6 Amendments of Dace MELBĀRDE related to 2020/2244(INI)
Amendment 3 #
Draft opinion
Paragraph 1
Paragraph 1
1. Recalls the objective of a continuous improvement of the EU’s and the Member States’ education, training and skills policies in order to deliver quality education and comprehensive lifelong learning and the upgrading of skills and reskilling, notably of people with lower levels of education, and upholds the need to prepare for the future impact of artificial intelligence on the labour market and public spheres due to continuous technological progress, including from automation and artificial intelligence;
Amendment 12 #
Draft opinion
Paragraph 2
Paragraph 2
2. Is of the opinion that the unprecedented EU financial support for a post-COVID-19 recovery should strive for sustainable economic growth that is inclusive and benefit all equally, addressing structural socio-economic disadvantages between states and regions, and emphasises that the European green and digital transition cannot be effectively achieved without a gradual and comprehensive transformation of the education and training systems with a particular focus on those that are being left behind by the transition;
Amendment 16 #
Draft opinion
Paragraph 3
Paragraph 3
3. Is concerned about the impact of the COVID-19 pandemic on the area of education as severe discrepancies in digital education exists between the member states, with 32% of pupils in some Member States not having had any access to education for several months, in this regard; underlines that a green and digital transition indue to a variety of reasons, both structural and material; underlines that a sustainable recovery of the EU should be based on fairness in society, and should address areas such as employment, skills and education and should strive to provide support to those who have been hit hardest by the COVID- 19 pandemic and the green and digital transition, such as young people, women and vulnerable groups, without leaving behind those that do not belong to a specific group but have nevertheless suffered from unemployment, lack of opportunities or investment;
Amendment 21 #
Draft opinion
Paragraph 4
Paragraph 4
4. Urges the Member States to develop National Recovery and Resilience Plans (NRRPs) with at least 25 %dequate earmarking for social investment,and to prioritise, especially in the country- specific recommendations, targeted investments in digital infrastructure and equipment for educational establishments and learners in order to enable equal access to distance and online learning for all children with disabilities, and children from disadvantaged groups and remote and rural area; stresses the need for such infrastructure to be integrated with plans for hybrid learning, in order to ensure that children are able to learn in a social environment, in contact with their teachers and peers;
Amendment 29 #
Draft opinion
Paragraph 5
Paragraph 5
5. Calls on the Recovery and Resilience Facility (RRF) to include a strong focus on culture with at least 25 % of the national RRF budget allocated to the CCSs, as the whole sector was among the most severely affected by the global COVID-19 pandemicis and in the medium-term will continue being among the hardest hit, potentially the most severely affected by the global COVID-19 pandemic; Reiterates the fact that artists and CCS professionals today struggle to make ends meet in the current state of economic and social activity and have resorted to extraordinarily innovative digital solutions; Urges, therefore, the Member States to dedicate sufficient financial support to such solutions and to ensure they become and remain economically viable in the long term;
Amendment 39 #
Draft opinion
Paragraph 7
Paragraph 7
7. Calls on the Member States to take the necessary measures to reinforce their digital infrastructure and connectivity of schools, community and learning centres and accelerate reforms implementing the digital transformation ensuring that all Europeans can take advantage of it and with a particular effort to provide online education accessible to all, in this context reminds the necessity to adequately train the teachers and trainers, whose role in digital transformation is crucial; Urges the Commission to support those Member States that are further behind in establishing their digital infrastructure and connectivity, by making available additional expert consultation;