22 Amendments of Jill EVANS related to 2018/2090(INI)
Amendment 4 #
Motion for a resolution
Citation 23 a (new)
Citation 23 a (new)
- having regard to the Council recommendation of 20 December 2012 on the validation of non-formal and informal learning,
Amendment 36 #
Motion for a resolution
Recital I
Recital I
I. whereas a new and innovative approach should place technology at the heart of education, while maintaining the personal contact between students and teachers and prioritising the wellbeing and healthy development of children and adult learners;
Amendment 45 #
Motion for a resolution
Recital K
Recital K
K. whereas basic education in cyber hygiene, cyber safety and media literacy is necessary from an early ageneeds to be age-and development oriented to help children become critical consumlearners, make informed decisions and be aware of risks associated with the Internet;
Amendment 62 #
Motion for a resolution
Recital M a (new)
Recital M a (new)
Ma. whereas public libraries participate in the common effort of familiarizing citizens with digital skills, by providing open services for digital support in a social and helpful environment;
Amendment 73 #
Motion for a resolution
Recital P a (new)
Recital P a (new)
Pa. whereas mastering basic transversal skills such as numeracy, critical thinking, social skills and intercultural skills is a fundamental prerequisite for the acquisition of digital skills;
Amendment 74 #
Motion for a resolution
Recital P b (new)
Recital P b (new)
Pb. whereas digital learning strategies should take into account neurological research on the effects that an early use of digital technology may have on young children;
Amendment 76 #
Motion for a resolution
Recital P c (new)
Recital P c (new)
Pc. whereas technological development is increasingly language- based and has consequences for growth and society; whereas there is an urgent need for more language-aware policies and for technological research and education on digital communication and language technologies and their relationship to society;
Amendment 81 #
Motion for a resolution
Paragraph 1
Paragraph 1
1. Underlines that digital skills acquisition requires a ‘cradle to grave’ approach anchored in lifelong learning across formal and non-formal and informal education settings, with a policy response and targeted interventions appropriate to the needs of different age groups and learners;
Amendment 82 #
Motion for a resolution
Paragraph 1 a (new)
Paragraph 1 a (new)
1a. Underlines the potential of digital technologies to support a shift towards more learner-centred pedagogical approaches if incorporated into the learning process in a planned and purposeful way; believes that learners need to be guided towards innovative, bottom-up practices of knowledge creation for genuine educational transformation to happen;
Amendment 88 #
Motion for a resolution
Paragraph 2
Paragraph 2
2. Stresses, therefore, that a transformation of the educational and training systems at all levels is necessary to meet the demands of the society and labour market of the future, recommends using interactive, participative and practical teaching methods tailored to learners’ age, educational levels, needs and interests, and to make full use of the opportunities offered by the information and communication technologies and the media, including social media;
Amendment 113 #
Motion for a resolution
Paragraph 5 a (new)
Paragraph 5 a (new)
5a. Underlines the key role played by libraries in providing citizens with digital services, and the availability of online learning, online services, in a safe environment open to all; recommends therefore that these efforts shall be duly funded under European, national, regional and local schemes, complementary to one another and that the libraries get a broader recognition for their essential role in developing media literacy;
Amendment 116 #
Motion for a resolution
Paragraph 6
Paragraph 6
6. Stresses that teachers and trainers should be at the core of the digital transformation and therefore require adequate preparation and training themselves that includes modules on age and development oriented teaching practices; insists that this training requires time, flexibility and should not come as an extra task on top of their daily activities; highlights that, even more than the teaching of other basic skills, such as numeracy and literacy, digital skills teaching requires teachers to update their knowledge and skills on a continuous basis; argues, therefore, that teachers need proper and ongoing supportsuitable, flexible and high-quality continuous professional development that corresponds to their needs;
Amendment 134 #
Motion for a resolution
Paragraph 8 a (new)
Paragraph 8 a (new)
8a. Underlines the need for a whole- school approach towards digital change in education; calls, in that regard, for close cooperation between all stakeholders – education providers, teachers and educators, school leaders, learners, parents and civil society – in order to embed digital technologies and the development of digital skills and competences into learning environments in a meaningful and strategic way;
Amendment 136 #
Motion for a resolution
Paragraph 9
Paragraph 9
9. Points out that, in line with the lifelong learning approach required for digital skills, governments, in cooperation with stakeholders such as companies and civil society organisations, and through both formal and non-formal settings, should ensure that nobody is left behind and that altargeted measures are introduced to reach out to disadvantaged groups including people with disabilities, the long-term unemployed, early school leavers and people from low socio- economic backgrounds; emphasises, in that regard, the relevance of non-formal can find a place in the new orderd informal learning, including its recognition and validation, and the value of cooperation between education institutions and civil society;
Amendment 146 #
Motion for a resolution
Paragraph 10
Paragraph 10
10. Calls for a shift towards more on- the-job learning and insists on the need to have the rightquality, inclusive and well-resourced education and training frameworks in place, and to ensure thatincluding in vocational education systems are properly resourcedand training; believes that opportunities for re-skilling and upskilling are essential, with relevant digital skills components mainstreamed in workplace training programmes; stresses the importance of lifelong career guidance and counselling in order to support access to suitable, flexible and high-quality training and career paths;
Amendment 162 #
Motion for a resolution
Paragraph 12
Paragraph 12
12. Recalls that proper assessment and monitoring of digital skills is essential to achieve progress; welcomes the development of EU-level tools for organisations (e.g. the Digital Competences Framework) and for individuals (e.g. SELFIE); insists, however, that effective digital skills assessment methods must be dynamic and, flexible, constantly updated, tailored to learners’ needs and must also achieve much broader up-take across the Union at national, regional and local levels;
Amendment 169 #
Motion for a resolution
Paragraph 15
Paragraph 15
15. Supports the increased funding available for digital skills across the next generation of Multiannual Financial Framework programmes; insists on the need to deliver synergies across programmeand ensure coordination between these programmes including Erasmus+, Horizon Europe, Digital Europe and structural funds to maximise the effectiveness of funding for quality digital skills development and deliver lasting results for learners of all ages and backgrounds;
Amendment 173 #
Motion for a resolution
Paragraph 17
Paragraph 17
17. Calls for the exploration of alternatives to the introduction of the PISA ICT module across Member States, to ensure that they are aiming for the same level of digital skills through more formative assessment rather than teaching for the test and to pinpoint any problems quickly; encourages Member States to share lessons and best practices;
Amendment 177 #
Motion for a resolution
Paragraph 18
Paragraph 18
18. Believes that the Digital Education Action Plan should be viewed as the first step towards a fully-fledged EU strategy on digital education and skills based on a lifelong learning approach, which can provide both a more coordinated policy framework and simultaneously be adaptable to changing realities; calls, therefore, on the Commission to critically evaluate the 11 actions under the Plan, including their social inclusiveness, to prepare for the 2020 mid-term review; recalls that a proper review should imply a willingness to focus only on the best- performing actions, to jettison those that are not delivering and to develop new actions as required; stresses that enhancing digital skills through collaborations with non-formal education providers and in the harder-to-reach adult population isare currently a glaring gaps in the Plan;
Amendment 181 #
Motion for a resolution
Paragraph 19 a (new)
Paragraph 19 a (new)
19a. Recommends that Member States develop digital literacy programmes in Europe’s minority and regional languages and introduce language technology training and tools in the curricula of their schools, universities and vocational colleges; further stresses the fact that literacy remains a significant factor and an absolute prerequisite for progress in the digital inclusion of communities;
Amendment 182 #
Motion for a resolution
Paragraph 19 b (new)
Paragraph 19 b (new)
19b. Stresses that the Member States should provide the support that educational institutions need in order to improve the digitalisation of languages in the EU; recommends that schools across the EU make use of digital technologies to increase the use of cross- border educational exchanges, through video conferences and virtual classrooms; stresses that schools across the EU could benefit from cross-border access to digital content;
Amendment 183 #
Motion for a resolution
Paragraph 19 c (new)
Paragraph 19 c (new)
19c. Calls on the Member States to work with the Commission to ensure the SELFIE self-reflection tool is available in Member States’ regional and minority languages;