22 Amendments of Chiara GEMMA related to 2020/2243(INI)
Amendment 30 #
Draft opinion
Recital A a (new)
Recital A a (new)
Aa. whereas the Commission communication on achieving the European Education Area by 2025 is based chiefly on data compiled prior to the pandemic, which therefore do not take account of the devastating educational, occupational, economic and social impact which the pandemic has had on young people;
Amendment 33 #
Draft opinion
Recital A b (new)
Recital A b (new)
Amendment 36 #
Draft opinion
Recital A c (new)
Recital A c (new)
Ac. whereas prior to the pandemic the problem of academic failure, involving the young people who abandon their studies and those who fall behind or have problems completing them in time, affected one young person in five, casting the European education system in a worrying light, in that this phenomenon makes it difficult to find a good job and can lead, in a significant number of cases, to poverty and social marginalisation and exclusion;
Amendment 43 #
Draft opinion
Recital B a (new)
Recital B a (new)
Ba. whereas some of the indicators employed by the Commission, such as employability and the period which elapses between completion of studies and the first employment contract, are not effective and suitable parameters to assess the quality of the education and training young people have received and the quality of the employment secured, because they take no account of key factors, such as the duration of the employment contract and the level of salary, which are in fact central to the process of monitoring young people's access to so-called high-quality jobs, a prerequisite for achieving independence from their families and making long-term life plans;
Amendment 56 #
Draft opinion
Recital C a (new)
Recital C a (new)
Ca. whereas the Commission communication on achieving the European Education Area fails to provide details of a clear and binding mechanism linking the strategy to specific funding and monitoring systems under either the Multiannual Financial Framework 2021- 2027 or the Next Generation EU programme;
Amendment 63 #
Draft opinion
Recital C b (new)
Recital C b (new)
Cb. whereas the main beneficiaries of the Next Generation EU programme should, as its name implies, be young people, who should be offered the broadest possible range of educational, training and employment opportunities, in keeping with a long-term vision for European recovery based on the involvement of and active contributions from the young generations;
Amendment 68 #
Draft opinion
Recital C c (new)
Recital C c (new)
Cc. whereas the Commission proposal includes no mechanism for proper, effective coordination between the European Education Area and other initiatives fundamental to the future of young people, such as the enhanced Youth Guarantee scheme and the Local Pacts for Skills;
Amendment 73 #
Draft opinion
Recital C d (new)
Recital C d (new)
Cd. whereas less than 5% of European students have access to the Erasmus programme, which in reality is accessible only to university students whose families are in a position to meet at least part of the cost of this vital educational and life experience;
Amendment 78 #
Draft opinion
Paragraph 1
Paragraph 1
1. Welcomes the Commission communication of 30 September 2020 entitled ‘Achieving the European Education Area by 2025’ (COM(2020)0625) which encompasses six dimensions – quality, inclusion and gender equality, the green and digital transitions, teachers and trainers, higher education and the geopolitical dimension – and a set of targets with the aim of improving outcomes and ensuring resilient and future- looking education systems; emphasises, however, that the Commission proposal is based on pre-pandemic data and therefore fails to take account of all the damage done to young Europeans by the pandemic, painting an overly optimistic picture which, in particular, ignores the degree to which widened economic and social disparities may affect young generations' study, work and life opportunities;
Amendment 85 #
Draft opinion
Paragraph 1 a (new)
Paragraph 1 a (new)
1a. Calls on the Commission to assess the impact of the European Education Area on the basis of qualitative, and not merely quantitative, indicators, including in particular the type of employment contract, its duration and the level of salary, which are parameters of fundamental importance in determining the quality of the education and training received and in predicting more realistically young people's scope for human and professional development and the risk of suffering poverty or social exclusion;
Amendment 89 #
Draft opinion
Paragraph 1 b (new)
Paragraph 1 b (new)
Amendment 96 #
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; emphasises that the measures taken to achieve these objectives should be properly funded, under either the new budget for the period 2021-2027 or the Next Generation EU programme, which, as it focuses on building a Europe for future generations, should make young people its main beneficiaries, given that no economic recovery will realistically be possible without the active contribution of young generations; points out that, for that reason, National Recovery and Resilience Plans should primarily be assessed on the basis of their effectiveness in investing and generating opportunities for young people in the areas of education, training and high-quality employment;
Amendment 103 #
Draft opinion
Paragraph 2 – subparagraph 1 (new)
Paragraph 2 – subparagraph 1 (new)
Takes the view that the key determinant of the success of the project to achieve a European Education Area by 2025 will be whether it can offer better education and training opportunities and so create better employment opportunities for young people in the post-pandemic phase; emphasises, against that backdrop, the need to establish clear political and financial coordination with both the enhanced Youth Guarantee scheme, in order to lend fresh impetus to the efforts to combat the NEET phenomenon and long-term unemployment, and the Local Pacts for Skills, so as to ensure that education and training are tailored to local circumstances, and to support local authorities and firms in restructuring and repurposing production in response to the challenges posed by digitalisation and the green revolution and re-establishing a clear link between a territory's manufacturing base and employment, in order to combat the brain drain and rural depopulation;
Amendment 115 #
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 talent isall individual differences are fully valued and are not left behind;
Amendment 138 #
Motion for a resolution
Paragraph 15
Paragraph 15
15. Aims to foster media literacy and critical thinking at all stages of learning as a central means to empower responsiblecritical thinking and media literacy at all stages of learning as a central tool for broad-based, responsible participation of all European citizens;
Amendment 140 #
Draft opinion
Paragraph 4 – point 1 (new)
Paragraph 4 – point 1 (new)
(1) Deplores the Commission's superficial approach to assessing current geopolitical phenomena, in particular when it refers to the 'retreat of the US from the multilateral order' or 'the rise of China', and calls for a more balanced and cautious assessment;
Amendment 141 #
Draft opinion
Paragraph 4 – subparagraph 1 (new)
Paragraph 4 – subparagraph 1 (new)
Takes the view that the geopolitical dimension of training should above all take the form of a universal approach which offers every young person in the European Union, wherever they live, high-quality education and training that equips them with the knowledge and skills needed to foster their human and professional development in a context which is no longer exclusively local but global, thereby maximising their possibilities and their professional and life opportunities;
Amendment 151 #
Motion for a resolution
Paragraph 17
Paragraph 17
17. Stresses the importance of enhancing competences and motivation in the education profession, especially supported through the improved recognition of educatoteachers’ value to society and by bolstering pedagogical autonomy, by promoting and reinforcing pedagogical and teaching autonomy through initial and on-the-job training;
Amendment 170 #
Draft opinion
Paragraph 6
Paragraph 6
6. Regrets the persistent gender employment and pay gap; highlights, in this regard, the need to tackle gender stereotypes, to introduce joint European measures to penalise firms which blatantly exploit their female workforce and to increase women’s representation in education, training and employment in STEM subjects and occupations.
Amendment 172 #
Draft opinion
Paragraph 6 – point 1 (new)
Paragraph 6 – point 1 (new)
(1) Takes the view that the Erasmus programme offers young Europeans a formative educational and personal experience and that it should therefore be made accessible to all young people aged over 16, and not remain a privilege reserved for university students, in particular through the involvement of secondary schools and vocational training establishments, and that it should be properly funded so as not to create disparities in opportunity linked to the economic and social circumstances of students' families;
Amendment 173 #
Draft opinion
Paragraph 6 – subparagraph 1 (new)
Paragraph 6 – subparagraph 1 (new)
Points out that the quality of the education young people receive also hinges on the opportunities for improving their skills and the in-service training offered to teachers of all kinds and at all levels, and calls therefore for Erasmus to be developed into an opportunity for professional improvement for all European teachers, including those in secondary schools, and for teachers to be encouraged and given financial support to complete a period of work abroad;
Amendment 212 #
Motion for a resolution
Paragraph 26
Paragraph 26
26. Emphasises the need to provide learners with knowledge about European history and cultural and artistic heritage, both tangible and intangible, and to foster a critical European memory and historical consciousness;