6 Amendments of Dominique BILDE related to 2018/2034(INI)
Amendment 1 #
Draft opinion
Paragraph 1
Paragraph 1
1. Notes with concern the persistent socio- economic disparities in the euro area caused by the imbalances created by the single currency; believes that equal access to inclusive and quality education and lifelong learning opportunities for everyone is awhich are accessible to everyone and prepare people for the world of work is a necessary, but not sufficient, precondition for socio-economic convergence; points, in this regard, to the persistentce or even widening of disparities acrossbetween Member States and social groupin the South and North and between social groups within the same Member States with respect to the EU’s headline education indicators, but also in terms of living standards;
Amendment 4 #
Draft opinion
Paragraph 2
Paragraph 2
2. Is deeply concerned that, in the EU28, the average rate of general government expenditure on education as a percentage of GDP fell year-on-year from 2009 to 20161; regrets that the education sector has been severely hit by austerity and, particularly in certain Member States which had already been undermined by budgetary austerity, such as Italy, Greece or Portugal; regrets that the education sector has been severely hit by austerity, but notes that increases in public expenditure do not automatically improve academic performance, which largely depends on social cohesion in the State concerned, parental involvement in the education and training of children and therefore the predominant family model and the quality and appropriateness of the teaching methods applied in the State in question; stresses that well-resourced, optimally managed, public education systems are vital forin order to improve the performance of European education systems and achieve equality and social inclusion; calls, therefore, for a shift in the euro area’s macroeconomic policy mix towards increasedin order to allow Member States to take sovereign decisions on their fiscal policies, including as regards increasing public spending on education and training; _________________ 1 Eurostat data.
Amendment 9 #
Draft opinion
Paragraph 2 a (new)
Paragraph 2 a (new)
2a. Recalls that the desire for social inclusion must not result in social policies, particularly on education, which would have the aim or effect of favouring certain groups of people or certain geographical areas to the detriment of other geographical areas or population groups; deplores the fact, in particular, that certain education policies aimed at social inclusion in certain priority education zones in France, mostly located in suburban areas, could reduce the financial resources available to education systems in other parts of the country, particularly rural areas suffering from multiple barriers as regards access to quality education and cultural opportunities; demands the full application of the principle of republican equality in government expenditure;
Amendment 10 #
Draft opinion
Paragraph 2 b (new)
Paragraph 2 b (new)
Amendment 23 #
Draft opinion
Paragraph 4 a (new)
Paragraph 4 a (new)
4a. Stresses that the link between student mobility and labour mobility has been demonstrated by numerous studies and, in particular, that study abroad increases the likelihood that people will subsequently be employed outside their country of origin; is concerned that the movement of students within the EU, either for a course of study or under the terms of an exchange programme, particularly Erasmus +, tends to favour some states at the expense, in particular, of certain Southern and Eastern European countries; is alarmed at the risk of a brain drain, which does not incentivise the Member States of departure to invest in improvements to their education systems;
Amendment 35 #
Draft opinion
Paragraph 5
Paragraph 5
5. Calls for a genuine revision of EU and Member States’ education, training and skills policies to deliverimprove the performance of the education and lifelong learning for inclusion; highlighsystems; insists that these policies should, to the extent possible, promote personal and societal development in a holistic manner and not simply be designed to meet labour market demands. , but also meet labour market demands, which is crucial in the light of the persistently high unemployment among people aged under twenty-five in the EU, in addition to the problems associated with over- qualification and the mismatch between the skills of jobseekers and the requirements of employers;