15 Amendments of Damian DRĂGHICI related to 2015/2281(INI)
Amendment 15 #
Motion for a resolution
Recital A
Recital A
A. whereas education and training should not be aimed only at meeting labour market needs, but should constitute a value in themselves, since education has an equally important role in developing ethical and civic virtuessocial, civic and intercultural competences, promoting active citizenship and social cohesion, and honouring the democratic principles on which Europe is founded;
Amendment 26 #
Motion for a resolution
Recital B
Recital B
B. whereas not all Member States are facing the same type and level of challenges, and this means that any recommendations proposed for education and training should be flexible and should be tailored to national socio-economiesc, demographiesc and cultural realities;
Amendment 55 #
Motion for a resolution
Paragraph 4
Paragraph 4
4. Welcomes the new generation of ET2020 Working Groups, and calls on the Commission to improve the representation of different stakeholders in those groups, notably by including more education expertsxperts from different fields, forms and levels of education and training; stresses the need for better dissemination of the groups’' deliverables, at both national and EU level;
Amendment 65 #
Motion for a resolution
Paragraph 6
Paragraph 6
6. Calls for the setting-up of an informal coordination body which would include the Director-General of the Commission’'s DG for Education and Culture (DG EAC), the Directors responsible for education in other DGs, and stakeholder representativerepresentatives of civil society organisations, teacher trade unions and other key stakeholders, and would hold high-level meetings to ensure coordination of work, policy coherence and the follow- up of recommendations issued by formal and informal ET2020 bodies;
Amendment 76 #
Motion for a resolution
Paragraph 7
Paragraph 7
7. Reiterates that, notwithstanding the importance of acquiring employability skills, the value of knowledge and academic rigour should not be overlooked, and emphasises that blanket prescriptive approaches must be avoided; underlines that the forthcoming European Skills Agenda should not overstate employability skills at the expense of key competences and subject knowledge;
Amendment 101 #
Motion for a resolution
Paragraph 10
Paragraph 10
10. Is concerned at the fact that the quality of teacher educational staff (professional and non-professional) development is lagging behind, in terms of range and complexity, with regard to competences that are necessary for teaching today, and welcomes the choice of support for educators as a priority area for ET2020; encourages Member States to adapt their initial and continuous teacher training and in- service development programmes and to make better use of peer-learning activities between Member States;
Amendment 124 #
Motion for a resolution
Paragraph 13
Paragraph 13
13. Stresses that the benchmark goals of reducing the rates of early school leaving below 10% and of 40 % of the younger generation having a tertiary degree should not be fulfilled at the expense of quality in education;
Amendment 131 #
Motion for a resolution
Paragraph 13 a (new)
Paragraph 13 a (new)
13a. Stresses the importance of ensuring equal access to quality education and training, as well as lifelong learning opportunities, for all learners, including those from disadvantaged and vulnerable groups, migrants and Roma;
Amendment 140 #
Motion for a resolution
Paragraph 14
Paragraph 14
14. Draws attention to the shortcomings of outdated teaching materials and methods, standardised tests and of quantitative approaches to educational accountability, such as narrowing the teaching syllabus to test material and neglecting the intrinsic values of education; highlights in this regard the need of flexibility, innovation and creativity in educational settings which can boost learning quality and participation, as well as educational attainment;
Amendment 142 #
Motion for a resolution
Paragraph 14 a (new)
Paragraph 14 a (new)
14a. Underlines the important role of an EU dimension in education and training in developing deeper knowledge and understanding of the EU, its functioning and its concrete added value, empowering learners to be responsible and engaged active citizens with a strong sense of belonging and awareness of European fundamental values; stresses the need to review the way the EU is currently thought in educational institutions by giving it more visibility across different disciplines, levels and forms of education, and by supporting teachers and educators to efficiently incorporate an EU dimension into their teaching;
Amendment 170 #
Motion for a resolution
Paragraph 18
Paragraph 18
18. Advocates a shift to conceiving mobility programmes in terms of accessibility and qualitative outcomes that respond to priorities and primarily serve learning objectives; calls for the proper implementation of the proposals of the European Quality Charter for Mobility and for better use of the tools of internationalisation at home;
Amendment 185 #
Motion for a resolution
Paragraph 19
Paragraph 19
19. Stresses that the challenges posed by migration to European educational systems should be addressed at both European and national level, since failure to provide migrants with education and training constitutes a risk to their employability, their development of knowledge of the host country’sintegration and access to inclusive education for refugees and migrants constitutes a risk to their engagement and contribution to social, political, cultural canons and values, and their integrationd economic dimensions of our societies;
Amendment 203 #
Motion for a resolution
Paragraph 21
Paragraph 21
21. Calls for measures to integrate migrant childrenlearners, both intra- and extra- European, into education systems from an early age by helping them adjust to curricula and learning standards, providing them with language and, if needed, social assistance, and enabling them to become familiar with the host country’'s culture while preserving their own cultural heritage;
Amendment 220 #
Motion for a resolution
Paragraph 23
Paragraph 23
23. Stresses the need for more language- based learning programmes; calls for efforts to develop validation and accreditation mechanisms for the qualifications of migrants, since many of those entering the EU come with no proof of their formal qualifications; calls on Member States for increased efforts in order to achieve the goal of developed mechanisms for recognition and validation of non-formal and informal learning by 2018;
Amendment 241 #
Motion for a resolution
Paragraph 26
Paragraph 26
26. Notes that the ‘'brain drain’' effect linked to mobility poses risks for Member States, especially those in central/eastern and southern Europe, and expstresses its concern at the failure of the ET2020 Working Groupsthe need to adequately address the concept of unbalanced mobilityhallenges raised by an unbalanced mobility at EU and national level;