31 Amendments of Andrew LEWER related to 2015/2281(INI)
Amendment 3 #
Motion for a resolution
Citation 11
Citation 11
– 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 Draft 2015 Joint Report of the Council and the Commission on the implementation of the Strategic Framework for European cooperation in education and training (ET2020), ‘'New priorities for European cooperation in education and training’' (COM(2015)0408), 1 Text pending adoption in April Plenary
Amendment 4 #
Motion for a resolution
Citation 11 a (new)
Citation 11 a (new)
– having regard to the 2015 Joint Report of the Council and the Commission on the implementation of the Strategic Framework for European cooperation in education and training (ET2020), 'New priorities for European cooperation in education and training' (2015/C 417/04),
Amendment 10 #
Motion for a resolution
Recital -A a (new)
Recital -A a (new)
-Aa. whereas ET2020 cooperation, while respecting the competence of Member States, should complement national actions and support Member States in their efforts to develop education and training systems;
Amendment 14 #
Motion for a resolution
Recital A
Recital A
A. whereas education and training should not be aimed onsolely at meeting labour market needs, but should constitute a value in themselves, since education has an equally important role in developensuring ethicale safeguarding of shared human and civic virtalues and honouring the democratic principles on which Europe is foundedopen and democratic societies;
Amendment 32 #
Motion for a resolution
Recital B b (new)
Recital B b (new)
Bb. whereas existing low levels of knowledge and basic skills are worrying and require that primary and secondary education deliver the necessary basis for further learning and integration in the labour market; whereas trends on low basic skills of adults make it necessary to reinforce adult learning which is a tool for up-skilling and re-skilling;
Amendment 33 #
Motion for a resolution
Recital B c (new)
Recital B c (new)
Bc. whereas public budgets remain under severe pressure, with several Member States having cut their education and training expenditures further investments in this field should be made more efficient as a decisive factor for productivity, competitiveness and growth;
Amendment 37 #
Motion for a resolution
Recital C
Recital C
C. whereas deterioratingconcerns about teaching conditions and, quality of learning, a decline in academic freedom and growing criticismaspects of the Bologna process arehave been reported acrosswithin the European Higher Education Area (EHEA);
Amendment 43 #
Motion for a resolution
Paragraph 1
Paragraph 1
1. Welcomes the ET2020 stocktaking exercise, and underlines the need to take its conclusions into account in order to increase the added value and optimise the effectiveness of the framework;
Amendment 50 #
Motion for a resolution
Paragraph 2
Paragraph 2
2. Welcomes the proposed extension of the work cycle from 3 years to 5, aimed at reducing the reporting workload and enhancing implementation of the long-term strategic goals of Member States and the EU;
Amendment 73 #
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, whilst rightly focusing on economic and employment challenges, should not do so at the expense of subject knowledge;
Amendment 78 #
Motion for a resolution
Paragraph 7 a (new)
Paragraph 7 a (new)
7a. Emphasises the role of education and training in transmission of regional, national and European traditions which constitute Europe and its nations; stresses that development of the sense of political and cultural identity of citizens and connectedness to community should receive more attention in educational policies; draws attention that in some Member States religious education has been a significant agent in preserving nation's identity, values, traditions and language and this feature should be respected by European policy makers;
Amendment 79 #
Motion for a resolution
Paragraph 7 b (new)
Paragraph 7 b (new)
7b. Draws attention that there are numerous educational establishments in Europe run by churches and other religious institutions which perform excellent academic results and show peculiar ability to help disadvantaged students; stresses that the potential of these establishments should not be overlooked and they should receive adequate representation in ET2020 platform works;
Amendment 88 #
Motion for a resolution
Paragraph 8
Paragraph 8
8. Points out the value of a community- based approach to education and strong links between schools and families; emphasises that without cooperation of school with families, social services, religious and other civic institutions the transmission of values and principles of a society to its children will be incomplete; calls for the wider participation of relevant actors (such as the European Parents Association) in the work of ET2020;
Amendment 93 #
Motion for a resolution
Paragraph 9
Paragraph 9
9. Stresses that school-parent communication strategies and character education programmes implemented in schools in cooperation with families can contribute to upward social convergence and the prevention of radicalisation; underlines that a supportive home environment is crucial in shaping children's proficiency in basic skills and points to the value of courses for parents which prove effective in countering educational poverty; encourages the exchange of best practices within the ET2020 framework;
Amendment 106 #
Motion for a resolution
Paragraph 10
Paragraph 10
10. Is concerned at the fact that the quality of teacher education is lagging behind in some EU Member States, 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 teacher training and in- service development programmes and to make better use of peer-learning activities between Member States;
Amendment 110 #
Motion for a resolution
Paragraph 11
Paragraph 11
11. EUnderscores that the issue of raising learning outcomes relative to resources available should receive greater attention within the ET2020 framework, particularly with regards to adult learning; encourages the Commission and the Member States to review the existing rules for the evaluation of education and training programmes funded by the European financial instruments, putting greater focus on impact assessment;
Amendment 115 #
Motion for a resolution
Paragraph 11 a (new)
Paragraph 11 a (new)
11a. Stresses the need for better concentration of efforts in the area of education and training through merging and streamlining existing programmes and initiatives;
Amendment 141 #
Motion for a resolution
Paragraph 14
Paragraph 14
14. Draws attention to the shortcomings of 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; points out that the education and training have an important role in developing ethical and civil virtues and humanness whereas teachers' work and students' achievements in this field are overlooked by test scores;
Amendment 154 #
Motion for a resolution
Paragraph 16
Paragraph 16
16. Notes that although, whilst the Bologna process has spearheaded significant achievements, it has also led, in some cases, to the fragmentation of university programmes and the standardisation of inefficient processes; takes the view that, without prejudice to the concept of single-tier unified programmes, studying at a European university should be based on a two-tier modelfurther consideration should be given to the development of two-tier models at European universities, with the initial phase lasting no less than three years, and that educational institutions should be given more flexibility in the use of modules and the European Credit Transfer System (ECTS);
Amendment 156 #
Motion for a resolution
Paragraph 17
Paragraph 17
Amendment 166 #
Motion for a resolution
Paragraph 18
Paragraph 18
18. Advocates a shift to conceiving mobility programmes in terms of qualitative outcomes that respond to priorities and primarily serverespond to 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 183 #
Motion for a resolution
Paragraph 19
Paragraph 19
19. Stresses that Member States should look at ways to address 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 future employability, their development of knowledge of the host country’s cultural canons and values, and their integration into society;
Amendment 189 #
Motion for a resolution
Paragraph 19 a (new)
Paragraph 19 a (new)
19a. Welcomes the decision to mainstream migrant education across the work of ET2020 Working Groups and to hold respective peer-learning activities in their initial lifespan;
Amendment 191 #
Motion for a resolution
Paragraph 20
Paragraph 20
Amendment 196 #
Motion for a resolution
Paragraph 20 a (new)
Paragraph 20 a (new)
20a. Recommends that Member States and education providers offer advice and support for refugee children seeking to access education services through the provision of clear information and contact points;
Amendment 200 #
Motion for a resolution
Paragraph 21
Paragraph 21
21. Calls for measures to integrate migrant children, both intra- and extra- European,and refugee children into education systems by helping them adjust to the curricula and learning standards, providing them of the Member State in question, providing them, where necessary, with language assistance, and enabling them to become familiar withintegrate in the host country’'s culture and society, whilest preserving their own cultural heritage;
Amendment 205 #
Motion for a resolution
Paragraph 21 a (new)
Paragraph 21 a (new)
21a. Expresses concern that half of teacher trainers in OECD countries feels that teacher training does not sufficiently prepare them to handle diversity effectively and would encourage Member States to guarantee teachers ongoing professional support in this field, including peer-learning activities among the Member States;
Amendment 207 #
Motion for a resolution
Paragraph 22
Paragraph 22
22. Supports the idea of setting up helpdesks for teachers offering them timely support in handling various types of diversity in the classroom and guidance when they are confronted with students at risk of being radicalised; calls forCalls for further exchange of best practice between Member States and the creation of synergies between the ET2020 Working Groups and the Radicalisation Awareness Network (RAN) Working Group on Education;
Amendment 216 #
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 qualmechanisms to improve the understanding and identifications of migrants' qualifications, since many of those entering the EU come with no proof of their formal qualifications; calls on Members States to see how existing recognition of professional qualification might be developed, including the appropriate background checks;
Amendment 224 #
Motion for a resolution
Paragraph 24
Paragraph 24
24. Calls on the Commission and the Member States to facilitate measures for migrant students enrolling at university levelMember States and education facilities to look at ways to enable migrant students to access education, including at university level, without prejudice to national rules and competences on access to education and training; welcomes the initiatives adopted in this regard by a number of European universities;
Amendment 234 #
Motion for a resolution
Paragraph 25
Paragraph 25
25. Considers that the Science4Refugees programme should be further developed as regards its efficiency evaluationevaluated and, if necessary, developed; advocates support at the EU and national level for non-profit institutions providing assistance to migrant academics in science and other professional areas;