5 Amendments of Mirja VEHKAPERÄ related to 2018/2081(INI)
Amendment 53 #
Motion for a resolution
Paragraph 14
Paragraph 14
14. Calls, lastly, for particular attention to be paid to equality between girls and boys in school; recalls the objective that 85% of new European Union programmes should have a gender dimension by 2020; calls, lastly, support to shape inclusive education systems, addressing the needs of students with disabilities, as well as of other minorities and special groups;
Amendment 84 #
Motion for a resolution
Paragraph 19
Paragraph 19
19. Notes also Good teaching is critical for learning; calls therefore further efforts to be made with regard to the recruitment, remuneration, working conditions and initial and in-service training of teachers with focus on teachers' content knowledge, pedagogical knowledge and skills, and motivations, as well as the massive investment needed in school infrastructure, in particular to ensure equal access for girls;
Amendment 90 #
Motion for a resolution
Paragraph 20
Paragraph 20
20. Stresses the importance of new technologies as a way of improving access to education and improving its quality, particularly for the dissemination of knowledge, teacher trainingdevelopment and pedagogy and the management of establishments; draws attention to the fact that these new technologies must support educational efforts rather than replacing them and lowering standards of teaching; calls for better assessment of impact of technological investment on learning outcomes;
Amendment 107 #
Motion for a resolution
Paragraph 22
Paragraph 22
22. Considers that assessments of education systems, quality of education and learning outcomes are a prerequisite for any improvement in the effectiveness of aid; calls on the Commission and Member States to finance research, aggregation of data and reliable and independent assessment tools;
Amendment 111 #
Motion for a resolution
Paragraph 24
Paragraph 24
24. Underlines the obligation of governments to ensure that their people enjoy the right to education; stresses therefore the need for a national education planto ensure capacity of duty bearers at all levels to deliver services for all, and for equitable, accessible and non-discriminatory national education institutions, strategies and plans with genuine ownership, and based on significant consultation of key stakeholders, including civil society, with specific objectives and monitoring mechanisms, continuous assessments and inspections, a clear and transparent demarcation of responsibilities, and allocation of resources subject to independent monitoring; encourages the adoption of national regulatory frameworks for the establishment and operation of education services;