64 Amendments of Laurence FARRENG related to 2020/2243(INI)
Amendment 1 #
Draft opinion
Citation 1 a (new)
Citation 1 a (new)
— having regard to the Charter of Fundamental Rights of the European Union, and in particular Articles 14 and 15 thereof,
Amendment 7 #
Draft opinion
Citation 2 a (new)
Citation 2 a (new)
— having regard to the UN Sustainable Development Goal 4,
Amendment 8 #
Draft opinion
Citation 2 b (new)
Citation 2 b (new)
— having regard to the Commission communication entitled ‘achieving the European Education Area by 2025’, (COM(2020)0625) and to the accompanying Commission staff working document (SWD(2020)0212),
Amendment 12 #
Draft opinion
Citation 2 c (new)
Citation 2 c (new)
— having regard to the Commission communication entitled ‘European Skills Agenda for sustainable competitiveness, social fairness and resilience’(COM(2020)0274) and to the accompanying Commission staff working documents(SWD(2020)0121) and (SWD(2020)0122),
Amendment 14 #
Draft opinion
Citation 2 d (new)
Citation 2 d (new)
— having regard to the Council Recommendation on vocational education and training (VET) for sustainable competitiveness, social fairness and resilience (2020/C417/01),
Amendment 16 #
Draft opinion
Citation 2 e (new)
Citation 2 e (new)
— having regard to the Commission communication entitled ‘Digital Education Plan 2021-2027. Resetting education and training for the digital age’, (COM(2020)0624) and to the accompanying Commission staff working document (SWD(2020)0209),
Amendment 18 #
Draft opinion
Citation 2 f (new)
Citation 2 f (new)
— having regard to the Commission communication entitled ‘A New Industrial Strategy for Europe’ (COM/2020/0102),
Amendment 19 #
Draft opinion
Citation 2 g (new)
Citation 2 g (new)
— having regard to Decision (EU) 2018/646 of the European Parliament and of the Council of 18 April 2018 on a common framework for the provision of better services for skills and qualifications (Europass) and repealing Decision No 2241/2004/EC,
Amendment 20 #
Draft opinion
Citation 2 h (new)
Citation 2 h (new)
— having regard to Eurofound research on the impact of digitalisation on skills use and skills development,
Amendment 21 #
Draft opinion
Citation 2 i (new)
Citation 2 i (new)
— having regard to the Cedefop study entitled ‘Empowering adults through upskilling and reskilling pathways’, volumes 1 and 2,
Amendment 21 #
Motion for a resolution
Citation 10 a (new)
Citation 10 a (new)
— having regard to the Council Recommendation of 22 May 2018 on promoting common values, inclusive education and the European dimension of teaching,
Amendment 22 #
Draft opinion
Citation 2 j (new)
Citation 2 j (new)
— having regard to Cedefop’s report entitled ‘Skills forecast - trends and challenges to 2030',
Amendment 22 #
Motion for a resolution
Citation 10 b (new)
Citation 10 b (new)
— having regard to the Paris Declaration of 17 March 2015 on Promoting citizenship and the common values of freedom, tolerance and non- discrimination through education,
Amendment 23 #
Motion for a resolution
Citation 11 a (new)
Citation 11 a (new)
— having regard to the 2021 Eurydice Report on Teachers in Europe, careers, development and well-being,
Amendment 25 #
Motion for a resolution
Citation 12 a (new)
Citation 12 a (new)
— having regard to the 2021 study requested by the Committee on Culture and Education entitled ‘Education and youth in post-COVID-19 Europe - crisis effects and policy recommendations,
Amendment 26 #
Motion for a resolution
Citation 15 a (new)
Citation 15 a (new)
— having regard to the opinion of the Committee of the Regions of 19 March 2021 on Achieving the European Education Area by 2025,
Amendment 27 #
Draft opinion
Recital A
Recital A
A. whereas everyone has the right to inclusive and quality education, training and lifelong learning in order to acquire and maintain the skills and competences that will enable them to develop their professional and personal potential to the fullest extent;
Amendment 30 #
Motion for a resolution
Recital A
Recital A
A. whereas the EU single market and other EU policies have contributed to the natural development of a European educational space, historically underpinned by the traditions of European humanism, fundamental rights and values;
Amendment 35 #
Motion for a resolution
Recital B
Recital B
B. whereas the ultimate goal is building a bottom-up European Education Area with common European vision and policy objectives, guaranteeing quality, inclusive and accessible education, reinforcing the exchange of good practices, ensuring an effective framework for European mobility, requiring existing obstacles to be removed, European tools to be utilised and supporting policies at national and European levels to be developed;
Amendment 38 #
Motion for a resolution
Recital C
Recital C
C. whereas the fundamental right to education needs to be conceptualised broadly as ‘lifelong learning’, ranging from pre-primary to tertiary education, including vocational education and training as well as non-formal and informal modes of education, and being aimed at acquiring transversal skills;
Amendment 42 #
Motion for a resolution
Recital D
Recital D
D. whereas the challenges the EU and its Member States are faced with today, including climate change, various forms of extremism and populism, disinformation and conspiracy, the undermining of evidence-based education and the COVID- 19 pandemic, require appropriate educational answers and concerted European action;
Amendment 48 #
Motion for a resolution
Recital E a (new)
Recital E a (new)
E a. Whereas across the Union, Member States, educational institutions and stakeholders had to face common challenges during the different stages of the COVID-19 pandemic, such as ensuring crisis management, pedagogical continuity, quality and accessible distance learning, hybrid mobility, innovative teaching, teachers and parental support, and the social and emotional wellbeing of learners; whereas all the education sector has been negatively impacted by the pandemic, in particular vocational education and training;
Amendment 50 #
Motion for a resolution
Recital F
Recital F
F. whereas the European Parliament has called on Member States to prioritise investments in education and training, valuing education spending as an investment in our common future rather than an expense; whereas the European Parliament has called investment in education and training to be a substantial part of Member States’ Recovery plans and the European Commission’s Next Generation EU instrument; ;
Amendment 53 #
Draft opinion
Recital C
Recital C
C. whereas investing in education, training and the effective use of skills will beis crucial for the EU’s economic and social prosperity, particularly in the light of the green and digital transitions, demographic change and globalisation, which are changing the nature of work, the content of jobs and the skills and qualifications required;
Amendment 53 #
Motion for a resolution
Recital F a (new)
Recital F a (new)
F a. whereas the teaching profession is going through a vocational crisis while being the beating heart of the European Education Area and related educational strategies; whereas there is a need for improved recognition of the profession and more continuous training of motivated and competent teachers and trainers; whereas many were not equipped with the pedagogical and digital skills that the COVID-19 pandemic required; whereas there is considerable variation between Member States in teachers’ initial education and induction, working conditions, remuneration, appraisal, career and continuing professional development; whereas in 2018, only 40.9% of teachers in the EU have been mobile at least once as a student, teacher or both1a; _________________ 1a2021 Eurydice Report on Teachers in Europe, careers, development and well- being.
Amendment 54 #
Motion for a resolution
Recital G
Recital G
G. whereas progress has been made in building a European Higher Education Area, arising from the long-term efforts of the Bologna Process; whereas European universities need support with their transformative agendas and alliances; whereas they play a central role in creating synergies between education, research and innovation, and substantially contribute to European excellence and its geopolitical power;
Amendment 56 #
Motion for a resolution
Recital G a (new)
Recital G a (new)
G a. whereas there is a clear lack of recognition of vocational education and training as a path of choice and excellence, on equal footing with other educational pathways, also contributing the Union's geopolitical influence; whereas there is a need for a common understanding and definition of VET learners across Europe; whereas there are too many remaining obstacles to long- term mobility for apprentices notwithstanding the progress made under the Copenhagen process;
Amendment 57 #
Draft opinion
Recital C a (new)
Recital C a (new)
C a. whereas the COVID-19 pandemic has drastic consequences for the EU social market economy and the changing nature of our labour market needs; whereas education and training, up- skilling and re-skilling, is essential for leveraging opportunities and addressing the challenges generated by the crisis;
Amendment 64 #
Draft opinion
Recital C b (new)
Recital C b (new)
C b. whereas the COVID crisis exacerbated existing divides and inequalities in access to education and skills; whereas these have a significant impact on citizen’s employment prospects, earnings and inclusion in society; whereas policies aimed at building inclusive educational systems and labour markets should be intersectional;
Amendment 69 #
Draft opinion
Recital C c (new)
Recital C c (new)
C c. whereas digital skills but also non- formal and informal skills have taken increased importance for citizens to actively participate in the labour market and society as a whole; including media literacy, critical and innovative thinking;
Amendment 69 #
Motion for a resolution
Paragraph 2
Paragraph 2
2. Stresses the role of the EEA in fostering a sense ofallowing a greater and better flow of learners, teachers and knowledge across the Union, fostering the European sense of belonging and in providing economic opportunidentity, while guaranteeing our rights, freedoms and values, and leading to the emergence of an educational culture and vision that draws from the richness of our diversity and exchange of practices by addressing existingon common challenges, enshrining Europe as a true educational challengespower;
Amendment 75 #
Motion for a resolution
Paragraph 3
Paragraph 3
3. Considers education a driver for European economic and social prosperity, and for ensuring that the EU is a globally competitive and resilient player and leading the green and digital transitions; insists therefore on the EEA to rely on the new European strategies for youth and skills;
Amendment 79 #
Motion for a resolution
Paragraph 3 a (new)
Paragraph 3 a (new)
3 a. Calls for a clearer and stronger geopolitical dimension of the EEA, to allow the Union to strategically use its educational power with its closest neighbours and partners;
Amendment 82 #
Draft opinion
Paragraph 1 a (new)
Paragraph 1 a (new)
1 a. Insists on considering education and training as a common investment for not only the recovery, resilience and competitiveness of the Union, but also for ensuring its social cohesion and allow all people to find their life-course; welcomes the efforts of the European Commission and Member States to ensure pedagogical continuity during the COVID-19 crisis; highlights the need for greater cooperation and exchange of practice at the Union level on common opportunities and challenges related to education and training; urges the European Commission to ensure via Next Generation EU and Member States in their national recovery and resilience plans, to devote a substantial part of resources and reform to education, training and research; calls for a modernised and fully-fledged governance system for the implementation of the European Education Area, building on the ET 2020 framework;
Amendment 88 #
Motion for a resolution
Paragraph 5
Paragraph 5
5. Takes note of the variety of visions of, and approaches to, an EEA, which express a common wish to provide a new impetus for common standards in education across the Union and for the ‘European project’ itself;
Amendment 91 #
Motion for a resolution
Paragraph 6 a (new)
Paragraph 6 a (new)
6 a. Insists that the EEA should serve as the backbone and stimulus for more and stronger partnerships between stakeholders of, or related to, the education sector; recalls public-private partnerships are crucial, without undermining the essential role of the State; calling all actors of society to take part in overcoming the educational challenges of our society;
Amendment 99 #
Motion for a resolution
Paragraph 9
Paragraph 9
9. Emphasises the urgent need to develop a common implementation strategy and roadmap that includes the European institutions, Member States and all relevant stakeholders, and defines their respective responsibilitiest local, regional, national and European levels, and defines their respective responsibilities and opportunities; insists that the EEA should be readable, clear and accessible, and echo, at all levels of governance; recalls the role of the European Semester for successful implementation of EU policies in the field of education;
Amendment 100 #
Draft opinion
Paragraph 2
Paragraph 2
2. Highlights the importance of ensuring inclusive and quality education, and promoting lifelong learning, including vocational education and training (VET), for all across the Union, to ensure equal opportunities in the labour market; welcomes, in this context, the development of a European approach to micro-credentials and individual learning accounts the launch of the Erasmus+ 2021-2027programme; calls the European Commission and Member States to promote and facilitate increased mobility for teachers and learners of all age; calls for the European Education Area, Skills Agenda, Council Recommendation on VET and interlinked policy initiatives to complement and mutually reinforce each other;
Amendment 104 #
Draft opinion
Paragraph 2 a (new)
Paragraph 2 a (new)
2 a. Insists on the valorisation of vocational education and training as a path of excellence leading to employment, fully integrated in the European Education Area and recognised on the labour market; welcomes, in this context, the initiative of Centres of Vocational Excellence and the development of a European approach to micro-credentials, modularisation and individual learning accounts; encourages the European Commission and Member States to work towards longer periods of mobility in vocational education and training, with a genuine European apprenticeship statute, and in partnership with the private sector; encourages the European Commission to work with Member States on an action plan to remove the remaining obstacles to European mobility, such as linguistic and administrative;
Amendment 110 #
Draft opinion
Paragraph 2 b (new)
Paragraph 2 b (new)
2 b. Calls for the European Education Area to support the Pact for Skills, requiring collective action of Member States, companies, social partners and other stakeholders; reiterates the need to unlock public and private investment in the up- and re-skilling of the European workforce; calls for more public-private partnerships in VET to strengthen the efficiency of educational systems and to match labour market needs, for instance in supporting teachers and trainers education, setting up training centres and contributing to research on labour market trends; urges Member States to support the private sector with education and training incentive measures;
Amendment 114 #
Draft opinion
Paragraph 3
Paragraph 3
3. UHighlights the role of the European Education Area in fostering citizen’s sense of being part of European savoir-faire; underlines that basic, soft and cross- cutting skills, up- and re-skilling and lifelong learning are vital for sustainable growth, productivity, investment and innovation, and are therefore key factors for the competitiveness of businesses, especially small and medium-sized enterprises (SMEs); insists on the short and long term benefits of the practice of mentoring in educational systems, businesses and our society as a whole; encourages Member states to incentivise associations and companies using mentoring programmes with thorough policies and resources; encourages the European Commission to promote mentoring and ultimately work with Member States towards the development of mentoring certification and labelling;
Amendment 117 #
Motion for a resolution
Paragraph 12
Paragraph 12
12. Highlights inclusiveness as a central dimension of an EEA and a prerequisite for achieving quality education for all, ensuring that no talentone is left behind;
Amendment 118 #
12 a. Urges Member States, in the allocation of their resources and investments in education, to adopt an approach that is sensitive to social inclusion, emphasising increased equity, integration and social justice, supporting the most marginalised, vulnerable and disadvantaged; insists, in relation to all levels of governance, on the promotion and support of practices such as mentoring and of intergenerational solidarity to reduce inequalities, exclusion, early school leaving or youth unemployment;
Amendment 120 #
Motion for a resolution
Paragraph 12 b (new)
Paragraph 12 b (new)
12 b. Calls for a common, rights based, child- sensitive and inclusive approach in the EEA to empower persons with disabilities, learning and thinking differences, such as those on the autism spectrum or with high potential; calls on Member States to support individual learning paths and the acquisition of competences for dealing with persons with specific pedagogical needs, especially for teachers and leaders of educational institutions;
Amendment 133 #
Motion for a resolution
Paragraph 14 a (new)
Paragraph 14 a (new)
14 a. Emphasises that European censuses, data collection and research on territorial needs and educational practices across the Union are an essential priority for education systems and Member States to identify common educational challenges and solutions; urges the European Commission and Member States to develop common and participatory research on education with a well-defined budget line and mandate within the remit of EU competences;
Amendment 135 #
15. Aims to fosterUrges Member States to develop media literacy and critical thinking initiatives at all stages of learning as an absolute priority and a central means to empower responsible European citizens; calls on Member States to see the EEA as embodying a commitment towards the development of basic skills in reading, writing, and mathematics and a culture of tolerance, solidarity and respect for others;
Amendment 138 #
Draft opinion
Paragraph 4
Paragraph 4
4. Calls on the Commission and the Member States to facilitate and promote transparent mobility through the full implementation of the Professional Qualifications Directive1 , and better useimprove the use and visibility of tools such as the European Employment Services (EURES) job mobility portal, the Europass online platform and the European Skills, Competences, Qualifications and Occupations (ESCO) classification system; highlights, in this context, the need to improve the recognition of third-country nationals’ competences on the Union’s labour market; _________________ 1Directive 2005/36/EC of the European Parliament and of the Council of 7 September 2005 on the recognition of professional qualifications, OJ L 255, 30.9.2005, p. 22.
Amendment 140 #
Motion for a resolution
Paragraph 15 a (new)
Paragraph 15 a (new)
15 a. Insists on the role of the EEA in reinforcing European citizenship and democratic participation; regrets civic education is not systematically taught in all Member States; encourages the European Commission and Member States in this respect to work towards a common strategy and flagship initiative;
Amendment 145 #
Motion for a resolution
Paragraph 16
Paragraph 16
16. Calls for a common frameworkstandards on the development of digital competences and on learning about the EU throughout all appropriate levels and areas of education;
Amendment 146 #
Motion for a resolution
Paragraph 16 a (new)
Paragraph 16 a (new)
16 a. Urges the Union to recognise connectivity and digital infrastructure as a fundamental right, allowing access for all, to a quality network and affordable subscription; calls on Member States to ensure that all learners, especially children, benefit from basic digital equipment;
Amendment 149 #
Motion for a resolution
Paragraph 17
Paragraph 17
17. Stresses the importance of enhancing the promotion, competences and motivation in the education profession, especially supported through the improved recognition of educators’ value to society and by bolstering pedagogical autonomy; urges Member States, in cooperation with the European Commission, to invest in the initial education of teachers and trainers, especially on including a European dimension and transnational mobility in their curricula; welcomes the European Commission’s plans on the European Teachers Award and guidance for national career frameworks; stresses the need for increased mentoring support or induction at the beginning of careers; calls for a further strengthening of EU programmes such as Erasmus+ and the teachers academies as support and funding schemes for teachers' pedagogical competence and transnational mobility; calls for the further development of the E-Twinning and School Education Gateway initiatives;
Amendment 154 #
Motion for a resolution
Paragraph 17 a (new)
Paragraph 17 a (new)
17 a. Encourages the European Commission and Member States to put in place disaster mitigation strategies for the education sector, in partnership and consultation with all stakeholders; insists on the importance of European concerted action in times of crisis, such as with the COVID 19 pandemic;
Amendment 159 #
Motion for a resolution
Paragraph 18
Paragraph 18
18. Underlines the need for Member States to take action to support the development of linguistic competences in primary and secondary education, to embrace the Council of Europe’s goal of ‘plurilingualism’ and to achieve the benchmark of all pupils having a sufficient knowledge of Englishat least one other official language of the European Union at the end of lower secondary education;
Amendment 165 #
Motion for a resolution
Paragraph 19 a (new)
Paragraph 19 a (new)
19 a. Acknowledges the central role of European Universities in contributing to European identity, knowledge and evidence based society, digital and green transitions, sustainability, long-term resilience and societal engagement; calls for further efforts towards a European strategy for Universities, including a European approach to micro-credentials and the full completion and alignment to the Bologna process; notes the role of universities of the third age in providing seniors with lifelong learning opportunities and stimulating intergenerational solidarity;
Amendment 167 #
Motion for a resolution
Paragraph 19 b (new)
Paragraph 19 b (new)
19 b. Calls the European Commission and Member States to fully deploy the Copenhagen process and create a standalone European Education and Training Area, with the objective of improving the quality and coherence of VET in Europe and to facilitate the long term mobility of VET learners and trainers; asks the European Commission and Member States to work towards the creation of a European apprentices statute triggered during mobility; welcomes the initiative of European Centres of Vocational Excellence structuring the sector at European level;
Amendment 172 #
Motion for a resolution
Paragraph 20
Paragraph 20
20. Urges the EEA to be the final milestone in the recognition of diplomas and qualifications across the Union; Calls on the Commission and Member States to facilitatensure the expansion of automatic mutual recognition of learning outcomes and study periods abroad, including in VET;
Amendment 175 #
Motion for a resolution
Paragraph 20 a (new)
Paragraph 20 a (new)
20 a. Stresses that non-formal and informal competences play a key role in our society, education and labour market; calls the European Commission and Member States to promote a common vision and recognition of soft skills across the Union; urges for a European framework on civic and social competences, that values, promotes and recognises the benefits of practices such as mentoring and the supervision of youth activities, to be established;
Amendment 190 #
Motion for a resolution
Paragraph 21 a (new)
Paragraph 21 a (new)
21 a. Welcomes the proposal for a steering committee for the EEA, allowing a structured and systematic governance framework; regrets the proposed consultative and informal nature and would rather see a clear mandate be given to the steering committee in respect of subsidiarity; underlines the importance of the participation of the European Parliament in EEA governance;
Amendment 193 #
Motion for a resolution
Paragraph 22
Paragraph 22
22. Urges the Commission and the Member States to clarify the type of participation required from Member Statesthe European Commission, Member States, the European Parliament and other levels of government, including local and regional authorities, and to devise effective multi- level governance arrangements that respect subsidiarity while aiming to generate European added value;
Amendment 198 #
Motion for a resolution
Paragraph 23 a (new)
Paragraph 23 a (new)
23 a. Asks the European Commission and Member States to come up with a clear European education budget line, in the next multi-annual framework, for the governance and implementation of EEA initiatives;
Amendment 205 #
Motion for a resolution
Paragraph 25
Paragraph 25
25. Underlines the need for a European dimension in education by strengthening a distinct European perspective in students’ curricula and teachers’ training, including with support from Jean Monnet actions and teacher academies; proposes that these teacher academies be called ‘Comenius Teacher Academies’;
Amendment 208 #
Motion for a resolution
Paragraph 26
Paragraph 26
26. Emphasises the need to provide learners with knowledge about European history and cultural heritage, both tangible and intangible, and to foster a critical European memory and historical consciousness; calls on the European Commission, Member States and the Council of Europe to work towards the inclusion of European history and cultural heritage in curricula across the Union;
Amendment 216 #
Motion for a resolution
Paragraph 27
Paragraph 27
27. Stresses the need to familiarise learners with the European integration process, the institutions and policies of the EU, the rights emerging from EU citizenship and how to actively participate in the EU’s democratic processes; calls on Member States, in cooperation with the European Commission, to create a taskforce to establish common standards that can be implemented in curricula across the Union;
Amendment 219 #
Motion for a resolution
Paragraph 27 a (new)
Paragraph 27 a (new)
27 a. Underlines the importance of the Conference on the Future of Europe to discuss the way forward on European education challenges and policy development;