Activities of Marcos ROS SEMPERE related to 2020/2243(INI)
Plenary speeches (1)
The European Education Area: a shared holistic approach (debate)
Shadow reports (1)
REPORT on the European Education Area: a shared holistic approach
Amendments (88)
Amendment 2 #
Draft opinion
Citation 2
Citation 2
— having regard to the European Pillar of Social Rights, in particular its principles 1, 4, 5 and 511,
Amendment 2 #
Motion for a resolution
Citation 4
Citation 4
— having regard to the United Nations 2030 Agenda for Sustainable Development, and specifically to its target 4,
Amendment 5 #
Draft opinion
Citation 2 a (new)
Citation 2 a (new)
— having regard to the Europe 2020 Strategy for smart, sustainable and inclusive growth,
Amendment 5 #
Motion for a resolution
Citation 8 a (new)
Citation 8 a (new)
— having regard to the Commission communication of 17 January 2018 entitled ‘Building a stronger Europe: the role of youth, education and culture policies’,
Amendment 6 #
Motion for a resolution
Citation 8 b (new)
Citation 8 b (new)
Amendment 7 #
Motion for a resolution
Citation 8 c (new)
Citation 8 c (new)
— having regard to the Commission proposal of 17 January 2018 for a Council Recommendation on Promoting common values, inclusive education, and the European dimension of teaching (COM(2018)0023),
Amendment 8 #
Motion for a resolution
Citation 8 d (new)
Citation 8 d (new)
— having regard to the Commission proposal of 17 January 2018 for a Council Recommendation on Key Competences for Lifelong Learning (COM(2018)0024),
Amendment 9 #
Motion for a resolution
Citation 8 e (new)
Citation 8 e (new)
— having regard to Council Recommendation of 22 May 2018 on promoting common values, inclusive education, and the European dimension of teaching (2018/C 195/01),
Amendment 10 #
Draft opinion
Citation 2 b (new)
Citation 2 b (new)
— having regard to the Horizon Europe 2021-2027 funding programme,
Amendment 10 #
Motion for a resolution
Citation 8 f (new)
Citation 8 f (new)
— having regard to Council Recommendation of 22 May 2018 on Key Competences for Lifelong Learning (2018/C 189/01),
Amendment 11 #
Motion for a resolution
Citation 8 g (new)
Citation 8 g (new)
Amendment 12 #
Motion for a resolution
Citation 8 h (new)
Citation 8 h (new)
— having regard to the Commission proposal of 22 May 2018 for a Council Recommendation on High Quality Early Childhood Education and Care Systems (COM(2018)0271),
Amendment 13 #
Draft opinion
Citation 2 c (new)
Citation 2 c (new)
— having regard to the NextGenerationEU,
Amendment 13 #
Motion for a resolution
Citation 8 i (new)
Citation 8 i (new)
— having regard to the Commission proposal of 22 May 2018 for a Council Recommendation on a comprehensive approach to the teaching and learning of languages (COM(2018)0272),
Amendment 14 #
Motion for a resolution
Citation 8 j (new)
Citation 8 j (new)
— having regard to Council Recommendation of 26 November 2018 on promoting automatic mutual recognition of higher education and upper secondary education diplomas and the outcomes of learning periods abroad (2018/C 444/01),
Amendment 15 #
Draft opinion
Citation 2 d (new)
Citation 2 d (new)
— having regard to Council Recommendation of 22 May 2018 on Key Competences for Lifelong Learning (2018/C189/01),
Amendment 15 #
Motion for a resolution
Citation 8 k (new)
Citation 8 k (new)
— having regard to Council Recommendation of 22 May 2019 on High Quality Early Childhood Education and Care Systems (2019/C 189/02),
Amendment 16 #
Motion for a resolution
Citation 8 l (new)
Citation 8 l (new)
— having regard to Council Recommendation of 22 May 2019 on a comprehensive approach to the teaching and learning of languages (2019/C 189/03),
Amendment 17 #
Draft opinion
Citation 2 e (new)
Citation 2 e (new)
— having regard to Council Recommendation of 24 November 2020 on vocational education and training (VET) for sustainable competitiveness, social fairness and resilience (2020/C 417/01),
Amendment 17 #
Motion for a resolution
Citation 8 m (new)
Citation 8 m (new)
— having regard to the Council Conclusion of 17 May 2021 on equity and inclusion in education and training in order to promote educational success for all (8693/21),
Amendment 18 #
Motion for a resolution
Citation 8 n (new)
Citation 8 n (new)
— having regard to the Council Conclusions of 17 May 2021 on the European Universities initiative – Bridging higher education, research, innovation and society: Paving the way for a new dimension in European higher education (8658/21),
Amendment 19 #
Motion for a resolution
Citation 9 a (new)
Citation 9 a (new)
— having regard to the first Principal of the European Pillar of Social Rights,
Amendment 24 #
Draft opinion
Recital A
Recital A
A. whereas everyone has the right to inclusive and, accessible and affordable quality education, training and lifelong learning in order to acquire and maintain the skills that will enable them to develop their professional and personal potential to the fullest extent; , as stated amongst others in the Charter of Fundamental Rights of the European Union, in order to gain ownership of their life and be able to choose wich skills to acquire, maintain or develop to achieve their personal and professional goals and thereby fully participate in society and successfully manage the transition into the labour market;
Amendment 24 #
Motion for a resolution
Citation 11 a (new)
Citation 11 a (new)
— having regard to the 2020 study ‘Towards a European Education – Critical perspectives on challenges ahead’,
Amendment 29 #
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 humanismeducation is a fundamental right and everyone has to have access to vocational and continuous training; and everyone has the right to quality, accessible, affordable and inclusive education, training and lifelong learning in view of their integral personal development;
Amendment 32 #
Motion for a resolution
Recital A a (new)
Recital A a (new)
A a. whereas a European educational space, historically underpinned by the traditions of European humanism has developed in a fragmented manner over time;
Amendment 36 #
Motion for a resolution
Recital B
Recital B
B. whereas the ultimate goal is buildingof this initiative is to establish 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;
Amendment 37 #
Motion for a resolution
Recital C
Recital C
C. whereas education needs to be conceptualised broadly as ‘lifelong learning’, ranging from pre-primary to tertiary education, including non-formal and informal modes, and being aimed at acquiring transversal skills in order to maintain and acquire skills that enable them to develop to their fullest potential personally and professionally, to participate fully in society and successfully manage the transition into the labour market;
Amendment 39 #
Draft opinion
Recital B
Recital B
B. whereas a qualified mobile workforce is key for a globally competitive economy that provides quality jobs; whereas people with low skills and qualifications are at greater risk of unemployment, poverty, and social exclusion; whereas the recognition of qualifications and learning periods is a crucial prerequisite for the free movement of learners, educators and the workforce within the EUnion;
Amendment 45 #
Motion for a resolution
Recital E
Recital E
E. whereas the realities of educational infrastructure, expertise and resources vary within and across Member States and between different levels and types of education, and whereas those differences have become further pronounced during the COVID-19 pandemic;
Amendment 49 #
Draft opinion
Recital C
Recital C
C. whereas investing in education, training and the effective use of skills will be crucial for the EU’growth, innovation, social cohesion, as well as economic and social prosperity of the Union, 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 52 #
Motion for a resolution
Recital F
Recital F
F. whereas Parliament has called on Member States to prioritise investments in education and training, valuing education spending as an investment in our common future, in order to have a more sustainable, digital and socially cohesive society;
Amendment 55 #
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, and using it as a reference to learn from the mistakes made in its implementation;
Amendment 58 #
Motion for a resolution
Recital H
Recital H
H. whereas Member States have not fullyfailed to achieved the objectives and benchmarks of the Education and Training 2020 (ET 2020) framework, in particular the aims of enhancing equitable and quality education, reducing the rate of early leavers from education and training, and bringing the share of 15-year-olds who are under-skilled in reading, mathematics and science below 15 %;
Amendment 62 #
Draft opinion
Recital C a (new)
Recital C a (new)
C a. whereas in 2018, Member States investment average of 4.6% of total GDP on education 1a; _________________ 1a https://op.europa.eu/webpub/eac/educatio n-and-training-monitor-2020/en/
Amendment 62 #
Motion for a resolution
Recital H a (new)
Recital H a (new)
H a. whereas Member States have not fully achieved the requirement of the 2021 Council Recommendation on the Validation of Non-formal and Informal Learning;
Amendment 64 #
Motion for a resolution
Subheading 1
Subheading 1
The reasoningneed for a European Education Area
Amendment 65 #
Motion for a resolution
Paragraph 1
Paragraph 1
1. Emphasises the importance of quality, accessible, affordable and inclusive education and that the European Education Area (EEA) initiative should provide more and better opportunities for every single European citizen to study, train and work abroad, and cultivate an environment where skills and diplomas are recognised and valued throughout Europe; welcomes the Council Conclusions on equity and inclusion in education and training in order to promote educational success for all and urges Member States to implement the recommendations included therein;
Amendment 67 #
Draft opinion
Recital C b (new)
Recital C b (new)
C b. whereas multilingualism and language skills are a key aspect of social inclusion and labour market integration;
Amendment 72 #
Draft opinion
Recital C c (new)
Recital C c (new)
Amendment 74 #
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 player ands key to achieve personal and social advancement, well-being, to foster European citizenship and a sense of common belonging. Education is also a driver for sustainable and technological progress and for ensuring that the EU is leading the green and digital transitions;
Amendment 80 #
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 as a strategic outline for a comprehensive policy for economic and social convergence, and calls on the Member States to set clear priorities to achieve a functioning and effective European Education Area by 2025;
Amendment 80 #
Motion for a resolution
Paragraph 3 a (new)
Paragraph 3 a (new)
3 a. Underlines the need to further strengthen European cooperation on education to develop common approaches and answers to common challenges;
Amendment 81 #
Motion for a resolution
Paragraph 4
Paragraph 4
4. Calls for the numerous opportunities for ‘European added value’ afforded through education to be seized, especially through mobility and the sharing of best practices, with the Erasmus+ and the European Solidarity Corps programmes playing a particularly important role, continuing the increase in its budget and number of participants; emphasizes, in this respect, the importance of increasing opportunities for young people in informal and non-formal learning as well as in vocational education and training;
Amendment 85 #
Motion for a resolution
Subheading 2
Subheading 2
Bridging institutional and stakeholder approaches
Amendment 87 #
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 the ‘European project’, taking education as the cornerstone for its achievement;
Amendment 95 #
Motion for a resolution
Paragraph 7
Paragraph 7
7. Cautions thatWelcomes the Commission’s proposals are still mainlys a strategic outline rather than a concrete policy roadmap, and thus suggests setting clear priorities and realistic deadlines for the actions that should be adopted, including clearly defined interim deliverablesfor a comprehensive policy roadmap, calls on the Member States to set clear priorities and realistic deadlines for implementing the different building blocks to achieve a true European Education Area by 2025 without any further delay;
Amendment 97 #
Draft opinion
Paragraph 2
Paragraph 2
2. Highlights the importance of ensuring inclusive and, accessible and affordable quality education, and promoting lifelong learning, including vocational education and training (VET), and non-formal and informal competences as well as providing flexible pathways to learning 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 with a view to ensuring up- and reskilling and qualifications for all; calls, in this regard, for the full recognition of vocational education and training in line with the Council recommendation on vocational education and training;
Amendment 97 #
Motion for a resolution
Paragraph 8
Paragraph 8
8. Welcomes the Council’s response to the Commission’s proposals, in particular its focus on the importance of vocational education and training (VET) and lifelong learning opportunities; underlines, in this respect, the importance of creating different flexible and modular pathways to learning to enable learners to combine and build on different learning experiences and opportunities;
Amendment 103 #
Motion for a resolution
Paragraph 9 a (new)
Paragraph 9 a (new)
9 a. Considers the importance of fostering a whole-school approach to the European Education Area; calls therefore on the Commission to cooperate closely with all relevant actors to find innovative ways to place the learner at the centre of the learning process with a view to developing education systems and programmes which foster the transversal, social and sustainable skills needed to face future challenges; invites the Commission to consult student associations, pedagogical support experts, care givers to learners with special needs and other relevant stakeholders in developing the European Universities and the Centres of Vocational Excellence;
Amendment 114 #
Motion for a resolution
Paragraph 12
Paragraph 12
12. Highlights inclusivenesson as a central dimension of an EEA and a prerequisite for achieving quality education for all, ensuring that no talent is left behindlearner is left behind, irrespectively of geographical, financial, structural, socio-economic, or physical barriers, of neuro-typical or cognitive differences, ethnic background, or legal status;
Amendment 115 #
Draft opinion
Paragraph 3
Paragraph 3
3. Underlines that basic 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). In this respect reminds that education policies are intrinsically linked to other EU policies and synergies need to be ensured with inter alia the European Pillar of Social Rights and the related action plan, the New Industrial Strategy for Europe, the New Skills Agenda and the European Digital Strategy;
Amendment 121 #
Draft opinion
Paragraph 3 a (new)
Paragraph 3 a (new)
3 a. Stresses the necessity to attract, recruit and retain a qualified workforce; considers education and training, including VET and Technical and Vocational Education and Training (TVET), in future-oriented sectors, skills and competences, to be essential to support the shift to sustainable production and services; recalls in this context the responsibility of the private sector regarding investment in VET and personalized lifelong learning as well as decent working and employment conditions;
Amendment 122 #
Motion for a resolution
Paragraph 13
Paragraph 13
13. Supports the use of quantitative indicators and benchmarks, especially by means of the European Semester process, to allow the continuous comparison and monitoring of Member States’ progress towards common objectives and to incentivise further policy actions, while at the same time reiterating the need for supplementary qualitative indicators and benchmarks;
Amendment 125 #
Motion for a resolution
Paragraph 13 a (new)
Paragraph 13 a (new)
13 a. Calls on the Commission and Member States to set and achieve ambitious and realistic targets, without reducing those previously envisaged;
Amendment 126 #
Motion for a resolution
Paragraph 13 b (new)
Paragraph 13 b (new)
13 b. Calls for achieving the objective that all young Europeans completing upper secondary education have a sufficient knowledge of two languages in addition to their mother tongue;
Amendment 127 #
Motion for a resolution
Paragraph 13 c (new)
Paragraph 13 c (new)
13 c. Calls for the Council's benchmarks for the proportion of low achievers and early school leavers to be made more ambitious by 2025, reducing the first benchmark from the current 15% to 10% and the second from the current 10% to 5%;
Amendment 128 #
Motion for a resolution
Paragraph 13 d (new)
Paragraph 13 d (new)
13 d. Calls on Member States to invest at least 10% of their gross domestic product in education in order to enable the implementation and achievement of a new European Education Area and to invest in the future of their people;
Amendment 129 #
Motion for a resolution
Paragraph 13 e (new)
Paragraph 13 e (new)
13 e. Calls on the Commission and Member States to monitor the achievement of the target set by the European Skills Agenda to achieve 50% of the adult population participating in learning activities by 2025;
Amendment 132 #
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 to be created and exploited and for a further strengthening of the Erasmus+, Horizon Europe, European Solidarity Corps, Digital Europe, and Citizens, Equality, Rights and Values programmes for the benefit of all teachers and learners;
Amendment 134 #
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 use 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 markereiterates its call for to the recognition of non-formal and informal competencies, based on defined criteria facilitating individual learning paths as well as further developing the European Student Card; calls for encouraging young people to also improve their competences with soft skills, due to their importance for personal development; _________________ 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 143 #
Draft opinion
Paragraph 4 a (new)
Paragraph 4 a (new)
4 a. Stresses the need to improve the recognition of skills of third-country nationals in order to facilitate their access to education and to quality employment in the Union, through simplification and acceleration of recognition and validation processes; underlines that specific attention should be paid to migrants in this context, also with the aim of social inclusion, as well as to victims of multiple discrimination, such as migrant women or third country nationals with disabilities;
Amendment 146 #
Draft opinion
Paragraph 4 b (new)
Paragraph 4 b (new)
4 b. Emphasises that in addition to the European graduate tracking initiative it is necessary to monitor and gather information on emerging skills trends and developments, in order to facilitate the digital and green transition and to respond to their subsequent effects on the labour market;
Amendment 151 #
Draft opinion
Paragraph 5
Paragraph 5
5. Stresses the opportunities created by digital work to achieve the inclusion of all in the labour market; highlights, in this regard, the need to provide access to high- speed internet, high-quality software and digital equipment for all as a necessary precondition for the development of digital skills, as well as competences in science, technology, engineering and mathematics (STEM), and through a common framework; emphasises the importance of acquiring cross-cutting soft skills such as critical thinking, creativity, media literacy and entrepreneurship, tofor everyone; underlines that special attention must be paid to the inclusion of disadvantaged groups in this context, in particular persons with disabilities also trough facilitation of individual learning paths;
Amendment 153 #
Draft opinion
Paragraph 5 a (new)
Paragraph 5 a (new)
5 a. Underlines the importance of ensuring that teachers and educators receive appropriate, flexible, high-quality training with a special focus on digital literacy and digital skills, to improve and develop specific digital competences throughout their careers; stresses in this regard the importance of providing financial support for training courses designed for teachers and educators; recalls that training courses should also take into account the multicultural and multilingual environments in which teachers and educators work;
Amendment 161 #
Motion for a resolution
Paragraph 18 a (new)
Paragraph 18 a (new)
18 a. Calls on the Commission to develop tools to allow Member States to implement the Council's recommendation on a comprehensive approach to the teaching and learning of languages, and to monitor progress made in this area since the adoption of this recommendation; in this respect, calls on the Member States to collect comparable data on language learning;
Amendment 162 #
Draft opinion
Paragraph 5 b (new)
Paragraph 5 b (new)
5 b. Highlights the importance of improving and encouraging TVET paths;
Amendment 163 #
Draft opinion
Paragraph 5 c (new)
Paragraph 5 c (new)
5 c. Stresses the need for enhanced language teaching and learning; recalls that language learning is an important factor shaping a person's professional development and is also essential for the successful social inclusion of migrants and their access to education and the labour market;
Amendment 164 #
Draft opinion
Paragraph 5 d (new)
Paragraph 5 d (new)
5 d. Calls on Member States to ensure decent remuneration for trainees and apprentices, especially for in work-based learning; calls on social partners to conclude specific collective agreements in this regard;
Amendment 166 #
Motion for a resolution
Paragraph 19 a (new)
Paragraph 19 a (new)
19 a. Calls on the Commission to establish a European Online University platform consisting of an online hub with content about the available online programmes in the European Universities, digital resources for higher education, available scholarships and EU funds for education and an online community of educators and learners sharing experiences and best practices on digital and online education at university level;
Amendment 168 #
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 and to increase and support women’s representation in education, training and employment in STEM subjects and occupations. ; stresses that it is essential to create a positive and inclusive learning and working environment and to counter unconscious bias and gender stereotypes with respect to subject and career choices; recalls the responsibility of the private sector in this regard; emphasises the importance of integrating gender equality as a horizontal topic in educational curricula;
Amendment 168 #
Motion for a resolution
Paragraph 19 b (new)
Paragraph 19 b (new)
Amendment 169 #
Motion for a resolution
Paragraph 19 c (new)
Paragraph 19 c (new)
19 c. Underlines the importance of Member States and European Union being able to guarantee, especially in early childhood, even in a COVID-19 context, that students have access to in- person learning, since it is this type of teaching that ensures the acquisition of the skills that will allow them to progress throughout their lives: personal relationships, study skills, empathy, cooperation, etc;
Amendment 170 #
Motion for a resolution
Paragraph 19 d (new)
Paragraph 19 d (new)
19 d. Calls Member States to professionalise early childhood education and care staff in order to properly recognise and value their work, which is indispensable for the education of children;
Amendment 174 #
Motion for a resolution
Paragraph 20
Paragraph 20
20. Calls on the Commission and Member States to facilitate the expansion ofintegrate automatic mutual recognition of learning outcomes and study periods abroad, including in VET and HVET in their educational systems;
Amendment 178 #
Motion for a resolution
Paragraph 20 a (new)
Paragraph 20 a (new)
20 a. Reiterates the importance of the recognition of vocational education and training and calls on the Member States which have not yet done so to implement correctly and fully the Council Recommendation and the European Skills Agenda on the Member States;
Amendment 179 #
Motion for a resolution
Paragraph 20 b (new)
Paragraph 20 b (new)
20 b. Underlines that early school leavers still represent around 10% of young people in the EU and only 83% have completed upper secondary education; calls on the Commission to set more ambitious targets for early school leavers, and to consider measures to improve support in this field;
Amendment 181 #
Motion for a resolution
Paragraph 20 c (new)
Paragraph 20 c (new)
20 c. Asks for recognition of non-formal and informal learning and for equipping young people with soft and life skills, such as 'learning to learn' competences, because of the importance of these skills for personal development: personal relationships, study skills, empathy, cooperation, etc;
Amendment 182 #
Motion for a resolution
Paragraph 20 d (new)
Paragraph 20 d (new)
20 d. Calls on Member States to include and promote educational content to support the ecological transition and raise pupils' awareness of the Green Deal; calls on the Council to include detailed content and detailed implementation guides in its forthcoming Recommendation on education for environmental sustainability foreseen for 2021;
Amendment 183 #
Motion for a resolution
Paragraph 20 e (new)
Paragraph 20 e (new)
20 e. Calls on the Member States to include culture and arts in education curricula, establishing synergies with Creative Europe;
Amendment 184 #
Motion for a resolution
Paragraph 20 f (new)
Paragraph 20 f (new)
Amendment 185 #
Motion for a resolution
Paragraph 20 g (new)
Paragraph 20 g (new)
20 g. Calls on the Commission to support Member States in fighting gender stereotypes and discrimination, in improving gender diversity, cultural diversity and ethnic diversity, and in eliminating all forms of harassment, discrimination and violent misconducts; highlights, in this respect, the need to change mind sets and to reduce cultural tolerance of sexism and sexual harassment through introducing educational programmes and materials, including textbooks and debates on this topic in schools;
Amendment 186 #
Motion for a resolution
Paragraph 20 h (new)
Paragraph 20 h (new)
20 h. Calls on the Commission to support Member States in fighting bullying and cyber-bullying, through the creation of good practices at EU level and the development of guidelines to effectively tackle bullying; stresses the need to raise public awareness of the potential risks online and calls for an appropriate role for basic cyber safety in school curricula;
Amendment 187 #
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 ofmid 2022 with a comprehensive steering, monitoring and evaluation mechanism, in line with the first Principle of the European Pillar of Social Rights and the UN Sustainable Development Goal 4 to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’;
Amendment 201 #
Motion for a resolution
Paragraph 24 a (new)
Paragraph 24 a (new)
24 a. Believes that this initiative on a new European Education Area is a good opportunity to review the competences of the European Union in training and education; calls for the possibility of a revision of the European Union treaties to review these competences, in order to have a global vision and to grant greater support to achieve quality education throughout the European territory;
Amendment 213 #
Motion for a resolution
Paragraph 26 a (new)
Paragraph 26 a (new)
26 a. Welcomes the Council’s recognition of citizenship education’s key role in fostering democratic attitudes; 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 the Commission to develop an indicative common curriculum on EU citizenship in order to foster a better understanding, among others, of the functioning of the EU, of the existing EU participatory mechanisms, of the histories and cultures of Member States, their European rights and obligations, as well as objective and critical thinking on the benefits of the European Union; considers that more investment is needed in training and capacity building programmes for educators on citizenship education;
Amendment 214 #
Motion for a resolution
Paragraph 26 b (new)
Paragraph 26 b (new)
26 b. Asks the Commission to explore the establishment of a European Agency for Citizenship education in charge of improving access to and the quality of citizenship education in all EU member states and support the development of a European dimension of citizenship education, for all age groups, ethnic and socioeconomic backgrounds;
Amendment 215 #
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 processesCalls on the Commission to develop a comprehensive European strategy on citizenship education in view of the risk posed to our democracies by national populism, online disinformation and the polarising social tensions in Europe and abroad; believes that such a strategy should notably focus on shared EU democratic values and principles; believes that this strategy should enhance citizens’ understanding of the EU decision-making process and of EU policies and should raise awareness of the benefits, rights and obligations of EU citizenship;