Activities of Svetoslav Hristov MALINOV related to 2018/2090(INI)
Shadow reports (1)
REPORT on education in the digital era: challenges, opportunities and lessons for EU policy design PDF (408 KB) DOC (69 KB)
Amendments (17)
Amendment 2 #
Motion for a resolution
Citation 9
Citation 9
— having regard to the RCouncil recommendation of the European Parliament and of the Council of 18 December 200622 May 2018 on key competences for lifelong learning6 , _________________ 6 OJ L 394, 30.12C 189, 4.6.200618, p. 10-13.
Amendment 3 #
Motion for a resolution
Citation 18 a (new)
Citation 18 a (new)
- having regard to the Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions of 2 May 2012 on European Strategy for a Better Internet for Children,
Amendment 6 #
Motion for a resolution
Recital A
Recital A
A. whereas, with technology developing at an accelerating rate, the digital society and economy are now a fact of life, meaning that digital skills are essential for the successful professional realisation and personal development of all citizens;
Amendment 8 #
Motion for a resolution
Recital A a (new)
Recital A a (new)
A a. whereas digital competence is one of the key competences for lifelong learning, as defined in the Reference Framework in the Council Recommendation of 22 May 2018;
Amendment 29 #
Motion for a resolution
Recital H a (new)
Recital H a (new)
H a. whereas the goal that by 2025 all schools in the EU should have access to internet connections with download/upload speeds of 1 gigabit of data per second is yet to be reached;
Amendment 47 #
Motion for a resolution
Recital K
Recital K
K. whereas basic education in cyber hygiene, cyber safety and media literacy is necessary from an early age to help children become critical consumers, build resilience to disinformation, propaganda and filter bubbles, make informed decisions and be aware of risks associated with the Internet; whereas the skills needed for using digital technologies and the internet are key for the well-being and for the civic participation of all citizens;
Amendment 77 #
Motion for a resolution
Paragraph 1
Paragraph 1
1. Underlines that digital skills acquisition requires a ‘cradle to grave’lifelong-learning approach anchored in lifelong learning across formal and non- formal education settings, with a policy response and targeted interventions appropriate to the needs of different age groups and learners;
Amendment 83 #
Motion for a resolution
Paragraph 1 a (new)
Paragraph 1 a (new)
1a. Highlights that inclusiveness and innovation should be the leading principles for education and training in the digital age; believes that digital technologies should not be reinforcing existing inequalities, but instead be used in order to close the digital divide;
Amendment 84 #
Motion for a resolution
Paragraph 1 b (new)
Paragraph 1 b (new)
1b. Stresses that it is key to ensure a gender balanced approach in promoting ICT careers and that more female students and women should be supported in pursuing a career in the digital field;
Amendment 85 #
Motion for a resolution
Paragraph 1 c (new)
Paragraph 1 c (new)
1c. Recommends that Member States in close cooperation with local communities and education and training providers to offer adults with a low level of digital skills access to upskilling pathways which provide them with the opportunity to acquire a minimum level of digital competence;
Amendment 103 #
Motion for a resolution
Paragraph 4
Paragraph 4
4. Stresses that a lack of connectivity in schools across Member States comes at the cost of the digital skills education of students; calls on the Member States to connect all remaining schools and to make use of existing EU programmes for this purpose; encourages the relevant local authorities to make the best possible use of the WiFi4EU initiative for their schools;
Amendment 119 #
Motion for a resolution
Paragraph 6
Paragraph 6
6. Stresses that teachers and trainers should be at the core of the digital transformation and are among the professions that will retain their central role for society in the future and therefore require adequate preparation and training themselves; insists that this training requires time and should not come as an extra task on top of their daily activities; highlights that, even more than the teaching of other basic skills, such as numeracy and literacy, digital skills teaching requires teachers to update their knowledge and skills on a continuous basis; argues, therefore, that teachers need proper and ongoing support;
Amendment 122 #
Motion for a resolution
Paragraph 6 a (new)
Paragraph 6 a (new)
6a. Supports and encourages the implementation of actions concerning the digitisation of the administrative processes carried out by schools in order to further reduce the administrative burden at all levels;
Amendment 156 #
Motion for a resolution
Paragraph 11 a (new)
Paragraph 11 a (new)
11a. Calls on the Member States, the Commission and the educational institutions to improve children safety online and address the issues of cyberbullying, exposure to harmful and disturbing content, and other cybersecurity threats by developing and implementing prevention programmes and awareness-raising campaigns; encourages the Member States to further promote the “#SafeInternet4EU” Campaign;
Amendment 161 #
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 the Reference Framework for Key Competences for Lifelong Learning) and for individuals (e.g. SELFIE); insists, however, that effective digital skills assessment methods must be dynamic and constantly updated and must also achieve much broader up-take across the Union at national, regional and local levels;
Amendment 165 #
Motion for a resolution
Paragraph 13
Paragraph 13
13. Welcomes the Union’s increased policy focus on digital skills and education, as evidenced notably by the Digital Education Action Plan of January 2018, which builds on a number of successful small-scale policy initiatives, like EU Code Week and the Digital Skills and Jobs Coalition and the Sofia Call for Action on Digital Skills and Education;
Amendment 168 #
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 deliverfor the European Commission to promote synergies across programmes to maximise the effectiveness of funding for digital skills development and deliver lasting results;