34 Amendments of Pernando BARRENA ARZA related to 2020/2243(INI)
Amendment 1 #
Motion for a resolution
Citation 3 a (new)
Citation 3 a (new)
— having regard to the first Principle of the European Pillar of Social Rights,
Amendment 4 #
Motion for a resolution
Citation 5 a (new)
Citation 5 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 31 #
Motion for a resolution
Recital A
Recital A
A. whereas the EU single marketcreation of the European Community and other subsequent EU policies have contributed to the natural development of a European educational space, historically underpinned by the traditions of European humanism;
Amendment 34 #
Motion for a resolution
Recital B
Recital B
B. whereas the ultimate goal is building a bottom-up European Education Area with common European policy objectives, requiring existing obstacles to be removed, European tools to be utilised and supporting policies at national and European levels to be developed, designed with the future of the planet in mind and encompassing the key roles to be played by education systems in addressing the climate crisis and enabling a successful digital transformation and Green transition;
Amendment 40 #
Motion for a resolution
Recital D
Recital D
D. whereas the challenges the EU and its Member States are currently faced with today, including climate change, various forms of extremism and populism, andexacerbation of existing inequalities as a result of the COVID- 19 pandemic, and the rise of far- right extremism, neo-facism and authoritarianism require appropriate educational answers and concerted European action;
Amendment 44 #
Motion for a resolution
Recital E
Recital E
E. whereas the realities of educational infrastructure, expertise and access to resources vary within and across Member States, and whereaswith those differences haveing become further pronounced during the COVID-19 pandemic; primarily as a result of increased inequality, including lack of access to IT infrastructure for people from socioeconomically disadvantaged backgrounds, negatively impacting access to education; whereas in person education remains essential in both the intellectual and personal development of the student.
Amendment 61 #
Motion for a resolution
Recital H a (new)
Recital H a (new)
H a. whereas the European Education Area provides an important opportunity for increased international cooperation amongst both formal and informal education facilitators;
Amendment 66 #
1. Emphasises the importance of quality education founded upon the principle of inclusiveness and accessibility for all and that the European Education Area (EEA) initiative should provide more and better opportunities for every single European citizenone in Europe to study, train and work abroad, and cultivate anthe environment where skills and diplomas are recognised throughout Europe;
Amendment 73 #
Motion for a resolution
Paragraph 2
Paragraph 2
2. Stresses the role of the EEA in fostering a sense of European belongingcommunity and in providing economicfair and equal opportunities by addressing existing educational challenges;
Amendment 78 #
Motion for a resolution
Paragraph 3 a (new)
Paragraph 3 a (new)
3 a. Considers the need for increased collaboration on education across Europe and beyond, to ensure that common answers to common, cross-border challenges, such as the climate crisis, the skills mismatches, the academic achievement gaps, can be developed;
Amendment 90 #
Motion for a resolution
Paragraph 6
Paragraph 6
6. Appreciates the Commission’s efforts to foster an EEA, while noting the need for a more holistic approach, requiring meaningful cooperation and coordination between all actors and stakeholders across national, regional &; local authorities;
Amendment 92 #
Motion for a resolution
Paragraph 6 a (new)
Paragraph 6 a (new)
6 a. Highlights the diversity of the stakeholders that include the education and training community, social partners, trade unions, youth organisations, youth workers and civil society;
Amendment 94 #
Motion for a resolution
Paragraph 7
Paragraph 7
7. Cautions that the Commission’s proposals are still mainly a strategic outline rather than a concrete policy roadmap, and thus suggests setting clear priorities including the establishment of a governance body that is inclusive of civil society and facilitates a sustained and meaningful dialogue with relevant actors and realistic deadlines for the actions that should be adopted, including clearly defined interim deliverables;
Amendment 101 #
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 including local and regional authorities and civil society, and defines their respective responsibilities;
Amendment 104 #
Motion for a resolution
Subheading 3
Subheading 3
Turning vision into reality: common strategic priorities, funding and EU-level targets
Amendment 105 #
Motion for a resolution
Paragraph 10
Paragraph 10
10. Stresses the potential of using European policy coordination tools to achieve the common objectives of an EEA; considers the importance of fostering the whole-school approach, ensuring the promotion of the idea that all education stakeholders, including non-formal and informal learning and youth work must collaborate, placing the learner at the centre of the learning process, and sharing expertise and practice to ensure that the transversal skills needed for the 21st century challenges for all learners are fostered; acknowledges the potential of these arenas of learning to enhance accessibility and to foster the key competences such as citizenship education, sustainability and digital competences that are key elements for the European Education Area;
Amendment 108 #
Motion for a resolution
Paragraph 10 a (new)
Paragraph 10 a (new)
10 a. Considers the breadth of expertise on transformative education, transversal skills, sustainable social, economic and environmental development that non- formal and informal education providers have been providing to disadvantaged learners; encourages synergies with these education stakeholders, for the purpose of sharing learning methodologies and mainstreaming education for sustainable development and sustainable lifestyles, culture and arts, human rights, equality, promotion of a culture of peace and non- violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development;
Amendment 113 #
Motion for a resolution
Paragraph 12
Paragraph 12
12. Highlights inclusiveness of the most marginalised communities including women in all their diversity, racial and ethnic minorities, LGBTIQ+ people, persons with disabilities, refugees and migrants, as a central dimension of an EEA and a prerequisite for achieving quality education for all, ensuring that no talentlearner is left behind;
Amendment 124 #
Motion for a resolution
Paragraph 13 a (new)
Paragraph 13 a (new)
13 a. Calls for at least 10% of the recovery and resilience facility's funding to be allocated to education and for the provision of adequate funding for the establishment, implementation and development of the European Education Area; Encourages Member States to earmark funds to contribute towards the development of the EEA;
Amendment 130 #
Motion for a resolution
Paragraph 14
Paragraph 14
14. Calls for synergies between the EEA, the European Research Area and the European Higher Education Area as well as the European Youth Work agenda to be exploited and for a further strengthening of the Erasmus+ pProgramme for the benefit of all teachers andcurrent and future teachers, educational workers and providers, youth workers and all learners;
Amendment 137 #
Motion for a resolution
Paragraph 15
Paragraph 15
15. Aims to foster inclusion, equality, media literacy and critical thinking at all stages of learning as a central means to empower responsible Europemembers of society and citizensounter the increasing tide of disinformation;
Amendment 139 #
Motion for a resolution
Paragraph 15 a (new)
Paragraph 15 a (new)
15 a. Aims to foster soft skills and life skills such as 'learning to learn' competences, including readiness to discard one’s own convictions when they contradict new experimental findings and learners’ understanding of the impact of their local level action on the environment and on their fellow European citizens, for the purpose of providing all learners with the capacity to adapt to the ever-changing, fast-paced 21st century society;
Amendment 141 #
Motion for a resolution
Paragraph 16
Paragraph 16
16. Calls for a common framework on the development of digital competences and on learning about the EU throughout all appropriate levels and areas of education; prioritising the development of basic digital skills above the development of advanced digital skills, and of significantly reducing digital competences gaps across Europe rather than further exacerbating them via the insistence on new, more advanced digital competences;
Amendment 152 #
Motion for a resolution
Paragraph 17
Paragraph 17
17. Stresses the importance of improving working conditions and enhancing competences and motivation in the education profession, especially supported through the improved recognition of educators’ value to societygreater societal valuation of educators and by bolstering pedagogical autonomy;
Amendment 157 #
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 English as well as through non formal education providers, including the promotion and protection of non-official or co-official languages as well as those included in UNESCO's Atlas of Languages in Danger, to embrace the recommendation of the Barcelona convention to enabling citizens to communicate in 2 languages other than their mother tongue at the end of lower secondary education or any informal equivalent;
Amendment 163 #
Motion for a resolution
Paragraph 19
Paragraph 19
19. Stresses the importance of Commission and Member State action in higher education, such as reinforcing the Bologna Process, strengthening the international dimension of the EEA, including partners from the global south, and furthering the European Student Card, including through embracing the synergies offered by existing EU programmes;
Amendment 173 #
Motion for a resolution
Paragraph 20
Paragraph 20
20. Calls on the Commission and Member States to facilitate the expansion of automatic mutual recognition of learning outcomes and study periods abroad, including in VET, non-formal exchanges and volunteering;
Amendment 189 #
Motion for a resolution
Paragraph 21
Paragraph 21
21. Calls on the Commission and the Member States to establish a concrete European Education Area Strategic Framework 2030 (EEASF 2030) by the end of 2022 with a comprehensive steering, monitoring and evaluation mechanism, in line with UN Sustainable Development Goal 4 to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’ and the first principle of the European Pillar of Social Rights;
Amendment 192 #
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 States andommit to meaningful participation as well as to engage with and promote participation of other levels of government, including local and regional authorities, and to devise effective multi-level governance arrangements that respect subsidiarity whilest aiming to generate European added value;
Amendment 194 #
Motion for a resolution
Paragraph 23
Paragraph 23
23. Seeks clarity on the level of involvement expected from stakeholders, education sectors that have been underrepresented so far, and relevant civil society actors; stresses that the governance framework should involve all relevant stakeholders working in all arenas of learning. This also includes the involvement of youth workers and youth organisations specifically;
Amendment 197 #
Motion for a resolution
Paragraph 23
Paragraph 23
23. Seeks clarity onto increase the level of involvement expected from stakeholders, education sectors that have been underrepresented so far, and relevant civil society actors;
Amendment 200 #
Motion for a resolution
Paragraph 24
Paragraph 24
24. Calls on the Commission to establish an EEA Platform that is accessible in all European languages, both official and co-official, as an interactive public gateway to support Member States and stakeholders in exchanging information and promoting cooperation and exchange of good practices;
Amendment 204 #
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, with regards to all teachers, trainers & learners from both formal & non-formal organisations including with support from Jean Monnet actions and teacher academies; proposes that these teacher academies be called ‘Comenius Teacher Academies’;
Amendment 211 #
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, taking into account the legacy of colonialism and its continued influence throughout European society and beyond;