5 Amendments of Claudia GAMON related to 2020/2017(INI)
Amendment 11 #
Draft opinion
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1. Notes that the Commission has proposed to rapidly deploy products and services that rely on AI in areas of public interest and the public sector; emphasises that in the education sector, this deployment should involve educators, learners and wider society and take their needs and the expected benefits into account in order to ensure that AI is used purposefully and ethically; considers that all products and services developed with public funding should be published under open-source licenses and be accessible to the general public;
Amendment 28 #
Draft opinion
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2. Calls on the Commission to include the education sectoruses of certain AI applications in the education sector that are subject to certification schemes or include sensitive personal data in the regulatory framework for high-risk AI applications given the importance of ensuring that education continues to contribute to the public good and given the high sensitivity of data on pupils, students and other learners; underlines that data sets used to train AI should be reviewed to avoid reinforcing gender stereotypes and other biases;
Amendment 48 #
Draft opinion
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3. Expresses its concern that schools and other public education providers are becoming increasingly dependent on educational technology services, including AI applications, provided by just a few technology companies; stresses that this may lead to unequal access to data and limit competition by restricting consumer choice; calls for this data to be shared with the relevant public authorities so it can be usedstresses in this regard the importance of supporting the uptake of AI by SMEs in the education, culture and audiovisual sector through financial support and other appropriate incentives that do not entail a disproportionate burden and create a level playing field; calls for the data used by AI applications in the education sector to be shared with the relevant public authorities so it can be used, in accordance with the European data protection and privacy rules, and ethical, democratic and transparency standards, in the development of curricula and pedagogical practices (in particular sincewhen these services are purchased with public money or offered to public education providers for free, and becauseconsidering that education is a common good);
Amendment 51 #
Draft opinion
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3. Expresses its concern that schools and other public education providers are becoming increasingly dependent on educational technology services, including AI applications, provided by just a few technology companies; stresses that this may lead to unequal access to data and limit competition by restricting consumer choice; calls for this data to be shared with the relevant public authorities so it can be used in the development of curricula and pedagogical practices (in particular since these services are purchased with public money or offered to public education providers for free, and because education is a common good)accessible by the general public (following open access principles without harming copyright and trade secret legislation) in a standardised way so it can be used for the assessment, improvement and new development of curricula and pedagogical practices; technologies used by public education providers or purchased with public money should be based on open- source technology where possible;
Amendment 72 #
Draft opinion
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4. Stresses the importance of putting in place a proper framework for the public procurement of such services for the public sector, including for education providers, to ensure consumer choice and the respect of fundamental rights; stressesmaking full use of the public procurement directives and to train public buyers adequately, to ensure consumer choice and the respect of fundamental rights for the procurement of such services in the public sector; stresses to that effect the need for public buyers to take into account specific criteria, such as non- discrimination and data privacy, and, specifically when purchasing services for public education providers, the involvement of educators and learners;