33 Amendments of Vlad-Marius BOTOŞ related to 2020/2135(INI)
Amendment 1 #
Motion for a resolution
Citation 3 a (new)
Citation 3 a (new)
- having regard to Directive (EU) 2019/790 of the European Parliament and of the Council of 17 April 2019 on copyright and related rights in the Digital Single Market and amending Directives 96/9/EC and 2001/29/EC
Amendment 24 #
Motion for a resolution
Recital C a (new)
Recital C a (new)
C a. Whereas digital literacy must be addressed in a multidimensional approach, covering technical skills, digital literacy, disseminated content and access to digital infrastructure;
Amendment 26 #
Motion for a resolution
Recital D
Recital D
D. whereas digital technologies harbour substantial potential for teachers and learners across education sectors and settings; whereas, however, teachers' freedom of teaching should remain at the heart of the educational process and whereas face-to-face teaching can never be replaced in quality by e-learning; whereas it is necessary to limit the time learners spend in front of a screen;
Amendment 40 #
Motion for a resolution
Recital F
Recital F
F. whereas the sudden shift to online and distance learning also revealed alarming gaps in the digital skills of teachers, parents and learners and in their ability to use digital technologies effectively and safely;
Amendment 54 #
Motion for a resolution
Recital H
Recital H
H. whereas the COVID-19 pandemic will herald profound changes and may well not be the last pandemicfor our way of life; whereas it would be unforgivable not to be properly prepared to deliver full- scale quality digital education for all in the event of a potential second wave;
Amendment 59 #
Motion for a resolution
Recital H a (new)
Recital H a (new)
H a. whereas basic skills, such as numeracy, critical thinking and social communication skills, are a fundamental prerequisite for the acquisition of digital skills and competences;
Amendment 62 #
Motion for a resolution
Recital H b (new)
Recital H b (new)
H b. whereas excessive use of technological and digital equipment, such as computers and tablets, can also have negative effects on health and well-being and can cause problems such as sleep deprivation, and a sedentary lifestyle, especially in early age, when the brain and body is still developing;
Amendment 66 #
Motion for a resolution
Recital H c (new)
Recital H c (new)
H c. whereas basic education in cyber hygiene, cyber safety, data protection and media literacy must be age- and development- oriented in order to help children become critical learners, active citizens, internet users and make informed decisions, and be aware of the risks associated with the internet, such as online disinformation, harassment and personal data breaches;
Amendment 79 #
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 89 #
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 between the Member States; calls on the Commission to ensure effective synergies between these programmes and to avoid overlap between the different national and European policies in this area;
Amendment 91 #
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; calls on the Commission to ensure effective synergies between these programmes, while respecting the limits of subsidiarity in this regard;
Amendment 96 #
Motion for a resolution
Paragraph 4
Paragraph 4
4. Points to the importance of the ‘Connect’ and ‘Reskill and upskill’ flagship investment priorities in the Recovery and Resilience Facility for driving the digital education agenda; calls for 10 %a significant share of the facility’s funding to be allocated to education and encourages the Member States to increase their education funding;
Amendment 107 #
Motion for a resolution
Paragraph 6
Paragraph 6
6. Welcomes the Commission’s scheduled mid-term review of the plan and its intention to ramp up data collection; reiterates the need for a clear implementation timetable; remains convinced that the plan needs a clearer governance and coordination structure, in which Parliament should be involved, to monitor developments and performance on an ongoing basis; calls on the Commission, therefore, to establish a forum bringing together the Member States, Parliament and other relevant stakeholders, including education providers and civil society organisations, and experts; urges the Commission to better integrate digital education into the European Semester exercise;
Amendment 112 #
Motion for a resolution
Paragraph 7
Paragraph 7
Amendment 118 #
Motion for a resolution
Paragraph 7 a (new)
Paragraph 7 a (new)
7 a. Calls for interdisciplinary research into the various impacts of digital technologies on education and development of children, linking education sciences, pedagogy, psychology, sociology, neuroscience and computer science so as to achieve as deep an understanding as possible of how the minds of children and adults are responding to the digital environment and what challenges might be connected with digital education;
Amendment 122 #
Motion for a resolution
Paragraph 7 a (new)
Paragraph 7 a (new)
7 a. Notes with satisfaction the growing number of digital education platforms being set up; calls on the Commission, in particular through a dedicated Knowledge and Innovation Community within the European Institute of Innovation and Technology, and the Erasmus+ and InvestEU programmes, to support the creation of pan-European platforms for the broad dissemination of educational content and tools in an inclusive and multilingual way; stresses the importance for teachers and pupils to have access to content hosted and stored in a Member State and not in a third country; notes the huge potential of the eTwinning platform and calls on the Commission to promote it as widely as possible;
Amendment 126 #
Motion for a resolution
Paragraph 8
Paragraph 8
8. Deplores the persistent digital divide in the Union; regrets the fact that in some Member States, like Romania, efforts to provide access to quality digital education have failed, leaving more than 30 % oftoo many pupils without access to education for several months; shares the Commission’s analysis that fast and reliable internet and quality digital equipment in educational establishments, non-formal settings and the home are prerequisites for effective digital education;
Amendment 135 #
Motion for a resolution
Paragraph 9
Paragraph 9
9. Insists that broadband should be considered a public good and be universally accessible as a critical step in closing the digital divide; calls for specific measures to enhance access for remote, rural and mountain areas with low connectivity and limited access to emerging technologies such as artificial intelligence (AI), robotics, blockchain, new educational devices or gamification, in the light of their growing importance and potential; calls for a newnotes the potential that the deployment of 5G could have in Europe and invitiative on AI and robotics for educationes the Commission to study the possible contributions of 5G to e-learning;
Amendment 136 #
Motion for a resolution
Paragraph 9
Paragraph 9
9. Insists that broadband should be considered a public good and be universally accessible as a critical step in closing the digital divide; calls for specific measures to enhance access for all schools, especially those in remote, rural and mountain areas with low connectivity and limited access to emerging technologies such as artificial intelligence (AI), robotics, blockchain, new educational devices or gamification, in the light of their growing importance and potential; calls for a new initiative on AI and robotics for education;
Amendment 141 #
Motion for a resolution
Paragraph 10
Paragraph 10
10. Welcomes the plan’s focus on supporting school and university connectivity through the Connecting Europe Facility and efforts to publicise EU funding opportunities; calls on the Commission to work closely with Member States, local authorities and stakeholders to ensure that EU support dovetails with national schemes, in particular to support disadvantaged groups; calls on the Commission to target support at otherall formal and non-formal educational establishments besides schools;
Amendment 142 #
Motion for a resolution
Paragraph 10
Paragraph 10
10. Welcomes the plan’s focus on supporting school and university connectivity through the Connecting Europe Facility and efforts to publicise EU funding opportunities; calls on the Commission to work closely with Member States, local authorities and stakeholders to ensure that EU support dovetails with national schemes, in particular to support disadvantaged groups; calls on the Commission to target support at other educational establishments besides schools; highlights that educational establishments should be given considerable autonomy in achieving innovation and in developing teaching methods for education in the digital era, as they are closest to the learner;
Amendment 164 #
Motion for a resolution
Paragraph 11
Paragraph 11
11. Insists that greater attention be devoted to teacher training as the plan is rolled out so as to ensure that teachers not only possess digital skills, but can also teach them, freely and within the framework of the pedagogical exception provided for in Directive (EU) 2019/790; 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; stresses the essential role of Erasmus+ and teacher mobility for the acquisition of skills; notes with interest the potential of the future Teacher Academy;
Amendment 167 #
Motion for a resolution
Paragraph 11 a (new)
Paragraph 11 a (new)
11 a. Stresses the importance of the portability and certification of digital skills; notes with interest the Commission's initiative to establish a European digital skills passport; calls for it to be developed in accordance both with the systems already in place and usedin the Member States and with the European Digital Competence Framework, in order to avoid duplication and overlapping; stresses the need to integrate this future passport into Europass; calls on the Commission to study its integration into the future European Student Card; calls on the Commission to support the development of European open badges;
Amendment 179 #
Motion for a resolution
Paragraph 12
Paragraph 12
12. Underlines the challenge of cyberthreats, cyberbullying, data and privacy protection, dangerous online games and disinformation in the digital environment, including in terms of mental health and wellbeing; warmly welcomes, therefore, the increased focus on digital and information literacy in the revised plan; looks forward to the swift adoption of the Media Action Plan and the guidelines for teachers and educational staff; calls on the Commission to be more ambitious and to launch large-scale digital and media literacy campaigns; stresses that while digital skills have to be promoted they should not overshadow traditional and humanistic skills;
Amendment 180 #
Motion for a resolution
Paragraph 12
Paragraph 12
12. Underlines the challenge of cyberthreats including online child pornography and grooming, cyberbullying, data and privacy protection, dangerous online games and disinformation in the digital environment; warmly welcomes, therefore, the increased focus on digital and information literacy in the revised plan; looks forward to the swift adoption of the Media Action Plan and the guidelines for teachers and educational staff; calls on the Commission to be more ambitious and to launch large-scale digital literacy campaigns; notes the importance of widely promoting events such as the EU Code Week and the Safer Internet Day;
Amendment 187 #
Motion for a resolution
Paragraph 12 a (new)
Paragraph 12 a (new)
12 a. In light of the growing use of digital tools within educational curricula, calls on the Commission to address the specific nature of educational data and the risk posed by the lack of regulation on their exchange and storage; calls on the Commission to involve the European Data Protection Board (EDPB) in a reflection on the creation of a specific status for data relating to pupils and learners;
Amendment 197 #
Motion for a resolution
Paragraph 13
Paragraph 13
13. Underlines the need to enhance tools at Union level to open up lifelong learning opportunities and to enable full and quality access to university and post- university courses and materials; calls on the Commission to create an Online European University with distance and online education content available across Europe sourced, verified and validated by the competent administrations;
Amendment 198 #
Motion for a resolution
Paragraph 13
Paragraph 13
13. Underlines the need to enhance tools and mechanisms at Union level to open up lifelong learning opportunities for all and to enable full and quality access to university and post- university courses and materials; calls on the Commission to create an Online European University with distance and online education content available across Europe;
Amendment 203 #
Motion for a resolution
Paragraph 13 a (new)
Paragraph 13 a (new)
13 a. Calls on the Commission to encourage Member States to earmark funding for the acquisition of professional and secure digital educational resources hosted and stored in Europe, co-created in cooperation with professionals and experts in the production of educational material;
Amendment 209 #
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 groups and older people; points out that in 2018, just 4.3 % of low-skilled adults used any form of adult learning; notes the potential of the ESF+ programme for lifelong learning;
Amendment 215 #
Motion for a resolution
Paragraph 15
Paragraph 15
15. Deplores, therefore, the continued absence of measures targeting lower- skilled adult learners and older people; stresses that this omission undermines the essential lifelong learning dimension of digital education and hampers efforts to ensure that everyone has essential life skills; calls on the Commission, therefore, to work with regional and local authorities to put further measures in place, to incentivise adult education by making it available and accessible, so as to ensure that these population groups can truly benefit from the digital transition;
Amendment 217 #
Motion for a resolution
Paragraph 15
Paragraph 15
15. Deplores, therefore, the continued absence of measures targeting lower- skilled adult learners and older people in the Digital Education Action Plan; stresses that this omission undermines the essential lifelong learning dimension of digital education and hampers efforts to ensure that everyone has essential life skills; calls on the Commission, therefore, to work with regional and local authorities to put further measures in place to ensure that these population groups can truly benefit from the digital transition;
Amendment 220 #
Motion for a resolution
Paragraph 15 a (new)
Paragraph 15 a (new)
15 a. Highlights that a rights-based approach to digital education is necessary to ensure that policies are aimed at the making of the right to education a reality; stresses that successful digital education can be achieved only through inclusive digital education.