 #
Motion for a resolution Paragraph 25 25. Calls on the Member States to increase funding for improving the quality of education, but recalls that funding for education is not the only relevant factor and that some third countries spend a smaller proportion of GDP on education than some European countries, while performing better in international rankings such as PISA;
Amendment 288 #
Motion for a resolution Paragraph 25 25.
Amendment 289 #
Motion for a resolution Paragraph 25 25.
Amendment 29 #
Draft opinion Paragraph 2 a (new) 2a. Calls on Member States to increase cooperation between education and training providers, both formal and non-formal and the world of work, including a close dialogue with social partners, in both the development of curricula and the creation of apprenticeships and internships with a real educational value;
Amendment 29 #
Motion for a resolution Citation 16 d (new) - having regards to the 2030 Agenda for Sustainable Development, adopted in September 2015 and entered into force on 1 January 2016, and in particular to its Sustainable Development Goals 4 and 5,
Amendment 290 #
Motion for a resolution Paragraph 25 25. Calls on the Member States to increase funding for improving the quality of education as well as to ensure equal access and opportunities for all, including young people having different socio- economic backgrounds as well as vulnerable and disadvantaged groups;
Amendment 291 #
Motion for a resolution Paragraph 25 25. Calls on the Member States to increase funding for improving the quality of education and to explore up-to-date and transparent ways of providing financial support;
Amendment 292 #
Motion for a resolution Paragraph 25 25. Calls on the Member States to increase funding for improving the quality of education in public and independent non-profit education settings;
Amendment 293 #
Motion for a resolution Paragraph 25 25. Calls on the Member States to increase funding for improving the quality of education and recognise it as investment to human capital;
Amendment 294 #
Motion for a resolution Paragraph 25 25. Calls on the Member States to increase funding for improving the quality of state-run and state-subsidised education;
Amendment 295 #
Motion for a resolution Paragraph 25 a (new) 25 a. Supports and encourages the implementation of actions concerning the development of media literacy and critical thinking through education and training; Recalls existing commitment in this field, outlined in the Council conclusions of 30 May 2016; calls, in this context, on the Commission to coordinate policy developments at the EU level in the area of media literacy with a view to disseminating most recent developments and best practices;
Amendment 296 #
Motion for a resolution Paragraph 25 b (new) 25 b. Encourages Member States to take the appropriate measures in order to tackle early school leaving and support schools to include in their programs citizenship education, democratic values and human rights as part of the civic competence, while also promoting intercultural skills; reiterates the importance of such programmes in times when Europe faces striking inequalities and lack of solidarity;
Amendment 297 #
Motion for a resolution Paragraph 25 c (new) 25 c. Encourages Member States to design and support initiatives aimed at fighting gender inequality, challenging stereotypes and parents’ gender-typed expectations while involving them in learning activities;
Amendment 298 #
Motion for a resolution Paragraph 25 a (new) 25a. Calls on the Member States to ensure that parents' right to freedom of choice in education is respected, through appropriate support, including financial support, for schools of all categories and levels, state schools and non-profit private schools, provided that the curriculum offered is based on the principles enshrined in the Charter of Fundamental Rights of the EU and complies with the legal systems and rules in force in the Member State;
Amendment 299 #
Motion for a resolution Paragraph 25 a (new) 25a. Recalls also that certain measures relating to education areas suffering from multiple social, economic and cultural disadvantages, such as priority education zones in France, have not resulted in a significant improvement in the academic level, demonstrating that the causal link between increased funding and academic performance is not systematic;
Amendment 3 #
Draft opinion Paragraph -1 b (new) -1b. Stresses that universal high- quality education is a vital tool to develop understanding and respect of common fundamental values, to ensure social cohesion, and to counter socio-economic disparities and gender stereotypes;
Amendment 3 #
Motion for a resolution Citation 1 a (new) - having regard to the Council conclusions of 20 May 2014 on effective teacher education,
Amendment 30 #
Draft opinion Paragraph 2 a (new) 2a. Highlights that action, both at EU and national level, is required to improve skills levels and qualifications among migrants to support effective integration into the labour market, as well as labour market reforms so that to better take opportunity of their existing skills and qualifications and help balance supply and demand in labour markets;
Amendment 30 #
Motion for a resolution Recital A A. whereas,
Amendment 300 #
Motion for a resolution Paragraph 25 b (new) 25b. Stresses, however, that Member States are responsible for their education systems and that the European Union cannot exert any pressure to reduce public expenditure in view of the impact of austerity policies on the Member States’ education systems, which are also subject to considerable pressure from the uncontrolled influx of migrants, whose integration into education systems generates significant costs and difficulties;
Amendment 301 #
Motion for a resolution Paragraph 25 a (new) 25 a. Considers that it is high time for the necessary investment to be made in educational infrastructure in less developed regions, always taking care to adapt coordinated investment to the specific features of the region concerned. In this connection, it is particularly important to allow for greater support from the European Investment Bank and the European funds for regional initiatives aimed at developing education;
Amendment 302 #
Motion for a resolution Paragraph 25 a (new) 25 a. Encourages, with regard to increasing inclusiveness and freedom of educational choice, public funding for both privately and publicly run schools, provided that all schools are subject to rules and regulations regarding the quality of education and the use of those funds;
Amendment 303 #
Motion for a resolution Paragraph 25 a (new) 25 a. Calls on the Commission and Member States to exchange experiences and best practices on public funding mechanisms and methods, including performance-based funding and competitive research funding, with a view to reach a sustainable and transparent funding diversification;
Amendment 304 #
Motion for a resolution Paragraph 26 26. Calls for enhanced cooperation among Member States in modernising education
Amendment 305 #
Motion for a resolution Paragraph 26 26. Calls for
Amendment 306 #
Motion for a resolution Paragraph 26 26. Calls for an enhanced
Amendment 307 #
Motion for a resolution Paragraph 26 a (new) 26 a. Encourages the Member States, in collaboration with the Commission, to support educational institutions in modernising reform processes by assigning specialized contact points at national and/or regional level to provide relevant information, guidance and assistance;
Amendment 308 #
Motion for a resolution Paragraph 26 a (new) 26a. Calls on the Member States to bring efforts to bear to alter women's and men's socio-cultural behaviour patterns with a view to eradicating gender stereotyped discriminatory preconceptions, customs, traditions, and any other practices of that sort;
Amendment 309 #
Motion for a resolution Paragraph 27 Amendment 31 #
Draft opinion Paragraph 2 a (new) 2a. Highlights that according to Cedefop1a, the distribution of skills in the labour force largely matched the qualification requirements of the labour market in 2016; further notes that Cedefop forecasts a parallel rise in skills from both the demand and the supply side until 2025 and that skills levels are expected to change faster for the labour force than those required by the job market; calls therefore on the Commission and the Member States to carefully reassess the difficulties concerning access to the world of work; __________________ 1ahttp://ec.europa.eu/eurostat/statistics- explained/index.php/Europe_2020_indica tors_- _employment#Skills_mismatches_in_the_ labour_market
Amendment 31 #
Motion for a resolution Recital A A. whereas, while the main responsibility for education and training lies within Member States, the European Union
Amendment 310 #
Motion for a resolution Paragraph 27 27.
Amendment 311 #
Motion for a resolution Paragraph 27 27.
Amendment 312 #
Motion for a resolution Paragraph 27 27. E
Amendment 313 #
Motion for a resolution Paragraph 27 27. Encourages the Member States and the Commission to support efforts by educational institutions to make greater use of
Amendment 314 #
Motion for a resolution Paragraph 27 a (new) 27 a. Points out that advanced transversal and soft skills (leadership, social and intercultural skills, management, entrepreneurial and financial education, volunteering, foreign languages proficiency, negotiations and creativity) are the most demanded on the labour market and therefore should be fully integrated into European education programmes;
Amendment 315 #
Motion for a resolution Paragraph 28 28. Recommends that Member States, a
Amendment 316 #
Motion for a resolution Paragraph 28 28. Recommends that Member States and educational institutions promote innovative methods and interaction between teachers and students to support the achievement of intended learning outcomes, where students are active participants in their own learning process; highlights the importance of developing value based and learner- centred and individuali
Amendment 317 #
Motion for a resolution Paragraph 28 28. Recommends that Member States and educational institutions promote
Amendment 318 #
Motion for a resolution Paragraph 28 a (new) 28 a. Encourages the Commission to support the Member States in developing training and educational programmes facilitating adult learning, the active inclusion of adults in the education system; emphasises the value of adult learning as a unique opportunity for equipping adults with literacy and basic skills, for continuing training and professional development, and for active citizenship, including through community or popular education; recalls that adult learning and education should provide a variety of learning pathways and flexible learning opportunities, including second chance programmes for people who have never been to school, early school leavers and drop outs;
Amendment 319 #
Motion for a resolution Paragraph 28 a (new) 28 a. Calls on the Member States to adopt a holistic approach to education and to provide learners with specific, flexible learning opportunities that can provide them with the necessary core competences for successful entry into the labour market;
Amendment 32 #
Draft opinion Paragraph 2 a (new) 2a. Points out that this lack of basic skills can only be addressed by ‘formal’ learning, and that non-formal and/or informal learning should not therefore be developed at the expense of formal learning and time spent focusing on reading, writing and numeracy;
Amendment 32 #
Motion for a resolution Recital A A. whereas, while the main responsibility for education and training lies within Member States, the European Union has a vital supportive role in setting challenging goals, giving outreach to virtuous examples and exchanging best practices;
Amendment 320 #
Motion for a resolution Paragraph 28 a (new) 28 a. Recommends that Member States, their educational institutions and the Commission engage more actively in promoting the practice of sports among pupils;
Amendment 321 #
Motion for a resolution Paragraph 28 a (new) 28a. Recommends that there should be no confusion between technical and vocational education and training and trade school education;
Amendment 322 #
Motion for a resolution Paragraph 28 b (new) 28b. Notes that trade school education and technical and vocational education derive their legitimacy from the fact that their character is modelled on a work environment, following an economic rationale intended to contribute to national development, without, however, affecting the pursuit of higher education;
Amendment 323 #
Motion for a resolution Paragraph 29 Amendment 324 #
Motion for a resolution Paragraph 29 29. Calls for increased incorporation of inquiring, active, project- and problem- based learning into educational programmes at all levels, with a view to promoting cooperation and team work; recommends that education systems work to strengthen transversal skills, such as analysing, problem solving and critical and reflective thinking, while ensuring young men and women are truly engaged partners in all educational processes;
Amendment 325 #
Motion for a resolution Paragraph 29 29. Calls for increased incorporation of inquiring, active, project- and problem- based learning into educational programmes at all levels, with a view to promoting cooperation
Amendment 326 #
Motion for a resolution Paragraph 29 a (new) 29a. Reiterates that the right to education must be guaranteed to every person with disabilities, from kindergarten to university, and stresses the importance of having appropriate teaching and technical equipment, appraisal measures and qualified personnel to ensure that persons with disabilities are genuinely able to enjoy this right;
Amendment 327 #
Motion for a resolution Paragraph 29 a (new) 29 a. Encourages the Member States to monitor the relevance of educational programmes by means of a regularly drafted development plan to ensure that education systems continue to address the changing needs and evolving social- economic situation of the country;
Amendment 328 #
Motion for a resolution Paragraph 29 b (new) 29 b. Stresses the role of the European Semester in promoting national reforms, namely by defining the education- related country specific recommendations;
Amendment 329 #
Motion for a resolution Paragraph 29 c (new) 29 c. Recommends enhancing links among education and various policies to foster and assess the efficiency and performance of educational reforms;
Amendment 33 #
Draft opinion Paragraph 2 b (new) 2b. Calls on the Commission and Member States to promote the renewed EU agenda for higher education among HEIs, regional and local authorities, employers, with a view to addressing HEIs and students needs and challenges, creating links with local and regional actors, reaching out to the local communities, fostering local and regional development and innovation, building inclusive and connected higher education systems, strengthening collaboration with the world of work and addressing the regional skills needs;
Amendment 33 #
Motion for a resolution Recital –A (new) -A. whereas the right to education is a fundamental human right that needs to be universally guaranteed;
Amendment 330 #
Motion for a resolution Paragraph 29 d (new) 29 d. Emphasises the key role of parents as a part of the education triangle in supporting children’s learning; highlights the benefits of parental involvement in child education for increased pupil achievement, their well-being and school development;
Amendment 331 #
Motion for a resolution Paragraph 29 e (new) 29 e. Appreciates the Commission’s activities in the field of modernisation of education systems, and in this context, calls on the Member States to be more involved in and committed to the implementation of proposed improvements;
Amendment 332 #
Motion for a resolution Paragraph 29 f (new) 29 f. Calls on the Commission to support cross-border initiatives in open learning online;
Amendment 333 #
Motion for a resolution Paragraph 29 g (new) 29 g. Encourages the Member States to further develop and implement all- encompassing policies on inclusive education aimed at targeting specific needs and promoting the rights of the most vulnerable groups;
Amendment 334 #
Motion for a resolution Paragraph 29 h (new) 29 h. Encourages the development of synergies and collaborations between formal, non-formal and informal education as a means of building on the respective expertise, enriching learning experiences, developing new approaches, different perspectives, and pedagogies;
Amendment 335 #
Motion for a resolution Paragraph 29 i (new) 29 i. Calls on the Member States to continue beyond 2018 with their efforts to further enhance the implementation of the 2012 Council recommendation on the validation of non-formal and informal learning;
Amendment 336 #
Motion for a resolution Paragraph 29 j (new) 29 j. Encourages the Commission and the Member States to facilitate the use of the EU Key Competences Framework in all educational settings and to enable its application to formal, non-formal, and informal learning, thus maximising its potential as a crucial tool for lifelong learning;
Amendment 337 #
Motion for a resolution Paragraph 29 k (new) 29 k. Encourages stronger emphasis on creativity and lifelong learning at all levels of education through creative teaching, multidisciplinary courses, the establishment of inspiring classroom environments, as well as project – and problem- based education, among others;
Amendment 338 #
Motion for a resolution Paragraph 29 l (new) 29 l. Supports the increased EU benchmark for participation in lifelong learning; calls, in this regard, on the Commission to propose best practices recommendations with a view to achieving this ambitious goal;
Amendment 339 #
Motion for a resolution Paragraph 29 m (new) 29 m. Emphasises that the quality of education should be measured as the degree to which a learner has acquired not only knowledge and competences, but also the ability to pursue and develop lifelong learning and creative endeavours;
Amendment 34 #
Draft opinion Paragraph 3 3. Stresses that skills mismatch and shortages are
Amendment 34 #
Motion for a resolution Recital A a (new) A a. whereas everyone has the right to free and accessible education, which enables all persons to participate effectively in a free society, promote understanding, tolerance and friendship and whereas education in all its forms and at all levels shall exhibit the following interrelated and essential features: a) availability b) accessibility c)acceptability and d) adaptability;1a _________________ 1a Art. 13 of the International Covenant on Economic, Social and Cultural Rights (ICESCR)
Amendment 340 #
Motion for a resolution Paragraph 29 n (new) 29 n. Supports the Commission in the creation of a scoreboard to support the development of key competences as well as competency- based education, learning and training;
Amendment 341 #
Motion for a resolution Paragraph 29 o (new) 29 o. Supports and encourages the implementation of action concerning the development of media literacy and critical thinking through education and training, as proposed in the Council conclusions of 30 May 2016; calls, in this context, on the Commission to coordinate policy developments at the EU level in the area of media literacy with a view to disseminating updated knowledge and best practices in this field;
Amendment 342 #
Motion for a resolution Paragraph 29 p (new) 29 p. Calls on the Member States to increase cooperation between schools, higher education establishments and the world of work both in the development of curricula and the creation of apprenticeships and internships;
Amendment 343 #
Motion for a resolution Paragraph 29 q (new) 29 q. Calls on the Member States to develop career guidance that would facilitate the identification of pupils' and students’ abilities and predispositions, and strengthen the process of personalised teaching;
Amendment 344 #
Motion for a resolution Paragraph 29 r (new) 29 r. Encourages the Commission to support the Member States in developing training and educational programmes facilitating the active inclusion of adults returning to the labour market;
Amendment 345 #
Motion for a resolution Paragraph 29 s (new) 29 s. Calls on the Member States to develop intergenerational projects to facilitate understanding of the challenges elderly people face as well as providing opportunities for them to share their skills, knowledge and experience;
Amendment 346 #
Motion for a resolution Paragraph 29 t (new) 29 t. Stresses the importance of citizenship education aimed at supporting young people to become active, informed and responsible citizens who are willing and able to take responsibility for themselves and for their communities;1a _________________ 1aCitizenship Education at school in Europe 2017, Eurydice Report, European Commission
Amendment 347 #
Motion for a resolution Paragraph 29 a (new) 29 a. Invites the Member States and the Commission to establish innovative and flexible grants for nurturing talent, artistic and sporting ability in the field of education and training; supports those Member States that are seeking to introduce scholarship schemes for students with proven educational, sporting and artistic ability;
Amendment 348 #
Motion for a resolution Paragraph 29 b (new) 29 b. Encourages the Member States to ensure that the right to use a minority language is upheld and to protect linguistic diversity within the Union in accordance with the EU Treaties;
Amendment 349 #
Motion for a resolution Paragraph 29 c (new) 29 c. Believes that linguistic rights must be respected in communities where there is more than one official language, without limiting the rights of one compared to another, according to the constitutional order of each Member State;
Amendment 35 #
Draft opinion Paragraph 3 3. Stresses that skills mismatch and shortages
Amendment 35 #
Motion for a resolution Recital A a (new) A a. whereas diversity is an important aspect of European education systems, at the same time Member States share similar educational goals and challenges which can be better addressed at the European level;
Amendment 350 #
Motion for a resolution Paragraph 29 d (new) 29 d. Calls on the Commission to strengthen the promotion of the teaching and use of regional and minority languages, as a potential way of tackling language discrimination in the EU;
Amendment 351 #
Motion for a resolution Paragraph 29 e (new) 29 e. Urges the Member States to provide effective education and training in the mother tongues of pupils and students, in accordance with the respect for human rights, non-discrimination, cultural and linguistic diversity, as enshrined in the Treaties, and to increase the level of support for educational institutions that teach in the mother tongue of ethnic or linguistic minorities;
Amendment 352 #
Motion for a resolution Paragraph 29 f (new) 29 f. Stresses that, with regard to school, training and possibly higher education provided in the languages of national or ethnic minorities, more efforts should be done to prevent any restriction on access to education for pupils from minorities; recommends the establishment of systems that will enable graduates from minority backgrounds to enjoy the same opportunities for accessing continuous education and training as other graduates;
Amendment 353 #
Motion for a resolution Paragraph 29 g (new) 29 g. Encourages the Member States to establish quality dual education and vocational training systems incoordination with local and regional economic actors, following the exchange of best practices and in line with the specific nature of each educational system, in order to overcome the existing and future skills mismatch;
Amendment 354 #
Motion for a resolution Paragraph 29 h (new) 29 h. Encourages the Member States to support the right to quality and inclusive education, training and lifelong learning and ensure opportunities to develop key competences in order to maintain and acquire skills that enable everyone to participate fully in society and manage successfully transitions in the labour market;
Amendment 355 #
Motion for a resolution Paragraph 29 i (new) 29 i. Supports the development of key competences paying special attention to basic skills, STEM, languages competences, entrepreneurship skills, digital competences, creativity, critical thinking and team-work,
Amendment 356 #
Motion for a resolution Paragraph 29 j (new) 29 j. Encourages the Member States to promote adult and lifelong learning, and reinforce resources and guidance in education and training to support people in managing their lifelong learning pathways;
Amendment 357 #
Motion for a resolution Paragraph 29 k (new) 29 k. Encourages the Member States to increase the level of language competences by making use of good practices, such as obtaining the first foreign language certificate under certain age provided by the state;
Amendment 358 #
Motion for a resolution Paragraph 29 a (new) 29a. Recommends that educational guidance should be reinforced as a vital tool for encompassing different educational systems in a flexible manner whilst enriching and updating knowledge and skills;
Amendment 359 #
Motion for a resolution Paragraph 29 a (new) 29 a. Highlights the fact, that quality of education depends on the performance and qualifications of teachers, recommends the Member States to provide incentives to recruit candidates for the teaching profession with the highest-level competencies and adapt their remuneration level accordingly; insists on the importance of providing teachers with continuous training, reskilling and upskilling throughout their careers and to have exchange of best practices among countries;
Amendment 36 #
Draft opinion Paragraph 3 3. Stresses that skills mismatch
Amendment 36 #
Motion for a resolution Recital A a (new) A a. whereas, access to education, training and gaining of skills must be accessible for all and more efforts are needed to include the most vulnerable;
Amendment 360 #
Motion for a resolution Paragraph 29 a (new) 29 a. Stresses on education as a key tool for social inclusion of migrants, refugees and newcomers, both minors and adults, also building on the valuable experience of the Education Corridors, and with an eye to facilitate recognition of diplomas and qualifications, while providing scholarships and establishing partnerships with universities in the countries of origin.
Amendment 361 #
Motion for a resolution Paragraph 29 a (new) 29 a. Stresses the special educational situation of children and adolescents whose parents travel professionally in Europe, and calls on the Commission to conduct a study to highlight their specific situation with regard to the challenges facing pre-school and school education for these children and adolescents;
Amendment 362 #
Motion for a resolution Paragraph 29 a (new) 29 a. Calls on the Commission to assess the effectiveness and added value of EU existing culture and education programmes, paying particular attention to the Europe for Citizens programme, and to promote simplification of procedures and sound financial management at all levels;
Amendment 363 #
Motion for a resolution Paragraph 29 a (new) 29 a. Encourages the Member States and regional authorities to monitor the relevance of educational programmes by means of a regularly drafted development plan to ensure that education systems continue to address the changing needs and evolving social-economic situation of the country;
Amendment 364 #
Motion for a resolution Paragraph 29 b (new) 29 b. Stresses the importance of citizenship education aimed at supporting young people to become active, informed and responsible citizens who are willing and able to take responsibility for themselves and for their communities and who understand the concepts of eco- citizenship and sustainability
Amendment 365 #
Motion for a resolution Paragraph 29 a (new) 29 a. Calls to strengthen civic and ethical education and critical thinking within education, including media literacy, in order to better face the current challenges, such as security fears, dissemination of fake news and extremist content on the internet;
Amendment 366 #
Motion for a resolution Paragraph 29 a (new) 29 a. Calls on the Member States to develop criteria for the regular evaluation and assessment of the education strategies and policies with a particular focus on education for democratic citizenship, taking also into account feedback from teachers and learners;
Amendment 367 #
Motion for a resolution Paragraph 29 a (new) 29 a. Calls on the Commission to revise benchmarks in ET2020 to make them connected with qualitative as well as quantitative indicators of education system and to monitor level of skills, especially soft skills besides the number of graduates;
Amendment 368 #
Motion for a resolution Paragraph 29 a (new) 29a. Recommends that the Commission, acting under Article 349 TFEU, increase support to Member States which have outermost regions, with a view to improving their education systems at all levels of education;
Amendment 369 #
Motion for a resolution Paragraph 29 b (new) 29b. Recommends that teaching and educational curricula in the EU be focused on the teaching of difference and acceptance of others;
Amendment 37 #
Draft opinion Paragraph 3 3. Stresses that skills mismatch and shortages are, apart from labour market policies in accordance with the austerity measures, responsible for both unemployment and unfilled job vacancies3 ; considers that these worrying phenomena should be tackled by, amongst others, modernising education systems, making education systems cooperate more closely with labour market actors and focusing more on training in soft and transversal skills to accommodate future skills needs; __________________ 3 http://www.cedefop.europa.eu/en/events- and-projects/projects/assisting-eu- countries-skills-matching
Amendment 37 #
Motion for a resolution Recital A a (new) Aa. whereas education institutions should promote democracy and European values;
Amendment 370 #
Motion for a resolution Paragraph 29 c (new) 29c. Calls for teacher training also to focus on aspects of the curriculum as an instrument of power;
Amendment 371 #
Motion for a resolution Paragraph 29 d (new) 29d. Recommends that a national curriculum be established, including European content, and that it be sufficiently open to recognise social and cultural differences and allow communication with local, regional, national, and European power structures;
Amendment 372 #
Motion for a resolution Paragraph 30 30. Calls on the Member States to ensure greater access to high-quality ECEC, with the view of it encourages the Member States to provide more nursery and kindergarten places for children;
Amendment 373 #
Motion for a resolution Paragraph 30 30. Calls on the Member States to ensure
Amendment 374 #
Motion for a resolution Paragraph 30 a (new) 30 a. Calls on Member States to reform and improve their systems towards the Barcelona objective of having at least 33% of children under 3 participating in early childhood education and care programmes;
Amendment 375 #
Motion for a resolution Paragraph 30 a (new) 30 a. Calls on member states to further invest in staff to attract more people to follow this career so as to ensure availability of highly qualified staff for ECEC;
Amendment 376 #
Motion for a resolution Paragraph 30 a (new) 30 a. Supports setting a European benchmark for the quality of ECEC to be measured according to national or regional quality indicators;
Amendment 377 #
Motion for a resolution Paragraph 31 Amendment 378 #
Motion for a resolution Paragraph 31 31.
Amendment 379 #
Motion for a resolution Paragraph 31 31. Calls on the Commission to consider establishing a common European framework
Amendment 38 #
Draft opinion Paragraph 3 3. Stresses that skills mismatch and shortages in the labour market are responsible for both unemployment and unfilled job vacancies3; considers that these worrying phenomena should be tackled by modernising education systems, making education systems cooperate more closely with labour market actors and focusing more on training in soft and transversal skills to accommodate future skills needs; __________________ 3 http://www.cedefop.europa.eu/en/events- and-projects/projects/assisting-eu- countries-skills-matching
Amendment 38 #
Motion for a resolution Recital B B. whereas the ability of education systems to meet societal, economic and personal needs depends on their quality
Amendment 380 #
Motion for a resolution Paragraph 31 a (new) 31a. Maintains that early childhood institutions should not be excluded from the European Education Area; considers that these institutions should likewise promote the exchange of knowledge among Member States, especially for the purposes of sharing information when implementing innovative projects;
Amendment 381 #
Motion for a resolution Paragraph 31 b (new) 31b. Believes that Member States should make greater efforts to encourage the governing bodies of ECEC institutions to investigate the possibility of pursuing Europe-wide projects; points out that professionals would, in that way, be able to keep track of teaching innovations and make preschool education more meaningful;
Amendment 382 #
Motion for a resolution Paragraph 32 32. Recommends that cooperation between ECEC staff and pre-primary school teachers be increased to improve the
Amendment 383 #
Motion for a resolution Paragraph 32 32. Recommends that cooperation between ECEC staff and pre-primary school teachers and parents be increased to improve the quality of education, prepare pre-schoolers for the transition to primary school and focus on children’s development;
Amendment 384 #
Motion for a resolution Paragraph 32 a (new) 32 a. Recommends that Member States increase funding for ECEC so to avoid gaps between places and population needs; encourages the Member States to increase economic support and initiatives (such as tax reductions, subsidies, free quota) for parents and guardians from socio-economically disadvantaged backgrounds to ensure access to quality ECEC is not a privilege for the few;
Amendment 385 #
Motion for a resolution Paragraph 32 b (new) 32 b. Reiterates the need to create rights-based and gender-sensitive learning environments for students to learn about and stand up for human rights, including women’s and children’s rights, fundamental values and civic participation, rights and responsibilities of citizens, democracy and the rule of law, being confident in their identity, knowing their voice is heard and feeling valued by their communities;
Amendment 386 #
Motion for a resolution Paragraph 32 a (new) 32a. Calls for support to be channelled towards means of developing literacy, numeracy, and critical thinking, focusing on the basic skills of reading, writing, arithmetic, and argumentation; stresses that those abilities, which are necessary but not sufficient, will be the driving force in the development of personal and professional expertise;
Amendment 387 #
Motion for a resolution Paragraph 32 a (new) 32 a. Encourages the Member States to apply more initiatives in the form of tax reductions and subsidies for parents and guardians, especially those from socio- economically disadvantaged backgrounds to enable and encourage their use of ECEC services;
Amendment 388 #
Motion for a resolution Paragraph 33 33. Recommends the implementation of a ‘whole school approach’ to
Amendment 389 #
Motion for a resolution Paragraph 33 33.
Amendment 39 #
Draft opinion Paragraph 3 3. Stresses that skills mismatch and shortages are partly responsible for both unemployment and unfilled job vacancies3 ; considers that these worrying phenomena should be tackled by modernising education systems, making education systems cooperate more closely with labour market actors and focusing more on training in soft and transversal skills to accommodate future skills needs; __________________ 3 http://www.cedefop.europa.eu/fr/events- and-projects/projects/assisting-eu- countries-skills-matching
Amendment 39 #
Motion for a resolution Recital B B. whereas the ability of education systems to meet societal, economic and personal needs depends on their quality, diversity, efficiency and equity, as well as on the availability of adequate human, financial and material resources;
Amendment 390 #
Motion for a resolution Paragraph 33 33. Recommends the implementation of
Amendment 391 #
Motion for a resolution Paragraph 33 33. Recommends the implementation of
Amendment 392 #
Motion for a resolution Paragraph 33 33. Recommends the implementation of a ‘whole school approach’ to increase social inclusion, accessibility and quality in education, as well as to address early school leaving and the phenomenon of people which are not in employment, education or training (NEETs);
Amendment 393 #
Motion for a resolution Paragraph 33 33. Recommends the implementation of a ‘whole school approach’ to increase social inclusion, accessibility and quality in education, as well as to address early school leaving; recommends to support democratic school student structure;
Amendment 394 #
Motion for a resolution Paragraph 33 33. Recommends the implementation of a ‘whole school approach’ to increase social inclusion, accessibility
Amendment 395 #
Motion for a resolution Paragraph 33 a (new) 33a. Supports and encourages educational and vocational guidance as a vital educational task for the individual and social development of the young generations;
Amendment 396 #
Motion for a resolution Paragraph 34 34. Stresses the need to strengthen opportunities and structures for school internal and external collaboration, including interdisciplinary cooperation, team teaching, school clusters and interactions with
Amendment 397 #
Motion for a resolution Paragraph 34 34. Stresses the need to strengthen school internal and external collaboration, including interdisciplinary cooperation, team teaching, school clusters and interactions with external stakeholders including parents; notes the importance of international exchange and school partnership through programmes such as Erasmus+ and e-
Amendment 398 #
Motion for a resolution Paragraph 34 a (new) 34 a. Stresses that school education should also be made more flexible in order to better respond to students' living conditions, for example by increasing the use of online services, so that, for example, blended learning opportunities can also be improved;
Amendment 399 #
Motion for a resolution Paragraph 34 a (new) 34 a. Calls on the European Commission and on the Member States to develop a pilot scheme to support the exchanges of secondary students to spend at least half of an academic year in another Member State;
Amendment 4 #
Draft opinion Paragraph -1 c (new) -1c. Warmly welcomes that in the frame of modernising school education in the EU the Commission especially refers to the importance of promoting inclusive education by exchanging best practices on integration of migrant pupils and imparting common values;
Amendment 4 #
Motion for a resolution Citation 1 a (new) - having regards to Article 2 of the Treaty on the Functioning of the European Union,
Amendment 40 #
Draft opinion Paragraph 3 3. Stresses that skills mismatch and shortages are responsible for both unemployment and unfilled job vacancies3; considers that these worrying phenomena should be tackled by modernising education systems, making education systems cooperate more closely with labour market actors, improving mobility between cross-border regions and focusing more on training in soft and transversal skills to accommodate future skills needs; __________________ 3 http://www.cedefop.europa.eu/en/events- and-projects/projects/assisting-eu- countries-skills-matching
Amendment 40 #
Motion for a resolution Recital B B. whereas the ability of education systems to meet societal, economic and personal needs depends on their quality, accessibility, efficiency and equity, as well as on the availability of adequate human, financial and material resources;
Amendment 400 #
Motion for a resolution Paragraph 34 b (new) 34 b. Recommends the Member States to integrate learning about the EU into the high school curricula, to enable students learn about the functioning of the Union, its history and the value of European citizenship;
Amendment 401 #
Motion for a resolution Paragraph 34 a (new) 34 a. Supports the promotion of physical activity and physical education in schools;
Amendment 402 #
Motion for a resolution Paragraph 35 35. Encourages
Amendment 403 #
Motion for a resolution Paragraph 35 35. Encourages more STEAM (science, technology, engineering, art and mathematics) initiatives at school level through
Amendment 404 #
Motion for a resolution Paragraph 35 35. Encourages more STE
Amendment 405 #
Motion for a resolution Paragraph 35 a (new) 35 a. Believes that more STEAM should be predominantly focused in school education because the earlier people acquire these skills, the better chances they will have to succeed in their education and professional pathways;
Amendment 406 #
Motion for a resolution Paragraph 35 a (new) 35 a. Calls the European Commission to implement commitments such as Skills Guarantee stipulated in the EU New Skills Agenda and to improve the employment opportunities of low-skilled adults in the EU;
Amendment 407 #
Motion for a resolution Paragraph 35 b (new) 35 b. Calls for fulfilment of the commitment of the New Skills Agenda including which consist of supporting Member States in improving information on how graduates progress on the labour market;
Amendment 408 #
Motion for a resolution Paragraph 35 a (new) 35 a. Calls the European Commission to implement commitments such as Skills Guarantee stipulated in the EU New Skills Agenda and to improve the employment opportunities of low-skilled adults in the EU;
Amendment 409 #
Motion for a resolution Paragraph 35 b (new) 35 b. Calls for fulfilment of the commitment of the New Skills Agenda including which consist of supporting Member States in improving information on how graduates progress on the labour market;
Amendment 41 #
Draft opinion Paragraph 3 3. Stresses that skills mismatch and shortages are responsible for both unemployment and unfilled job vacancies3 ; considers that these worrying phenomena should be tackled by modernising education systems, making education systems cooperate more closely with labour market actors, notably undertakings and business clusters, and focusing more on training in soft and transversal skills to accommodate future skills needs;
Amendment 41 #
Motion for a resolution Recital B a (new) B a. whereas the common values that hold together our societies, such as freedom, social justice, equality and non- discrimination, democracy, human rights, the rule of law, tolerance and solidarity, are crucial; whereas European education systems represent an immense richness of cultural, social, linguistic diversity while at the same time Member States share similar challenges, such as ensuring equal access to education for all;
Amendment 410 #
Motion for a resolution Paragraph 35 a (new) 35a. Recommends that technical, vocational, and trade school courses be set up within state schools, applying a comprehensive school model whenever possible;
Amendment 411 #
Motion for a resolution Paragraph 35 b (new) 35b. Calls on the Member States to give encouragement for 'European clubs' to be set up in education institutions, since this would be a way to foster and share the European identity;
Amendment 412 #
Motion for a resolution Paragraph 35 a (new) 35 a. Encourages Gender and Feminism Studies and support for educational projects with a gender-specific nature as well as gender sensitive educational structures;
Amendment 413 #
Motion for a resolution Paragraph 36 36. Calls on the Commission, Member States and regional authorities to addresses school bullying, cyberbullying and violence by developing, in cooperation with the direct beneficiaries, school prevention programmes and awareness
Amendment 414 #
Motion for a resolution Paragraph 36 36. Calls on the Commission to address school bullying, cyberbullying and violence by developing school prevention programmes and awareness-raising campaigns and calls on the Member States to step up their legal response to the dissemination of images or statements online, in particular as regards the right to erasure of personal data and information online;
Amendment 415 #
Motion for a resolution Paragraph 36 36. Calls on the Commission to address school bullying, cyberbullying and violence by developing school prevention programmes, in cooperation with all stakeholders (in particular teachers, parents' associations and specialist NGOs), and awareness-raising campaigns;
Amendment 416 #
Motion for a resolution Paragraph 36 36. Calls on the Commission to address school bullying, cyberbullying and violence by developing school prevention programmes, addiction prevention and awareness-raising campaigns;
Amendment 417 #
Motion for a resolution Paragraph 36 36. Calls on the Commission to address school bullying, cyberbullying and violence by developing school prevention programmes and awareness-raising campaigns embracing inclusion;
Amendment 418 #
Motion for a resolution Paragraph 36 a (new) 36 a. Calls on the Commission and the Member States to develop specific measures in order to promote and support media and digital literacy projects, such as the pilot project on Media Literacy for All, and to develop a comprehensive media and digital literacy policy, with a particular focus on school education;
Amendment 419 #
Motion for a resolution Paragraph 36 a (new) 36 a. Encourages Red Cross trainings in schools for students, teachers and staff to contribute to learning essential first aid skills and be able to act in case of emergency;
Amendment 42 #
Draft opinion Paragraph 3 3. Stresses that skills mismatch and shortages are largely responsible for both unemployment and unfilled job vacancies3 ; considers that these worrying phenomena should be tackled by modernising education systems, making education systems cooperate more closely with labour market actors and focusing more on training in soft and transversal skills to accommodate future skills needs; __________________ 3 http://www.cedefop.europa.eu/en/events- and-projects/projects/assisting-eu- countries-skills-matching
Amendment 42 #
Motion for a resolution Recital C C. whereas it is essential that education, as a fundamental human right and a public good,
Amendment 420 #
Motion for a resolution Paragraph 36 a (new) 36a. Urges the Member States to promote the principles of equality and non-discrimination in education institutions, be it through formal or informal learning;
Amendment 421 #
Motion for a resolution Paragraph 36 b (new) 36b. Takes the view that combating economic marginalisation, social exclusion, and inequality should be one of the goals of European education, to be pursued through training and education and achieved through work integration as a form of social inclusion, which, as far as migrants are concerned, should translate into learning of their host country's language, the validation of academic and professional qualifications, decent housing, social welfare, and health care;
Amendment 422 #
Motion for a resolution Paragraph 37 37.
Amendment 423 #
Motion for a resolution Paragraph 37 37. Encourages the Member States and the Commission to develop strategies to support initiatives by schools and teachers to create a more
Amendment 424 #
Motion for a resolution Paragraph 37 37. Encourages the Member States and the Commission to develop strategies to support existing initiatives
Amendment 425 #
Motion for a resolution Paragraph 37 37. Encourages the Member States and the Commission to develop strategies to support initiatives by schools and teachers to create a more inclusive learning environment and to promote openness, inclusion and engagement;
Amendment 426 #
Motion for a resolution Paragraph 37 a (new) 37 a. Emphasises the importance of health and relationships education which must include teaching children and young people about relationships based on equality, consent, respect and reciprocity, as well as teaching about women's and girls'rights, including reproductive and sexual health and rights, as a tool to prevent sterotypes and gender-based violence and promote well-being;
Amendment 427 #
Motion for a resolution Paragraph 37 a (new) 37 a. Calls on the Commission to focus more on the role of school space in education and evaluation of education; calls for a financial support to provide adequate architectural solutions in schools to enable group work, team- teaching and to stimulate creative thinking and problem-solving as well as other methods of progressive education;
Amendment 428 #
Motion for a resolution Paragraph 37 b (new) 37 b. Encourages schools of all levels to take advantage of social media and new technologies in school communication, between teachers and students;
Amendment 429 #
Motion for a resolution Paragraph 37 a (new) 37 a. Encourages the Commission to support the development among young Europeans of language skills in formal and non-formal educational settings by developing innovative multilingual pedagogies, sharing best multilingual pedagogical practices, and enhancing teachers’ language competences;
Amendment 43 #
Draft opinion Paragraph 3 a (new) 3a. Points out that regardless of 2 million job vacancies in the EU, more than 30 % of qualified young people with diplomas are in jobs that do not match their skills or aspirations, while 40% of European employers have trouble finding people with the required skills. Notices that skills mismatch comes not only from inadequate qualifications, but also from under- and over-qualification, while the latter means spending time and money on an expensive form of education that eventually becomes unnecessary. Points out that the future labour markets need advanced transversal and soft skills, which are less likely to be replaced by machines and which, regrettably, are seldom involved in curricula. Therefore, calls on Member States to assure favourable conditions for the acquisition and development of soft and transversal skills for both students and teachers in the education system;
Amendment 43 #
Motion for a resolution Recital C C. whereas it is essential that education
Amendment 430 #
Motion for a resolution Paragraph 37 b (new) 37 b. Calls on the Commission, together with the European Agency for Special Needs and Inclusive Education to develop innovative methods and educational tools to foster inclusion and support the attainment of individual pupils’ needs;
Amendment 431 #
Motion for a resolution Paragraph 37 c (new) 37 c. Calls on the Member States and educational institutions to reinforce basic skills through project- and problem based learning which also contributes to promoting creativity and critical thinking;
Amendment 432 #
Motion for a resolution Paragraph 37 d (new) 37 d. Calls on the Member States to limit to the necessary minimum the use of standardized tests as instruments to assess the level of acquired knowledge and skills;
Amendment 433 #
Motion for a resolution Paragraph 37 e (new) 37 e. Encourages the Member States to consider adopting measures towards the recognition of school periods abroad that do not result in a diploma or qualification; invites, in this regard, the Commission to propose guidelines for recognition of school periods abroad, taking into consideration the existing best practices of Member States, the principle of mutual appreciation between educational systems, the key- competencies-based approach, as well as the specificities of national educational systems and cultures;
Amendment 434 #
Motion for a resolution Paragraph 37 a (new) 37 a. Calls on the Member States to promote cooperation between educational institutions and business enterprises in order to better prepare learners to enter the labour market;
Amendment 435 #
Motion for a resolution Paragraph 37 a (new) 37 a. Suggests that Member States increase efforts to make sure the results of scientific research are made publicly available, free of all restrictions on access, in order to fulfil the public responsibility of the higher education institutions, but also to maximize their positive effect on the whole community; further stresses that scientific research needs to be independent from economic and political interference;
Amendment 436 #
Motion for a resolution Paragraph 38 Amendment 437 #
Motion for a resolution Paragraph 38 38.
Amendment 438 #
Motion for a resolution Paragraph 39 39.
Amendment 439 #
Motion for a resolution Paragraph 39 39.
Amendment 44 #
Draft opinion Paragraph 3 a (new) 3a. Points out that there are high levels of youth unemployment (19% in 2016), with 6.3 million young people not in employment, education or training (NEET); emphasises that those figures are still unacceptable in an EU that is kick-starting its growth; points out that mobility can be encouraged, but should under no circumstances be forced; with that in mind, insists that investment and aid should be focused on jobs that cannot be relocated, which will enable young people to secure their future and to do so close to home, if they wish;
Amendment 44 #
Motion for a resolution Recital C a (new) C a. whereas education and training should contribute to the personal development and growth of young people in order to make them proactive and responsible citizens ready to live and work in a technologically advanced and globalised world and provide them with the key set of competences for lifelong learning, defined as a combination of knowledge, skills and attitudes necessary for personal fulfilment and development, active citizenship and employment;
Amendment 440 #
Motion for a resolution Paragraph 39 39. Urges the Member States to invest
Amendment 441 #
Motion for a resolution Paragraph 40 40.
Amendment 442 #
Motion for a resolution Paragraph 40 40. Suggests that Member States and regional authorities, in allocating European structural and investment funds, give priority to educational programmes as well as to foster cooperation between the higher education,
Amendment 443 #
Motion for a resolution Paragraph 40 40. Suggests that Member States and regional authorities, in allocating European structural and investment funds, give priority to educational programmes as well as foster cooperation between the higher education, business, industry and research communities and society as a whole;
Amendment 444 #
Motion for a resolution Paragraph 40 a (new) 40 a. Calls on the Commission and EU Member States to forge synergies between educational institutions and the world of work in order to ensure a smooth transition to the labour market; and to this end take further measures to secure the right of every young person in the EU to be offered a job, an apprenticeship, additional training or combined work and training;
Amendment 445 #
Motion for a resolution Paragraph 40 a (new) 40 a. Recalls that Member States shall ensure that students who continue both the vocational education System and the university system of all fields would be required to receive obligatory apprenticeship or reality-based training, internships as part of their curriculum;
Amendment 446 #
Motion for a resolution Paragraph 40 a (new) 40a. Suggests that universities and training centres provide basic and further training for vocational education teachers, with contributions from experts in the work areas corresponding to the specialist fields covered by vocational courses;
Amendment 447 #
Motion for a resolution Paragraph 41 41.
Amendment 448 #
Motion for a resolution Paragraph 41 41. Advocates facilitating student and staff mobility through: increased support via the Erasmus+ programme; smooth recognition of credits and qualifications
Amendment 449 #
Motion for a resolution Paragraph 41 41. Advocates facilitating student and staff mobility through: increased support via the Erasmus+ programme; smooth recognition of credits and qualifications obtained abroad; additional economic and personal assistance; and, where appropriate, the incorporation of educational mobility as part of education programmes, building up on the experience of an eCard empowering students´ mobility and facilitating their access to cultural, educational and boarding facilities in Europe, as envisaged in the Commission´s Communication for a renewed EU Agenda for higher education;
Amendment 45 #
Draft opinion Paragraph 3 a (new) 3a. Insists that the solution to skills mismatches or shortages is not further labour market segmentation in the form of non-standard and atypical forms of employment, including temporary jobs, involuntary part-time work, zero-hour contracts and unpaid traineeships; considers these atypical forms of employment as one of the reasons leading to the impoverishment of parts of the European citizens; reiterates its demand to ban zero-hour contracts and abusive atypical forms of employment;
Amendment 45 #
Motion for a resolution Recital C b (new) C b. whereas, it is important to remind that education, including teachers education has been significantly affected by the economic and financial crises;
Amendment 450 #
Motion for a resolution Paragraph 41 41. Advocates facilitating student, researcher and staff mobility through: increased support via the Erasmus+ programme; smooth recognition of credits and academic and professional qualifications obtained abroad; additional economic and personal assistance; and, where appropriate, the incorporation of educational mobility as part of education programmes;
Amendment 451 #
Motion for a resolution Paragraph 41 41. Advocates facilitating student, trainee, apprentice and staff mobility through: increased support via the Erasmus+ programme; smooth recognition of credits and qualifications obtained abroad, including professional ones; additional economic and personal assistance; and, where appropriate, the incorporation of educational mobility as part of education programmes;
Amendment 452 #
Motion for a resolution Paragraph 41 a (new) 41 a. Calls on the Member States to foster more inclusive mobility of students, teachers, researchers and administrative staff, as it contributes both to their personal and professional development as well as to the increased quality of learning, teaching, research and administration;
Amendment 453 #
Motion for a resolution Paragraph 41 b (new) 41 b. Encourages the inclusion of high quality work placements, recognised through ECTS credits, into higher education programmes;
Amendment 454 #
Motion for a resolution Paragraph 41 c (new) 41 c. Supports, as a basis for increased cooperation among all European universities, the creation of a European network of universities, which contributes to the European Educational Area becoming a more innovative, vital, and appealing place for learning and research;
Amendment 455 #
Motion for a resolution Paragraph 41 d (new) 41 d. Calls on the Commission and Member States to promote the renewed EU agenda for higher education among HEIs, regional and local authorities, employers, with a view to addressing HEIs and students‘ needs and challenges, creating links with local and regional actors, and strengthening collaboration with the world of work;
Amendment 456 #
Motion for a resolution Paragraph 41 e (new) 41 e. Encourages the HEIs to be more involved in local and regional development by engaging in cooperative community projects to foster lifelong learning, entrepreneurship, and research and innovation;
Amendment 457 #
Motion for a resolution Paragraph 41 f (new) 41 f. Encourages the Commission to increase its efforts to narrow the research and innovation gap among the Member States and regions by proposing new initiatives within Marie Skłodowska-Curie Actions as well as to support the combination of research and teaching activities for those beneficiaries of Marie Skłodowska-Curie Actions preparing for an academic career;
Amendment 458 #
Motion for a resolution Paragraph 41 g (new) 41 g. Suggests that the EU STE(A)M coalition should encompass a wide range of disciplines to prepare students to live and work within the dynamically changing reality;
Amendment 459 #
Motion for a resolution Paragraph 41 h (new) 41 h. Stresses the need to develop comprehensive strategies for determining the quality of new modes of teaching and learning eg. e-learning; recognises, in this context, the role of ENQA and other relevant European networks in contributing to the establishment of quality assurance;
Amendment 46 #
Draft opinion Paragraph 3 a (new) 3α. Underlines the lack of high-quality vocational guidance in the Member States; stresses the need to improve the quality of vocational guidance in schools, while stressing that the provision of bespoke educational guidance and support at all levels of education and training may significantly facilitate access to the labour market;
Amendment 46 #
Motion for a resolution Recital C a (new) C a. whereas open method of coordination used in education allow Member States to create and implement common strategy on education and training and on-line platform ET2020 (Education and Training 2020); whereas benchmarks of this strategy are analysed and evaluated every year in Monitor on Education and Training for Member States and the whole EU;
Amendment 460 #
Motion for a resolution Paragraph 41 i (new) 41 i. Supports the awarding of ECTS credits to students for community volunteer work as a means of contributing to students’ professional and personal development;
Amendment 461 #
Motion for a resolution Paragraph 41 a (new) 41 a. Emphasizes that international cooperation programmes, cultural diplomacy and policy dialogues with third countries in the field of higher education not only enable knowledge to flow more freely, but also contribute to the enhancement of the quality and international standing of European higher education, while boosting research and innovation, fostering mobility and intercultural dialogue, and promoting international development in accordance with the EU´s external action objectives;
Amendment 462 #
Motion for a resolution Paragraph 41 a (new) 41 a. Is of the opinion that future- proofed education systems should include learning for sustainability and for peace- building and be part of a broader reflection on occupational literacy in the context of a growing digitisation and robotisation of European societies, focusing not only on economic growth but also on learners’ personal development, improved health and well-being;
Amendment 463 #
Motion for a resolution Paragraph 41 a (new) 41 a. Calls on the Commission and Member States to ensure a high standard for education, traineeships, apprenticeships and youth employment opportunities across all EU Member States in order to minimise the negative and maximise the positive impacts of highly skilled immigration between EU countries and turn “brain drain” into “brain gain”;
Amendment 464 #
Motion for a resolution Paragraph 41 a (new) 41a. Takes the view that funding for the mobility of teaching staff and researchers needs to be increased by providing for study/research grants in addition to cost reimbursements, extending the duration of stays abroad, simplifying authorisation procedures and promoting forms of teacher/researcher co-tutoring;
Amendment 465 #
Motion for a resolution Paragraph 41 a (new) 41 a. Stresses the importance of guaranteeing the mutual cross-border recognition and compatibility of qualifications and academic degrees for strengthening the system of quality assurance at European level and in all countries that have joined the European Higher Education Area;
Amendment 466 #
Motion for a resolution Paragraph 41 a (new) 41 a. Encourages the inclusion of high quality work placements, recognised through ECTS credits, into higher education programmes and included in VET schemes;
Amendment 467 #
Motion for a resolution Paragraph 41 b (new) 41 b. Stresses the need to develop comprehensive strategies and appropriate tools for determining the quality of new modes of teaching and learning eg. e- learning, MOOCs, open access resources; recognises, in this context, the role of ENQA and other relevant European networks in contributing to the establishment of quality assurance; recalls that for digital education to fulfil its full potential, it is necessary to develop new pedagogies suitable for this medium; notes that publicly funded open education resources should be freely available to all students and the public to fulfil their full potential as a tool for advancing education;
Amendment 468 #
Motion for a resolution Paragraph 41 a (new) 41a. Calls on the Commission to encourage Member States to boost adult education mobility, already provided for in the Erasmus+ programme;
Amendment 469 #
Motion for a resolution Paragraph 42 42. Calls on the Commission
Amendment 47 #
Draft opinion Paragraph 3 a (new) 3a. Recalls1a the importance of improving or introducing procedures for the recognition of informal and non- formal education, drawing on the best practices of Member States which have already introduced tools of that kind; notes, in this regard, the importance of policy response aimed at groups furthest from the labour market; __________________ 1a See text adopted. P8_TA(2017)0360
Amendment 47 #
Motion for a resolution Recital C a (new) Ca. whereas the right to education includes the freedom to found educational establishments with due respect for democratic principles and the right of parents to ensure that their children are educated and taught according to their religious, philosophical and pedagogical convictions;
Amendment 470 #
Motion for a resolution Paragraph 42 42. Calls on the Commission to increase its efforts to
Amendment 471 #
Motion for a resolution Paragraph 42 a (new) 42 a. Calls on Member States to ensure that adequate amount of staff, including learning support assistants, are available in classes providing for students with different abilities.
Amendment 472 #
Motion for a resolution Paragraph 42 a (new) 42 a. Supports the creation of the Academy of Teaching and Learning as a complementary opportunity for teachers to train and exchange best practices at European level; such academy could be a centre of online exchange, sharing experiences and mutual learning as well as a place for regular meetings in the form of workshops, seminars, and conferences to promote teachers’ collaboration, enhance quality of teaching, and foster teachers’ professional development; encourages the Commission to propose a project in this respect;
Amendment 473 #
Motion for a resolution Paragraph 42 b (new) 42 b. Calls for teachers and education structures at all levels to encourage students’ active participation in the governance of their learning structures; recognises the need to provide sustainable and structural support to youth associations and organisations inside and outside the educational system, in particular small-scale local initiatives and those working at grassroots level;
Amendment 474 #
Motion for a resolution Paragraph 42 a (new) 42 a. Calls on Member States to introduce incentives for attraction and motivation of young people and teachers to join and work in the education system;
Amendment 475 #
Motion for a resolution Paragraph 44 44.
Amendment 476 #
Motion for a resolution Paragraph 44 a (new) 44 a. Calls on the Member States to reform, coordinate and invest in teacher education from the initial phase and throughout their professional development in order to equip teachers with solid, updated knowledge, skills and competences essential to a high standard of teaching and diversity of teaching methods;
Amendment 477 #
Motion for a resolution Paragraph 44 b (new) 44 b. Sees the necessity to create synergies between knowledge of teachers and the technological potential of pupils in order to maximise the learning outcomes;
Amendment 478 #
Motion for a resolution Paragraph 44 c (new) 44 c. Advocates the incorporation of teacher training placements, guided by trained mentors, throughout teachers’ studies;
Amendment 479 #
Motion for a resolution Paragraph 44 d (new) 44 d. Encourages teachers and school leaders to promote and take a leading role in implementing innovation in the school environment and fostering its development;
Amendment 48 #
Draft opinion Paragraph 3 a (new) 3a. Points out that the skills mismatch can be addressed by means of expansionary economic policies and investments which create large numbers of jobs, for example in the renewables sector and in landscape preservation (hydrogeological instability and earthquake preparedness);
Amendment 48 #
Motion for a resolution Recital C a (new) C a. whereas there is a still high number of European citizens with poor literacy skills or literacy difficulties, including functional and media illiteracy, which poses grave concerns in terms of adequate participation into the public life and in the labour market;
Amendment 480 #
Motion for a resolution Paragraph 44 e (new) 44 e. Encourages higher education institutions to prioritise, support and reward the improvement and updating of the pedagogical knowledge of higher education teachers and researchers, including educational possibilities offered by modern technology as a means of enhancing student achievement and teaching efficacy;
Amendment 481 #
Motion for a resolution Paragraph 44 f (new) 44 f. Supports the development of new, innovative and ambitious teaching techniques and educational standards to better respond to the needs of students and higher education institutions, as well as to the challenges of a rapidly changing world;
Amendment 482 #
Motion for a resolution Paragraph 44 g (new) 44 g. Supports the creation of the Academy of Teaching and Learning as a centre of online exchange of best practice, sharing experiences and mutual learning as well as a place for regular meetings in the form of workshops, seminars, and conferences to promote teachers’ collaboration, enhance quality of teaching, and foster teachers’ professional development; calls on the Commission to propose a project to create such an academy;
Amendment 483 #
Motion for a resolution Paragraph 44 h (new) 44 h. Places emphasis on intercultural learning as part of teacher education with a view to enhancing teachers’ intercultural competences which are required to work in increasingly diverse societies and to foster the internationalisation of schools;
Amendment 484 #
Motion for a resolution Paragraph 44 a (new) 44 a. Calls on the Member States to make robust long-term investments able to guarantee stable contracts for teachers as well as appropriate remuneration and continuous training in order to ensure sustainable and high-quality teaching;
Amendment 485 #
Motion for a resolution Paragraph 44 a (new) 44 a. Supports the creation of the Academy of Teaching and Learning as a centre of online exchange of best practice, based also on the know-how of the European Schoolnet Academy.
Amendment 49 #
Draft opinion Paragraph 3 a (new) 3a. Encourages Member States to equip degree programmes with more practical experiences in vocational and non-vocational education to decrease the probability of job mismatches;
Amendment 49 #
Motion for a resolution Recital C b (new) C b. whereas access to and completion of education must be ensured to all sectors of society, with particular regard to people with disabilities and from difficult backgrounds;
Amendment 5 #
Draft opinion Paragraph 1 1.
Amendment 5 #
Motion for a resolution Citation 1 b (new) - having regard to the Council conclusions of 20 May 2014 on quality assurance supporting education and training,
Amendment 50 #
Draft opinion Paragraph 3 a (new) 3a. Considers it critical that universities need to embed the explicit teaching of digital competences into teacher education courses and constantly update these competences through professional development during their career;
Amendment 50 #
Motion for a resolution Recital C a (new) C a. whereas pupils and students from disadvantaged groups, especially those from socio-economically disadvantaged and migrant backgrounds, are at increased risk of underachievement and their chances of accessing and completing higher education are reduced;
Amendment 51 #
Draft opinion Paragraph 3 b (new) 3b. Calls on the Member States to introduce explicit updated digital literacy education from early stages within their formal education systems;
Amendment 51 #
Motion for a resolution Recital C a (new) C a. whereas the European Pillar of Social Rights places as its main priority the provision of quality and inclusive education, training and lifelong learning;
Amendment 52 #
Draft opinion Paragraph 4 4. Calls on the Commission and the Member States to continue their efforts to enable the recognition and validation of non-formal
Amendment 52 #
Motion for a resolution Recital C b (new) C b. whereas teaching quality is an important determinant of pupil and student outcomes, therefore strong support for excellence in teaching and educators is one of the priorities of EU cooperation in education and training;
Amendment 53 #
Draft opinion Paragraph 4 4. Calls on the Commission and the Member States to continue their efforts to enable the recognition and validation of non-formal and informal learning
Amendment 53 #
Motion for a resolution Recital C c (new) C c. whereas the quality of the ECEC staff is a fundamental factor of the early childhood education and care services;
Amendment 54 #
Draft opinion Paragraph 4 4. Calls on the Commission and the Member States to continue their efforts to enable the recognition and validation of non-formal and informal learning
Amendment 54 #
Motion for a resolution Recital C d (new) C d. whereas gender inequality in education affects productivity, growth, development, employment as well as many socio-cultural fields;
Amendment 55 #
Draft opinion Paragraph 4 4. Calls on the Commission and the Member States to continue their efforts to enable the recognition and validation of non-formal and informal learning – gained from free online courses such as MOOCs – which
Amendment 55 #
Motion for a resolution Recital C e (new) C e. whereas, despite the fact that women account for three fifths (57.6 %) of all graduates in higher education, the gender employment gap was 11.6 p.p. in 2015;1a _________________ 1ahttp://ec.europa.eu/eurostat/statistics- explained/index.php/Gender_statistics
Amendment 56 #
Draft opinion Paragraph 4 4. Calls on the Commission and the Member States to continue their efforts to enable the recognition and validation of non-formal and informal learning – gained from free online courses such as MOOCs – which
Amendment 56 #
Motion for a resolution Recital C f (new) C f. whereas pupils and students from disadvantaged groups are at increased risk of underachievement and their chances of accessing and completing higher education are reduced;
Amendment 57 #
Draft opinion Paragraph 4 4. Calls on the Commission and the Member States to continue their efforts to enable the recognition and validation of non-formal and informal learning – gained from free online courses such as MOOCs – which often broaden access to education for underprivileged groups or groups whose circumstances prevent them from attending on-site classes and therefore increase their opportunities for a better job and life;
Amendment 57 #
Motion for a resolution Recital C g (new) C g. whereas, despite continuous progress in reducing the number of early leavers from education and training, their number remains higher for non-native people, young people in rural areas and younger men1a; _________________ 1a http://ec.europa.eu/education/sites/educati on/files/monitor2017_en.pdf
Amendment 58 #
Draft opinion Paragraph 4 4. Calls on the Commission and the Member States to continue their efforts to enable the recognition and validation of non-formal and informal learning as a full driver of skills development – gained from free online courses such as MOOCs – which often broaden access to education for underprivileged groups and therefore increase their opportunities for a better job and life;
Amendment 58 #
Motion for a resolution Recital C h (new) C h. whereas, according to the PISA results, 20,6 % of European pupils face problems in the acquisition of basic skills such as reading, mathematics and science;1a _________________ 1a https://ec.europa.eu/education/sites/educa tion/files/pisa-2015-eu-policy-note_en.pdf
Amendment 59 #
Draft opinion Paragraph 4 4. Calls on the Commission and the Member States to continue their efforts to enable the recognition and validation of non-formal and informal learning – gained from free online courses such as MOOCs – which often broaden access to education for underprivileged groups and therefore increase their opportunities for a better job and life; recalls that the Council Recommendation on the validation of non-formal and informal learning of 20 December 20124a asked Member States to have in place, no later than 2018, arrangements for the validation of non- formal and informal learning; __________________ 4ahttp://eur- lex.europa.eu/LexUriServ/LexUriServ.do? uri=OJ:C:2012:398:0001:0005:EN:PDF
Amendment 59 #
Motion for a resolution Recital C a (new) Ca. whereas education institutions should promote knowledge mobility within the EU;
Amendment 6 #
Draft opinion Paragraph 1 1. Points out
Amendment 6 #
Motion for a resolution Citation 1 c (new) - having regard to the Council recommendation of 20 December 2012 on the validation of non-formal and informal learning,
Amendment 60 #
Draft opinion Paragraph 4 a (new) 4a. Points out that the pace of changes in the labour market, the diversity of educational systems and also the growing level of workers’ mobility and migration require that employers and education providers recognize the qualifications, skills and competences acquired also in non-formal and informal learning. Calls on Member States to recognize the importance and usefulness of micro- credentials - short, work-focused courses;
Amendment 60 #
Motion for a resolution Recital C b (new) Cb. whereas knowledge can facilitate occupational and geographical mobility, thus promoting economic and social progress as well as employment and sustainable development;
Amendment 61 #
Draft opinion Paragraph 4 a (new) 4a. Stresses the need to maintain schools and educational facilities locally in all regions of the EU as an essential foundation for good education and equality of opportunity in the European harmonisation of living and working conditions;
Amendment 61 #
Motion for a resolution Recital C a (new) Ca. whereas it is to be welcomed that in its communication on the Social Summit for Fair Jobs and Growth, held in Göteborg on 17 November 2017, the Commission recognised the need to expand student mobility under the Erasmus+ programme by raising the programme budget from the current EUR 14.7 billion (2014-2020) to some EUR 29.4 billion for the period from 2021 to 2027; whereas, however, an increase on that scale might still not be enough to bring about a significant rise in the number of young people taking advantage of mobility;
Amendment 62 #
Draft opinion Paragraph 4 a (new) 4a. Notes, however, that the focus cannot be placed solely on this type of training, since online courses by definition require access to IT, which the 17.3% of the population (in 2014) living below the poverty line does not have;
Amendment 62 #
Motion for a resolution Recital C b (new) Cb. whereas, in addition to the quantitative increase in financial support, there needs to be a qualitative improvement if students are to overcome the constraints imposed by socio- economic factors, limited funding, growing inequalities between and within Member States, and the complexity of application procedures and the related administrative processing;
Amendment 63 #
Draft opinion Paragraph 5 5.
Amendment 63 #
Motion for a resolution Recital C b (new) Cb. whereas the convergence of national university higher education systems began with the implementation of the Bologna Process, and whereas it is now necessary to embark on a new phase in order to develop and consolidate a European higher education area with a view to enhancing the social dimension of higher education and encouraging student and teacher mobility and lifelong learning, for instance by providing for a specific funding programme to support the establishment of European universities and higher education institutions or of structured partnerships to facilitate joint study programmes and research and training activities;
Amendment 64 #
Draft opinion Paragraph 5 5. Calls on the Member States to internationali
Amendment 64 #
Motion for a resolution Recital C a (new) C a. whereas the latest Education and Training Monitor 20173a of the European Commission, recognizes that social- economic inequality is a fast growing trend affecting all Member States and data on early school leaving and training remains very high across the EU, whereas educational system should ensure all students, including those from disadvantaged groups, enjoy the same chances of accessing and completing higher education; _________________ 3a http://ec.europa.eu/education/sites/educati on/files/monitor2017_en.pdf
Amendment 65 #
Draft opinion Paragraph 5 5. Calls on the Member States to internationalise education systems and expand student mobility programmes to foster European values and European citizenship, and to better prepare students for the EU labour market, in which a lack of skills in foreign languages and cultures is the first barrier to mobility; calls on the Commission to come up with a proposal to ensure that school study periods abroad are being mutually recognised by the Member States;
Amendment 65 #
Motion for a resolution Recital C b (new) C b. whereas education is a powerful instrument to overcome deeply-rooted gender-based stereotypes and discrimination, while on the contrary it often reproduce or exacerbate existing discrimination; whereas also gender inequality in education hinders personal empowerment and affects many socio- cultural fields;
Amendment 66 #
Draft opinion Paragraph 5 5. Calls on the Member States to internationalise education systems and expand student mobility programmes to better prepare students for the EU
Amendment 66 #
Motion for a resolution Recital C c (new) C c. whereas methodological and digital technology innovations are a potential instrument for expanding access to contents and knowledge, but they shall not substitute the personal contact and exchange among students and between students and teachers nor become the priority of educational systems;
Amendment 67 #
Draft opinion Paragraph 5 5. Calls on the Member States to internationalise education systems and expand student mobility programmes to better prepare students for the EU labour market, in which a lack of skills in foreign languages and cultures is the first barrier to mobility; considers, in addition, that it would be desirable for education programmes to include straightforward recognition of qualifications acquired abroad, bigger investments in the Erasmus+ programme, and financial and individual support;
Amendment 67 #
Motion for a resolution Recital C d (new) C d. whereas ensuring access to quality early childhood education and care services for every children is key to enjoy a positive start in life and in educational paths;
Amendment 68 #
Draft opinion Paragraph 5 5. Calls on the Member States to internationalise education systems and
Amendment 68 #
Motion for a resolution Subheading 1 Amendment 69 #
Draft opinion Paragraph 5 5. Calls on the Member States to internationalise education systems and expand student mobility programmes to better prepare students for the EU labour market, in which a lack of skills in foreign languages and cultures is the first barrier to mobility; with that in mind, calls on the Member States to include new academic priorities in this area in particular, in both the academic and vocational pathways;
Amendment 69 #
Motion for a resolution Subheading 1 Knowledge as a key economic resource and a
Amendment 7 #
Draft opinion Paragraph 1 1. Points out that in the post- industrial era far-reaching changes to society and the advanced
Amendment 7 #
Motion for a resolution Citation 1 d (new) - having regard to the Council conclusions on the role of early childhood education and primary education in fostering creativity, innovation and digital competence,
Amendment 70 #
Draft opinion Paragraph 5 5. Calls on the Member States to internationalise education systems and expand student mobility programmes to better prepare students for the EU labour market, in which a lack of skills in foreign languages and cultures is the first barrier to mobility; stresses that mobility programmes have contributed to European integration and have a positive impact on employment;
Amendment 70 #
Motion for a resolution Paragraph 1 1.
Amendment 71 #
Draft opinion Paragraph 5 5. Calls on the Member States to internationalise education systems and expand student mobility programmes to better prepare students for the EU labour market, in which a lack of skills in foreign languages and cultures is the first barrier to mobility; emphasises that enhancing and supporting mobility for young people in Europe will help reduce unemployment rates in the EU;
Amendment 71 #
Motion for a resolution Paragraph 1 1. Declares that universal quality education is a crucial component of personal, cultural, professional and societal development in a knowledge-based society;
Amendment 72 #
Draft opinion Paragraph 5 5. Calls on the Member States to internationalise education systems and expand student mobility programmes to better prepare students for the EU labour market, in which a lack of skills in foreign languages and cultures is the first barrier to mobility; Calls, in this connection, for the creation of more skills geared to the job market and a massive increase in the proportion of practice-oriented training;
Amendment 72 #
Motion for a resolution Paragraph 1 1. Declares that universal quality education is a crucial component of personal, professional, cultural and societal development in a knowledge-based society;
Amendment 73 #
Draft opinion Paragraph 5 5. Calls on the Member States to internationalise education systems and expand student mobility programmes to better prepare students for the EU labour market, in which a lack of skills in foreign languages and cultures is the first barrier to mobility; in this context, calls for special attention to be given to the cross-border aspect of education, for example by promoting the teaching of neighbouring languages;
Amendment 73 #
Motion for a resolution Paragraph 1 a (new) 1 a. Notes that access to education must be made non-discriminatory, in particular by facilitating access to education for persons from disadvantaged backgrounds and those with special needs;
Amendment 74 #
Draft opinion Paragraph 5 – subparagraph 1 (new) Believes that increased training in basic digital skills in educational institutions, such as the use of digital media and a basic knowledge of programming, is essential;
Amendment 74 #
Motion for a resolution Paragraph 2 2. Considers that the
Amendment 75 #
Draft opinion Paragraph 5 a (new) 5a. Encourages Member States to support teachers, students and administration workers in learning and improving their knowledge in foreign languages to weaken the major barrier to mobility in Europe and to facilitate cooperation and intellectual exchange between schools. Sees it important to ensure that these actions will address all types of schools and all levels of education, to make the EU labour market available for graduates from universities but also the VET education system;
Amendment 75 #
Motion for a resolution Paragraph 2 2. Considers that the
Amendment 76 #
Draft opinion Paragraph 6 Amendment 76 #
Motion for a resolution Paragraph 2 2. Considers that the attainment of the European Union’s economic and societal objectives depend on quality education
Amendment 77 #
Draft opinion Paragraph 6 Amendment 77 #
Motion for a resolution Paragraph 2 2. Considers that the attainment of the European Union’s economic and societal objectives depend on quality education able to tackle challenges posed by the society and the job market;
Amendment 78 #
Draft opinion Paragraph 6 6. Highlights that, in the context of societal and labour market evolution, th
Amendment 78 #
Motion for a resolution Paragraph 2 2. Considers that the attainment of the European Union’s economic and societal objectives as well as its competitiveness and sustained growth depend on quality education;
Amendment 79 #
Draft opinion Paragraph 6 a (new) 6a. Notices that different jobs and positions may require the same skills and consist of the same tasks; therefore, is of the opinion that education system should be skill and task- oriented to enable a swift change between positions;
Amendment 79 #
Motion for a resolution Paragraph 2 a (new) 2 a. Underlines the fundamental role of education in shaping the future of the European Union, in particular in view of building a community of citizens united in diversity by the ties of solidarity;
Amendment 8 #
Draft opinion Paragraph 1 1. Points out that the advanced character of the EU economy, as well as digitalisation, automation and robotisation of the EU labour market, has increased demand for high-level qualifications and skills
Amendment 8 #
Motion for a resolution Citation 2 — having regard to the Commission’s Communication of 10 June 2016 entitled ‘A New Skills Agenda for Europe’ (COM(2016)0381) and the European Parliament own-initiative report 'A New Skills Agenda for Europe’ (A8- 0276/2017) adopted on 14 September 2017,
Amendment 80 #
Draft opinion Paragraph 6 a (new) 6a. Calls for the launch of a special 'Wifi4EUSchool' funding programme with the aim of providing 100 000 secondary schools in the EU with their own free educational hotspot in the Wifi4EU network;
Amendment 80 #
Motion for a resolution Paragraph 2 a (new) 2a. Considers that human rights education should be treated as a priority in all Member States;
Amendment 81 #
Draft opinion Paragraph 7 7. In this regard,
Amendment 81 #
Motion for a resolution Paragraph 3 3. Underlines that quality education and training systems
Amendment 82 #
Draft opinion Paragraph 7 7. In this regard,
Amendment 82 #
Motion for a resolution Paragraph 3 3. Underlines that quality education and training systems form the basis of an open, inclusive, prosperous
Amendment 83 #
Draft opinion Paragraph 7 7. In this regard,
Amendment 83 #
Motion for a resolution Paragraph 3 3. Underlines that quality education and training systems form the basis of an open, inclusive, p
Amendment 84 #
Draft opinion Paragraph 7 7. In this regard, welcomes the Commission communication on ‘A New Skills Agenda for Europe’ (COM(2016)0381), which proposes solutions for skills mismatch and shortages and for finding the right system of skills recognition; and emphasises that inclusion of children/ pupils with disability in education is necessary so they can lead an independent life and be fully integrated in society as active participants and real contributors;
Amendment 84 #
Motion for a resolution Paragraph 3 3. Underlines that quality education and training systems form the basis of an open, inclusive, prosperous, democratic and tolerant society, while promoting active and critical citizenship and common values;
Amendment 85 #
Draft opinion Paragraph 7 7. In this regard, welcomes the Commission communication on ‘A New Skills Agenda for Europe’ (COM(2016)0381), which proposes solutions for skills mismatch and shortages and for finding the right system of skills recognition; recalls the importance of the 10 actions launched within that framework in order to make the right training, skills and support available to people in the EU, make skills more visible and comparable as well as improve information and understanding of trends and patterns in demands for skills and jobs in order to enable people make better career choices, find quality jobs and improve their life chances;
Amendment 85 #
Motion for a resolution Paragraph 3 a (new) 3 a. Believes that educational systems should aim to empower learners to exercise and defend their democratic rights and responsibilities in society, to value diversity and to play an active role in democratic life, not only by equipping them with knowledge, skills and understanding but as well as developing their attitudes, behaviour, critical thinking as well as the capacity of autonomous evaluation of complex phenomena;
Amendment 86 #
Draft opinion Paragraph 8 Amendment 86 #
Motion for a resolution Paragraph 3 a (new) 3a. Maintains that education is the key to guaranteeing social cohesion and combating poverty, social exclusion, and gender stereotypes, and continues to be the principal 'social elevator';
Amendment 87 #
Draft opinion Paragraph 8 8.
Amendment 87 #
Motion for a resolution Paragraph 3 a (new) 3 a. Underlines the crucial role of education in shaping the future of Europe both economically and socially, while providing for the needs of its citizens;
Amendment 88 #
Draft opinion Paragraph 8 8. In the context of growing demand for high-level competences and skills, regrets that
Amendment 88 #
Motion for a resolution Paragraph 3 b (new) 3 b. Emphasises that quality education is vital to equipping young people with knowledge, skills, and attitudes that will help them to confront challenges and shape the world’s future;
Amendment 89 #
Draft opinion Paragraph 8 8. In the context of growing demand for high-level competences and skills, regrets that, over time, the massive development of higher education is resulting in the decreasing quality and inflation of diplomas, with a simultaneous growing shortage of vocational skills and qualifications, which results in imbalances in the labour market;
Amendment 89 #
Motion for a resolution Paragraph 3 c (new) 3 c. Underlines that education is the key to continued social cohesion by combatting poverty, social exclusion and gender stereotypes;
Amendment 9 #
Draft opinion Paragraph 1 1. Points out that the advanced character of the
Amendment 9 #
Motion for a resolution Citation 2 a (new) – having regard to Article 2 of the Protocol to the Council of Europe Convention for the Protection of Human Rights and Fundamental Freedoms, concerning the right to education,
Amendment 90 #
Draft opinion Paragraph 8 8. In the context of growing demand for high-level competences and skills, regrets that, over time, the massive development of higher education is resulting in the decreasing quality and inflation of diplomas, with a simultaneous growing shortage of vocational skills and qualifications; points out, however, that this imbalance in the value of diplomas and training is the result of successive European and national policies;
Amendment 90 #
Motion for a resolution Paragraph 3 d (new) 3 d. Recognises the importance of education in developing cultural competences, encouraging cultural development and promoting civic attitudes;
Amendment 91 #
Draft opinion Paragraph 8 a (new) 8a. Notices that, regardless of growing number of students, share of graduates with high-level skills is proportionally small and differentiated between Member States, points out that in the EU number of graduates with very low skills varies between 10% to over 50% in different Member States; insists that the criteria of evaluation in Higher Education policies should be shifted from quantitative ones to qualitative ones - e.g. benchmark 1a for Member States to increase number of students should be focused on the level of skills not the number of diplomas; __________________ 1a Education and Training Monitor 2017
Amendment 91 #
Motion for a resolution Paragraph 3 e (new) 3 e. Notes the role that education plays in developing lifelong learning attitudes which help people to adapt to the changing demands of the modern world;
Amendment 92 #
Draft opinion Paragraph 8 a (new) 8a. Calls on Member States and regions to promote digital education in all types of school in a targeted manner and to ensure the establishment and operation of ‘digital classrooms’ in accordance with uniform EU minimum standards for IT equipment in schools, and to that end for the EU also to provide appropriate networks and independent software;
Amendment 92 #
Motion for a resolution Paragraph 3 f (new) 3 f. Notes that quality education fosters innovation and research;
Amendment 93 #
Draft opinion Paragraph 8 a (new) 8a. Emphasises that so-called traditional jobs are certainly not about to disappear and that not investing in them would betray a lack of strategic vision;
Amendment 93 #
Motion for a resolution Paragraph 3 g (new) 3 g. Emphasises that achieving equal opportunities, especially for vulnerable and disadvantaged groups, is an important function of education;
Amendment 94 #
Draft opinion Paragraph 9 9.
Amendment 94 #
Motion for a resolution Paragraph 3 a (new) 3a. Maintains that the quality of education and lifelong learning help to lower the percentages of NEETs in Member States;
Amendment 95 #
Draft opinion Paragraph 9 9.
Amendment 95 #
Motion for a resolution Paragraph 3 b (new) 3b. Believes that European education will need to pave the way for experience of the world of work, and hence encourage career guidance and vocational training for young people, by laying the technical and technological groundwork necessary for employment;
Amendment 96 #
Draft opinion Paragraph 9 9. Highlights that the high number of NEETs
Amendment 96 #
Motion for a resolution Paragraph 3 c (new) 3c. Considers it necessary to educate for the hidden curriculum, which boils down to the deconstruction of social representations in non-formal learning in educational contexts;
Amendment 97 #
Draft opinion Paragraph 9 9. Highlights that the high number of NEETs could be reduced by preventing early school leaving, as well as by making schools more practical and linked with their environment, like local companies, local authorities, social institutions and NGOs. Notices that dropouts may be reduced by a wider offer of vocational education and practice-based methods of teaching;
Amendment 97 #
Motion for a resolution Paragraph 3 a (new) 3 a. Emphasises that quality and inclusive education is vital to equipping young women and men with knowledge, critical thinking, skills, media literacy and democratic attitudes that will help them to confront and shape the world;
Amendment 98 #
Draft opinion Paragraph 9 9. Highlights that the high number of NEETs could be reduced by preventing early school leaving, for example by making education more flexible and adjusting it more to learners’ individual living conditions, including through the expansion of online services, especially in the field of distance learning, distance education courses and blended learning;
Amendment 98 #
Motion for a resolution Paragraph 3 b (new) 3 b. Stresses the role of schools in helping learners to develop ethical and civic values and become active, responsible, open-minded members of society; underlines that ensuring equal access to quality inclusive education constitutes the fundamental basis to strengthen social cohesion, by combatting poverty, social exclusion and gender stereotypes, as well as contributing to prevent the marginalisation of people with disadvantaged and vulnerable socio- economic backgrounds;
Amendment 99 #
Draft opinion Paragraph 9 9. Highlights that the high number of NEETs could be reduced by preventing early school leaving, notes that schools need to differentiate and provide extra support for those who need it and cater to the needs of all learners especially those with disabilities; calls on the EU/Commission to monitor schools on their non-rejection policy and set disability-specific indicators in the Europe 2020 Strategy;
Amendment 99 #
Motion for a resolution Paragraph 3 c (new) 3 c. Regrets that gender prejudices and stereotypes throughout the education cycle are still present in Member States; in this regards expresses concern for bias that constitutes an impediment on the road to gender equality in education, such as persisting stereotypes in learning materials and, too often, differing teachers’ expectations of girls and boys;
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Committee referral announced in Parliament |
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Rules of Procedure EP 159
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Rules of Procedure EP 159
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2020-01-19Show (3) Changes | Timetravel
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EC
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2019-09-04Show (6) Changes | Timetravel
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2019-07-06Show (17) Changes | Timetravel
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| procedure/Modified legal basis |
Old
Rules of Procedure EP 150New
Rules of Procedure EP 159 |
| procedure/dossier_of_the_committee |
Old
CULT/8/11289New
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| procedure/legal_basis/0 |
Rules of Procedure EP 54
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| procedure/legal_basis/0 |
Rules of Procedure EP 52
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Old
New
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2018-09-12Show (8) Changes | Timetravel
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Old
Vote scheduled in committee, 1st reading/single readingNew
Vote in committee, 1st reading/single reading |
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| activities/4 |
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| activities/5 |
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| procedure/Modified legal basis |
Rules of Procedure EP 150
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| procedure/legal_basis/0 |
Old
Rules of Procedure of the European Parliament EP 052New
Rules of Procedure EP 52 |
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Old
Awaiting committee decisionNew
Procedure completed |
2017-11-23Show (1) Changes | Timetravel
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2017-11-07Show (5) Changes
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