20 Amendments of Dominique BILDE related to 2015/2138(INI)
Amendment 10 #
Motion for a resolution
Recital C
Recital C
Amendment 20 #
Motion for a resolution
Recital C a (new)
Recital C a (new)
Ca. whereas, as the above figures show, the EU is suffering from a democratic deficit and a crisis of legitimacy in the eyes of citizens of Member States; whereas it might therefore be useful to disseminate information shedding greater light on the workings of the European system, but whereas such action requires the sine qua non of respect for the diversity of opinions among Member States’ citizens in order that they themselves may feel respected;
Amendment 29 #
Motion for a resolution
Recital D
Recital D
Amendment 32 #
Motion for a resolution
Recital D a (new)
Recital D a (new)
Da. whereas those who benefit from mobility programmes often come from social environments making it easy in any case for them to move within Europe; whereas the immediate priority must therefore be to remedy the social and economic hardship in which many citizens of Member States are living; whereas, in addition, the subsidiarity principle has to be observed and the importance of nation-states needs to be recognised, as citizens will then be able to understand the advantages underlying the principle of a Europe of free and independent nations, cooperating among themselves in common programmes such as the Erasmus+ mobility programme;
Amendment 37 #
Motion for a resolution
Recital E
Recital E
E. whereas the majority of Member States have integrated learning about the EU into their curricula and teacher training programmes; whereas disparities between and within Member States continue to exist, however, such learning cannot be of use unless citizens of Member States have first acquired real knowledge of their national history, this being a sine qua non for understanding of the European integration process;
Amendment 47 #
Motion for a resolution
Paragraph 1
Paragraph 1
1. Underlines theat it is becoming increasingly importance of a European dimension in education, while stressing the need for a broad understandingt for pupils and students to find the ways to understand the European structure within which they are living, given that the European Union is having a growing impact ofn the concept which takes into acir lives; points out, however, that, as numerous studies have shown, the priority as regards education count its complex, dynamic and multi-layered nature, with learning about the EU at school being a crucial componentinues to be the acquisition of basic knowledge (reading, writing, and arithmetic), for there are no better means of grasping the world and the environment in which citizens live their lives;
Amendment 64 #
Motion for a resolution
Paragraph 3
Paragraph 3
3. Points out that the EU should be more visible in teaching materials, given its impact on the everyday life of its citizens; considers that content explicitly related to the EU can add substantial valuemake for another approach to school curricula; emphasises the need to use active and participative teaching methods tailored to learners’ levels, needs and interests, without neglecting the need first to acquire basic knowledge leading to better educational and cultural development and better understanding of the world around us;
Amendment 85 #
Motion for a resolution
Paragraph 6
Paragraph 6
6. Recallognises the need to ensure, enhance and broaden initial and ongoing professional development opportunities for teachers and educators in order to enable them to incorporate an EU dimension into their teaching, in particular with regard to citizenship education; points out, however, that investment priorities vary from one Member State to the next and that some Member States need in the first place to raise the salaries and social status of educators so as to ensure that their authority will be respected and to guarantee the best possible learning conditions for all;
Amendment 107 #
Motion for a resolution
Paragraph 8
Paragraph 8
Amendment 114 #
Motion for a resolution
Paragraph 8 a (new)
Paragraph 8 a (new)
8a. Points out that the quality of schooling depends largely on respect for those who teach; calls, therefore, for their authority to be enhanced; maintains that parents also have a major role to play, since the family is the first context in which socialisation takes place, and calls, therefore, on parents, schools, and education officials to engage in wider- ranging consultations, given that they are all responsible for meeting the challenges of citizenship, which should, moreover, be tackled through greater provision for citizenship education;
Amendment 131 #
Motion for a resolution
Paragraph 10
Paragraph 10
10. Underlines the major role of Erasmus+, Europe for Citizens and Creative Europe in promoting education and training, language skills, active citizenship, cultural awareness, intercultural understanding and many other valuable skills and competences; stresses the need for sufficient financial support for these programmes and wider access to mobility; points out, however, that while mobility can be an asset, it cannot be effective unless the constituent elements of Europe are clearly defined and the specific identity of each European nation is emphasised; maintains that learning about distinguishing national characteristics, not least through the teaching of history, is the only way to identify the common ground shared by European nations and develop European civilisation;
Amendment 154 #
Motion for a resolution
Paragraph 13
Paragraph 13
Amendment 160 #
Motion for a resolution
Paragraph 13 a (new)
Paragraph 13 a (new)
13a. Draws attention to the need for more information on the European integration process to be provided both in and outside schools so that people may take part in the democratic debate on the various visions for the EU and in order to ensure transparency for the general public in the Member States, who will otherwise be unable to form a critical opinion and play their part in making democracy work; stresses, at the same time, the need for that information to be objective and for teaching to be factual and free of any ideological bias, so as not to impair the ability of children, who are the next generation of citizens, to make up their own minds;
Amendment 165 #
Motion for a resolution
Paragraph 14
Paragraph 14
14. Calls on the Commission to support and facilitate, in conjunction with the Member States and with due regard for the subsidiarity principle, networks that promote, and are involved in, learning about the EU at national level, as well as exchanges of best practice between these networks at Union level, and to identify areas of improvement;
Amendment 179 #
Motion for a resolution
Paragraph 16
Paragraph 16
16. Encourages Member States to support, review andPoints out that under Articles 6 and 165 of the TFEU, the EU has only a supporting competence in the sphere of education, which remains the preserve of the Member States; encourages Member States to update their education systems and all forms of EU-related curricula content at all levels of education – including vocational education and training – with a view to strengthening the EU dimensionepping up the provision of information on how the EU works, in close collaboration with all relevant actors at EU, national, regional and local level;
Amendment 189 #
Motion for a resolution
Paragraph 17
Paragraph 17
17. Calls on Member States to ensure equal and inclusive access to innovative and high-quality formal and non-formal education for all learners, in particular those with a disability, whom education policies all too often overlook; calls accordingly for every possible effort to be made to include people with disabilities in an open and welcoming education environment, including, wherever possible, in mainstream education systems;
Amendment 194 #
Motion for a resolution
Paragraph 18
Paragraph 18
18. Asks Member States to take further action to promote multi-cultural, non- discriminatory and inclusive education and citizenship values in school and university curriculainclude civics in the school curriculum; points out that, in particular in the wake of the Paris attacks of 13 November 2015, it is now more important than ever for schools to be a place of social integration in which everyone assimilates both national and European values, in order to safeguard democracy and foster a form of citizenship that is in keeping with the national identity of each Member State and with the ideas underpinning European civilisation;
Amendment 201 #
Motion for a resolution
Paragraph 19
Paragraph 19
19. Calls on Member States to increase investment in education and to provide the necessary support for schools and teachers to carry out and continuously develop an EU dimension in educationhigh quality teaching in civics and in the workings of the EU;
Amendment 216 #
Motion for a resolution
Paragraph 20
Paragraph 20
20. Considers that Member States, in consultation with educational actors, should seek opportunities to exchange ideas and examples of good practice in integrating an EU dimension intoon teaching the European integration process and the workings of the EU, in conjunction with the history curriculum, in their educational programmes in order to enable young people to see the Union as an integral part of their living environmentunderstand the Union’s impact on their present and future lives;
Amendment 222 #
Motion for a resolution
Paragraph 21
Paragraph 21
21. Urges Member States to acknowledge and support social partners and civil society organisations in bridging the gap between the EU and its citizeHighlights the role social partners and civil society organisations play in bridging the gap between the EU and its citizens, but points out that that gap will remain open for as long as the European institutions continue to suffer from a crisis of legitimacy; emphasises, therefore, the need for discussions to be held at the highest level between the Member States, the Commission and the Council, with a view to identifying the real causes of this disconnect between the general public in the Member States and the EU and to taking the necessary decisions on the basis of those discussions;