Activities of Agnieszka KOZŁOWSKA related to 2017/2224(INI)
Plenary speeches (1)
Modernisation of education in the EU (debate) PL
Amendments (38)
Amendment 5 #
Draft opinion
Recital B
Recital B
B. whereas education offers a unique opportunity to address all forms of discrimination and stereotypes faced by girls and women, but this potential has not been fully utilised in the European Union; whereas according to 2014 Eurostat data, more women (42.3 %) than men (33.6 %) go on to higher education, yet women are present in greater numbers in the humanities than in scientific fields; whereas only 9.6 % of women students in third-level education study ICT-related degrees, compared to 30.6 % of men; whereas in initiatives such as the EU Code Week, ICT for Better Education, the Startup Europe Leaders Club and the Grand Coalition for Digital Jobs, which are aimed at further fostering e-education and e-skills, women remain largely underrepresented;
Amendment 9 #
Draft opinion
Recital B a (new)
Recital B a (new)
Ba. whereas digitalisation has revolutionised and fundamentally changed the way people access and provide information which as a great potential in the field of education, including educational opportunities for women and girls; whereas there is a significant gender gap in access to professional and educational opportunities in relation to information and communication technologies and to computer skills;
Amendment 13 #
Draft opinion
Paragraph 1 a (new)
Paragraph 1 a (new)
1a. Highlights that there is strong pressure from the labour market to have more graduates with university diplomas, especially in the fastest growing sectors such as ICT, transport, communication, and STEM-based sectors. Therefore, calls on Member States to encourage young people to choose paths of education such as maths, physics, engineering and IT, which correspond with labour market needs. The incentives should be addressed especially to girls, who are under- represented in the ICT and STEM sectors because of their educational choices rather in humanities, social and health studies, whereas a shortage of employees in the STEM sector in the EU is predicted to be over 200 000 by 2020;
Amendment 19 #
Draft opinion
Recital C
Recital C
C. whereas women constitute only 20 % of science professionals and account for just 27 % of engineering graduates1 ; whereas only 29 women per 1,000 female graduates, compared to 95 men counterparts, hold a degree in Information and Communication Technologies (ICTs) with a Bachelors or other first degree,), and only 4 in 1000 women will eventually work in the ICT sector; whereas increasing the number of women in the ICT which is one of the highest paying sectors, mainly through inclusion into ICT and STEM education and university degrees, could contribute to their financial empowerment and independence, resulting in the reduction of the total gender pay gap and enhance women’s financial independence; __________________ 1 European Commission: The Education and Training Monitor 2017, available at https://ec.europa.eu/education/sites/educati on/files/monitor2017_en.pdf
Amendment 21 #
Draft opinion
Paragraph 2
Paragraph 2
2. Notes that despite strong demand in the labour market for high-level skills, and the response of the education system in the form of the massive development of HEIs (Higher Education Instituteions), approximately 20 % of Europeans, including university graduates, lack basic skills such as reading, writing or numeracy1 ; recalls, moreover, that a similar number of Europeans have a low level of basic skills and that 44 % lack basic digital skills2 , which creates serious barriers to their participation in the technologically advanced labour market and everyday life; __________________ 1 http://ec.europa.eu/education/policy/school /math_en 2 https://ec.europa.eu/commission/sites/beta- political/files/digital-skills-factsheet- tallinn_en.pdf
Amendment 28 #
Draft opinion
Paragraph 2 a (new)
Paragraph 2 a (new)
2a. Notes, that because of shrinking demand for low-level qualification, Member States should take action to limit school drop-out rates and guarantee, that nobody leaves school without basic skills, including basic digital skills. Therefore, calls on Member States to assure that possessing basic skills should be a prerequisite of graduation from every school from a primary to university level, including adult educational centres. Welcomes therefore "A Proposal for Council Recommendation on Key Competences for Lifelong learning', which defines digital skills as basic skills;
Amendment 32 #
Draft opinion
Paragraph 1
Paragraph 1
1. Encourages the Member States to make every possible effort to achieve equal opportunities within their education systems for female and male students, especially for those from socio- economically disadvantaged backgrounds, and to monitor their equal access to high- quality education; encourages the Commission and the Member States to work through open cooperation within the Strategic Framework of Education and Training 2020 on finding solutions and sharing best practices on early digital education, including e-skills and coding which are inclusive for girls, as well as in later stages on programmes aimed at increasing the share of women deciding to pursue and graduating from STEM degrees;
Amendment 33 #
Draft opinion
Paragraph 1 a (new)
Paragraph 1 a (new)
1a. points out that low participation of women and girls in ICT-related education, and later in employment, is a result of a complex interplay of gender stereotyping that starts in the early stages of life and education and continues into professional careers; encourages the Commission and the Member States to combat gender stereotypes and foster gender equality in all levels and types of education, including in relation to gendered study subject choices and careers in line with the priorities set out in the “Education and Training 2020”framework;
Amendment 43 #
Draft opinion
Paragraph 3 a (new)
Paragraph 3 a (new)
3a. Points out that regardless of 2 million job vacancies in the EU, more than 30 % of qualified young people with diplomas are in jobs that do not match their skills or aspirations, while 40% of European employers have trouble finding people with the required skills. Notices that skills mismatch comes not only from inadequate qualifications, but also from under- and over-qualification, while the latter means spending time and money on an expensive form of education that eventually becomes unnecessary. Points out that the future labour markets need advanced transversal and soft skills, which are less likely to be replaced by machines and which, regrettably, are seldom involved in curricula. Therefore, calls on Member States to assure favourable conditions for the acquisition and development of soft and transversal skills for both students and teachers in the education system;
Amendment 46 #
Motion for a resolution
Recital C a (new)
Recital C a (new)
C a. whereas open method of coordination used in education allow Member States to create and implement common strategy on education and training and on-line platform ET2020 (Education and Training 2020); whereas benchmarks of this strategy are analysed and evaluated every year in Monitor on Education and Training for Member States and the whole EU;
Amendment 50 #
Draft opinion
Paragraph 2
Paragraph 2
2. Calls on the Commission and Member States to place greater emphasis on attracting girls to the STEM and ICT fields, as well as on addressing the digital gender gap through developing their digital skills; encourages the Member States to introduce age-appropriate ICT education in the early stages of school, with a particular focus on inspiring girls to develop interest and talent in the digital field, and urges the Commission and the Members States to promote STEM education to girls from a young age, given that girls move away from science, technology subjects, engineering and math earlier during their educational path due to gender stereotypes surrounding these subjects, a lack of role models, and a segregation of activities and toys, resulting in an underrepresentation of women in these subjects at university, which extends into the work place;
Amendment 53 #
Draft opinion
Paragraph 2 a (new)
Paragraph 2 a (new)
2a. Underlines the importance of ensuring gender mainstreaming in the education sector by promoting digital literacy and the participation of women and girls in ICT education and training through the inclusion of coding, new media and technologies in education curricula at all levels, as well as extra- curricular, informal and non-formal education, and in all types of education and training, including for teaching staff, in order to reduce and remove digital skills gaps, and to encourage girls and young women to embark on careers in the sciences and ICTs; points to the importance of constant dialogue with social partners in order to overcome the gender gap in this field;
Amendment 60 #
Draft opinion
Paragraph 4 a (new)
Paragraph 4 a (new)
4a. Points out that the pace of changes in the labour market, the diversity of educational systems and also the growing level of workers’ mobility and migration require that employers and education providers recognize the qualifications, skills and competences acquired also in non-formal and informal learning. Calls on Member States to recognize the importance and usefulness of micro- credentials - short, work-focused courses;
Amendment 62 #
Draft opinion
Paragraph 3 a (new)
Paragraph 3 a (new)
3a. Points out that the role and achievements of women in history, science and other fields are not always sufficiently reflected and represented in educational curricula and programmes; highlights the need for the Member States in cooperation with the European Commission in relevant areas to undertake action in view to present and include women into educational content in a more visible and balanced way; invites, in the same vein, the Member States and the Commission to organize actions, including campaigns, to spread the knowledge about women in history, science and other fields in also with a view to promote female role models aimed at girls and women at all levels of education;
Amendment 64 #
Draft opinion
Paragraph 3 b (new)
Paragraph 3 b (new)
3b. Points out the importance of including and promoting within school curricula and educational content the knowledge about the history of women’s emancipation, and in particular women’s suffrage, also on the occasion of symbolic anniversaries (e.g. 100 years of the women’s right to vote in Poland and Germany in 2018) in order to raise awareness with a view to promoting women's rights within educational framework;
Amendment 75 #
Draft opinion
Paragraph 5 a (new)
Paragraph 5 a (new)
5a. Encourages Member States to support teachers, students and administration workers in learning and improving their knowledge in foreign languages to weaken the major barrier to mobility in Europe and to facilitate cooperation and intellectual exchange between schools. Sees it important to ensure that these actions will address all types of schools and all levels of education, to make the EU labour market available for graduates from universities but also the VET education system;
Amendment 79 #
Draft opinion
Paragraph 6 a (new)
Paragraph 6 a (new)
6a. Notices that different jobs and positions may require the same skills and consist of the same tasks; therefore, is of the opinion that education system should be skill and task- oriented to enable a swift change between positions;
Amendment 91 #
Draft opinion
Paragraph 8 a (new)
Paragraph 8 a (new)
8a. Notices that, regardless of growing number of students, share of graduates with high-level skills is proportionally small and differentiated between Member States, points out that in the EU number of graduates with very low skills varies between 10% to over 50% in different Member States; insists that the criteria of evaluation in Higher Education policies should be shifted from quantitative ones to qualitative ones - e.g. benchmark 1a for Member States to increase number of students should be focused on the level of skills not the number of diplomas; __________________ 1a Education and Training Monitor 2017
Amendment 97 #
Draft opinion
Paragraph 9
Paragraph 9
9. Highlights that the high number of NEETs could be reduced by preventing early school leaving, as well as by making schools more practical and linked with their environment, like local companies, local authorities, social institutions and NGOs. Notices that dropouts may be reduced by a wider offer of vocational education and practice-based methods of teaching;
Amendment 107 #
Draft opinion
Paragraph 10 a (new)
Paragraph 10 a (new)
10a. Ensures that the career tracking system which monitors graduate employment rates and other career indicators should also be used for the evaluation of school curricula and teaching organisation, not only to increase the chances of graduates in the labour market, but also to strengthen their position and influence on building the economy and creating new jobs;
Amendment 108 #
Draft opinion
Paragraph 10 b (new)
Paragraph 10 b (new)
10b. Calls on sex-disaggregated data to be collected on the graduate outcomes from tertiary education and VET to improve possible usage of these data in the context of graduate employment and to assess the quality of education from a gender-based perspective;
Amendment 109 #
Draft opinion
Paragraph 10 c (new)
Paragraph 10 c (new)
10c. Calls for further skills forecasting for the development of the labour market; welcomes the fact that users of the Europass platform are provided with skills intelligence to guide them in their learning and career choices;
Amendment 116 #
Motion for a resolution
Paragraph 6
Paragraph 6
6. Highlights the potential of new technologies to improve the quality of education by meeting more effectively individual learners’ needs, increasing flexibility in learning and teaching, and creating new forms of cooperationmmunication between teachers, students, parents and other stakeholders within education policy;
Amendment 118 #
Draft opinion
Paragraph 11 a (new)
Paragraph 11 a (new)
Amendment 124 #
Draft opinion
Paragraph 11 b (new)
Paragraph 11 b (new)
11b. Calls on the Member States to develop more tertiary vocational education and training, apart from university system, to enable students to acquire qualifications relating to practical skills and training;
Amendment 126 #
Draft opinion
Paragraph 11 c (new)
Paragraph 11 c (new)
11c. Welcomes ‘A Reality-Based Learning process’ implemented by Cometa Formazione in Italy, a teaching system which responds to an emerging dichotomy between doing and knowing, theory and practice, vocational-technical subjects and “basic” ones. Today, excellence in education and training requires a real integration between school and work; this integration boosts both the quality of numeracy and literacy kids learn, and the professional skills they need to acquire. ‘A reality-Based Learning process’ involves students in creating real products for real customers in school workshops and school companies. As this is not a mere simulation, the urge for professional competency emerges more sharply and, consequently, drags along the urge for learners to acquire all those cultural and human skills that are also mandatory by educational curricula;
Amendment 128 #
Draft opinion
Paragraph 11 d (new)
Paragraph 11 d (new)
11d. Highlights that, as shown in the Finnish, Canadian and Singaporean models - which are unanimously considered to be the best in the world- the quality of teachers and their autonomy to conform to education program and choose the education methods is a prerequisite for the quality education which gives the best foundation for pupils to later succeed in the labour market;
Amendment 134 #
Draft opinion
Paragraph 12 a (new)
Paragraph 12 a (new)
12a. Proposes that the Commission maintains entrepreneurship education and training as one of the objectives of a future Erasmus+ programme in the next financial period (post-2020) in all its actions, including mobility;
Amendment 139 #
Motion for a resolution
Paragraph 8 a (new)
Paragraph 8 a (new)
8 a. Notes that a learner-centred teaching, team-teaching, group working and other methods of progressive style of teaching need adequate organisation of space in schools and universities; notes that classrooms with traditional desk rows seating arrangements facing a teacher still prevail in European schools and universities; is of the opinion that new arrangements of school space, which encourage students to creative thinking, problem-solving and group working require financial support;
Amendment 163 #
Motion for a resolution
Paragraph 10 a (new)
Paragraph 10 a (new)
10 a. Notes that early education (age 0- 3) increases ability and effectiveness of further learning and that it is especially important while learning foreign languages;
Amendment 167 #
Motion for a resolution
Paragraph 12 a (new)
Paragraph 12 a (new)
12 a. Notes that early education is the most effective method of social inclusion, equal chances and social mobility; calls on Member States to offer opportunity of early education to every child, especially to children from underprivileged families;
Amendment 184 #
Motion for a resolution
Paragraph 14 a (new)
Paragraph 14 a (new)
14 a. Notes that regardless of obligatory, long and free of charge education in all Member States, over 20% of young Europeans according to PISA, lack basic skills and similar number of adults are functionally illiterate, which unable their further learning, working and personal development;
Amendment 314 #
Motion for a resolution
Paragraph 27 a (new)
Paragraph 27 a (new)
27 a. Points out that advanced transversal and soft skills (leadership, social and intercultural skills, management, entrepreneurial and financial education, volunteering, foreign languages proficiency, negotiations and creativity) are the most demanded on the labour market and therefore should be fully integrated into European education programmes;
Amendment 359 #
Motion for a resolution
Paragraph 29 a (new)
Paragraph 29 a (new)
29 a. Highlights the fact, that quality of education depends on the performance and qualifications of teachers, recommends the Member States to provide incentives to recruit candidates for the teaching profession with the highest-level competencies and adapt their remuneration level accordingly; insists on the importance of providing teachers with continuous training, reskilling and upskilling throughout their careers and to have exchange of best practices among countries;
Amendment 367 #
Motion for a resolution
Paragraph 29 a (new)
Paragraph 29 a (new)
29 a. Calls on the Commission to revise benchmarks in ET2020 to make them connected with qualitative as well as quantitative indicators of education system and to monitor level of skills, especially soft skills besides the number of graduates;
Amendment 427 #
Motion for a resolution
Paragraph 37 a (new)
Paragraph 37 a (new)
37 a. Calls on the Commission to focus more on the role of school space in education and evaluation of education; calls for a financial support to provide adequate architectural solutions in schools to enable group work, team- teaching and to stimulate creative thinking and problem-solving as well as other methods of progressive education;
Amendment 428 #
Motion for a resolution
Paragraph 37 b (new)
Paragraph 37 b (new)
37 b. Encourages schools of all levels to take advantage of social media and new technologies in school communication, between teachers and students;
Amendment 445 #
Motion for a resolution
Paragraph 40 a (new)
Paragraph 40 a (new)
40 a. Recalls that Member States shall ensure that students who continue both the vocational education System and the university system of all fields would be required to receive obligatory apprenticeship or reality-based training, internships as part of their curriculum;