15 Amendments of Domènec RUIZ DEVESA related to 2020/2135(INI)
Amendment 5 #
Motion for a resolution
Recital A
Recital A
A. whereas inclusive, quality education is the cornerstone of fair societies and the green and digital transitions, as well as of the fundamental pillars of society, being one of the bases for equal opportunities;
Amendment 44 #
Motion for a resolution
Recital G
Recital G
G. whereas the shift to online and distance learning has exacerbated existing inequalities, leaving disadvantaged and vulnerable learners and learners with disabilities further behind, increasing drop- out rates across education sectors, and revealing an absence of pastoral and social support in the digital environment; whereas digital technologies should not be considered as a cost-saving tool which could lead to the increase of educational inequalities;
Amendment 73 #
Motion for a resolution
Recital H h (new)
Recital H h (new)
Amendment 75 #
Motion for a resolution
Recital H j (new)
Recital H j (new)
H j. whereas 43 % of Europeans lack basic digital skills, with significant disparities within and between Member States and based on socioeconomic status, age, gender, income, level of education and employment; whereas the Skills Agenda aims to ensure that 70 per cent of 16- to 74-year-olds have basic digital skills by 2025; whereas the European Digital Competence Framework for Citizens acknowledges the importance of soft skills, including communication, collaboration, digital content and creation; whereas these skills are key components of humanities, arts and social sciences studies; whereas an interdisciplinary approach to the study of science, technology, engineering, arts and mathematics (STEAM) can lead to a better design of human-centric digital solutions;
Amendment 78 #
Motion for a resolution
Paragraph 1
Paragraph 1
1. Welcomes the updated Digital Education Action Plan as a further step towards a more comprehensive digital skills and education strategy; believes that the plan will have been a success if, by its completion, digital education is considered a significant part of education policy and has delivered clear, consistent and positive results in terms of availability, access and quality across the Union;
Amendment 81 #
Motion for a resolution
Paragraph 1 a (new)
Paragraph 1 a (new)
1 a. Welcomes the rights-based approach to education, anchored in the Pillar of Social Rights, as a guiding principle of the Digital Education Action Plan; recalls that guaranteeing accessible, inclusive and quality education for all is necessary to enforce the right to education as a fundamental human right;
Amendment 90 #
Motion for a resolution
Paragraph 3
Paragraph 3
3. Notes, however, that delivering the plan effectively depends on coordination across a broad range of programmes and policies, including Erasmus+, the European Social Fund Plus and the Connecting Europe Facility; calls on the Commission to ensure effective synergies between these programmes and policies;
Amendment 103 #
Motion for a resolution
Paragraph 5 b (new)
Paragraph 5 b (new)
5 b. Welcomes the Commission’s recognition that more systematic research on the future of education and training is needed; calls for more investment in cross-disciplinary and longitudinal research in order to assess the long-term impacts of digitalisation on learning, as well as, the design, implementation, monitoring and evaluation of digital education policies; notes that the effects of digital education on children’s development, learning and wellbeing in the early ages have to be studied; considers, therefore, that recommendations to include online and distance learning in primary education should be grounded in scientific evidences;
Amendment 110 #
Motion for a resolution
Paragraph 6 a (new)
Paragraph 6 a (new)
6 a. Calls on the Commission, to establish a forum bringing together the Member States, Parliament and other relevant stakeholders and experts; urges the Commission to better integrate digital education into the European Semester exercise and to expand its current focus on the economic impact of education to include social objectives, online and offline, as well as a focus on the quality of educational provision; considers that the European Semester should better reflect the pace of education reforms that often do not adjust well to the Semester´s timeframe; underlines the need to increase the role and visibility of education in the European Semester exercise;
Amendment 111 #
Motion for a resolution
Paragraph 6 b (new)
Paragraph 6 b (new)
6 b. Notes that Member States will come out of the Covid19 crisis with historically high debt levels; points out that the classification of education as expenditure in national accounting has led to a sizeable cut in education budgets in previous crises; stresses that the digital transition in education will not be possible without a sizeable investment; calls for education expenditure to be reclassified as an investment in national accounts;
Amendment 133 #
Motion for a resolution
Paragraph 9
Paragraph 9
9. Insists that broadband should be considered a public good and its infrastructure should be adequately funded in order to be universally accessible as a critical step in closing the digital divide; calls for specific measures to enhance access for educational institutions, especially those in remote, rural and mountain areas with low connectivity and limited access to emerging technologies such as artificial intelligence (AI), robotics, blockchain, open source, new educational devices or(computer and tablets) or online and offline gamification, in the light of their growing importance and potential; calls for a newMember States to promote and facilitate access to funding schemes to provide educational institutions with such technologies and tools; calls for a new learner-centred initiative on AI and robotics for education;
Amendment 163 #
Motion for a resolution
Paragraph 11
Paragraph 11
11. Insists that greater attention be devoted to accessible teacher training as the plan is rolled out so as to ensure that teachers and educators not only possess digital skills, but can also teach them; calls for a pan-Union initiative to develop new pedagogical methods for the digital environment; underlines the increasingly important role played by parents and tutors in distance learning and calls for them to be given special training and support mechanisms; notes that more than half of European education systems include digital skills as an interdisciplinary subject already from primary school, also providing the opportunity for these skills to become a compulsory subject in its own right including for assessment of student learning, insists, therefore, on the need to pay more attention to teacher training during the various stages of implementation of the Plan, so as to ensure that they not only possess digital skills, but can also teach them; to this end, encourages investments in specialisation courses in digital teaching skills for both teachers and IT professionals aspiring to teaching;
Amendment 178 #
Motion for a resolution
Paragraph 12
Paragraph 12
Amendment 191 #
Motion for a resolution
Paragraph 12 d (new)
Paragraph 12 d (new)
12 d. Stresses that the digitalisation of education systems should not lead, under any circumstance, to the current or future commercial exploitation of digital data of learners, particularly within formal education; stresses that the highest safeguards must apply to the digital data of underage students, including for research and teaching purposes;
Amendment 210 #
Motion for a resolution
Paragraph 14
Paragraph 14
14. Recalls that special attention should be paid to digital proficiency for lower- skilled adults, persons with disabilities, persons from vulnerable or marginalised groups and older people; points out that in 2018, just 4.3 % of low-skilled adults used any form of adult learning;