Activities of Ilana CICUREL related to 2021/2008(INI)
Plenary speeches (1)
Implementation of citizenship education actions (debate)
Shadow reports (1)
REPORT on the implementation of citizenship education actions
Amendments (60)
Amendment 16 #
Motion for a resolution
Recital A
Recital A
A. whereas educationlifelong education and training is a fundamental right that should be equally accessible to all; whereas the Pillar of Social Rights states that everyone has the right to quality and inclusive education in order to participate fully in society;
Amendment 17 #
Motion for a resolution
Recital A
Recital A
A. whereas education is a fundamental right and a public good that should be equally accessible to all; whereas the Pillar of Social Rights states that everyone has the right to quality and inclusive education in order to participate fully in society;
Amendment 20 #
Motion for a resolution
Recital B
Recital B
B. whereas new systemic changes such as the climate crisis, supranational political integration and the digital shift require the corresponding adaptation of educational systems, including citizenship education; whereas the green transition calls for expanding citizenship education to include the need to act responsibly not only within a given community or society but towards the planetas a whole; whereas the digital shift opens new opportunities for active citizenship and democratic participation online but also encompasses risks and threats posed by misinformation and disinformation; whereas active digital citizenship should take into account and address the digital gap among generations;
Amendment 22 #
Motion for a resolution
Recital B
Recital B
B. whereas new systemic changes such as the climate crisis, supranational political integration and, the digital shift or changes in labour market needs require the corresponding adaptation of educational systems, including citizenship education; whereas citizenship education contributes to the development of psycho- social and civic competences, thereby reinforcing employability and social wellbeing;
Amendment 28 #
Motion for a resolution
Recital C
Recital C
C. whereas citizenship education must be understood as multilevel, encompassing local, regional, national, European and global citizenship; whereas the ongoing process of globalisation and European integration will require the new generation of Europeans to increasingly engage politically at multiple levels, to be able to live and work internationally and navigate difference in their daily lives; whereas societies are becoming more diverse, making respect for the diversity of cultures and origins and the rejection of any kind of discrimination towards women, LGTBIQ people or minorities ever more important within Europe;
Amendment 40 #
Motion for a resolution
Recital D
Recital D
D. whereas sociopolitical changes observed in Member States, ranging from social polarisation and low institutional trust to democratic backsliding, the erosion of the rule of law, exclusionary nationalism and the instrumentalisation of Euroscepticism for political purposes, along with the resurgence of antisemitism in all its forms and xenophobia, the rise of extremist movements and authoritarianism, may pose a serious threat to European democracies and destabilise the EU as a whole; whereas strengthening citizenship education in formal, non-formal, informal and lifelong- learning education could play an important role in countering this trend;
Amendment 47 #
Motion for a resolution
Recital D a (new)
Recital D a (new)
D a. whereas political support of the Union tends to be expressed more in terms of feelings, attitudes and values rather than of concrete impact in daily lives; whereas there is a clear lack of proximity with and readability of the Union’s democratic processes and mechanisms amongst citizens, especially youth; whereas ignorance about the Union is often source of a shift from adherence in principle to mistrust and disengagement; whereas a European dynamic of renewed citizenship education can be a way of reconciling young people with elections, containing temptation for extremist and populist discourses, as well as offering appropriate tools, in line with new modes of youth participation;
Amendment 50 #
Motion for a resolution
Recital E
Recital E
E. whereas the emergence of a dynamic European citizenship has been hindered by a knowledge and emotional gap; as well as a lack of mechanisms enabling citizen’s participation and dialogue; whereas European identity complements the multiple local, national, geographical, cultural or other identities a person might have; whereas insufficient knowledge about the EU and poor understanding of its added value may contribute to the perception of a democratic deficit and may lead to Euroscepticism in Member States;
Amendment 53 #
Motion for a resolution
Recital E
Recital E
E. whereas the emergence of a dynamic European citizenship has been hindered by a knowledge and, emotional and participation gaps; whereas insufficient knowledge about the EUEU citizenship and a poor understanding of its added value may contribute to the perception of a democratic deficit and may lead to Euroscepticism in Member States;
Amendment 55 #
Motion for a resolution
Recital E a (new)
Recital E a (new)
E a. whereas the European Parliament Report of 11 November 2021 on the European Education Area calls for the EEA to allow for a greater flow of learners, teachers and knowledge, fostering a sense of European belonging and civic awareness, guaranteeing rights and values, providing fair and equal opportunities, and improving social cohesion;
Amendment 56 #
Motion for a resolution
Recital E a (new)
Recital E a (new)
E a. whereas, the European Parliament resolution of 12 April 2016 on Learning EU at school called on the Commission to provide a common framework and to prepare guidelines with concrete examples on learning about the EU in order to foster objective and critical thinking about the benefits of the European Union for its citizens;
Amendment 61 #
Motion for a resolution
Paragraph 1
Paragraph 1
1. Regrets that there is no common definition of citizenship education; believes that teaching citizenship education involves a combination of knowledge, skills, competences and care; considers that, as a minimum, citizenship education should provide a theoretical understanding of the political, legal, social and economic concepts and structures including those pertaining to the European level, as well as global developments and sustainability commensurate with the level of education and training, coupled with practical experiences;
Amendment 66 #
Motion for a resolution
Paragraph 1 a (new)
Paragraph 1 a (new)
Amendment 69 #
Motion for a resolution
Paragraph 2
Paragraph 2
2. Is concerned about the limited focus on European and global citizenship in national curricula; notes with concern that only half of students studying in the EU report having opportunities to learn about Europe in school; highlights that students' support for cooperation among European countries was positively associated with higher levels of civic knowledge; deplores the increasing tension between the national and European level in some Member States’ curricula; warns against the politicisation of citizenship education and the ensuing shifts in the delivery of citizenship education following government changes;
Amendment 75 #
Motion for a resolution
Paragraph 3
Paragraph 3
3. Underlines that sociopolitical and global changes will require an increase in the current level of citizenship education; is concerned about the imbalances in terms of average civic knowledge across and within Member States; notes that students living in rural areas face additional barriers when engaging with citizenship education programmes; affirms that that every single student must have access to high quality citizenship education; is concerned that male students score significantly below their female counterparts;
Amendment 78 #
Motion for a resolution
Paragraph 3
Paragraph 3
3. Underlines that sociopolitical and global changes will require an substantial increase in the current level of citizenship education; is concerned about the imbalances in terms of average civic knowledge across and within Member States;
Amendment 80 #
Motion for a resolution
Paragraph 4
Paragraph 4
4. Points out that while some aspects of citizenship education are present in most national curricula, there are strong differences across Member States in terms of the education levels at which it is taught, total hours devoted to the subject, contents and methodologies; notes that only some Member States have structured assessments, objectives, pedagogical orientations or specific training for teachers; notes that even when these elements are present, there is a gap between the national programmes and its effective implementation in schools; recalls that initial and continuous teacher training must be a priority in the field of citizenship education; and in particular as regards to European and global citizenship education;
Amendment 86 #
Motion for a resolution
Paragraph 4 a (new)
Paragraph 4 a (new)
4 a. Welcomes that several Member States have developed national volunteering in civic service; whereas these schemes are essential in fostering citizenship education, especially on the practical level; whereas a civic service strengthens social cohesion, allows for the mobilisation for causes of general interest, and the construction of prospects for young people, especially the most vulnerable, contributing to their personal and professional development;
Amendment 87 #
Motion for a resolution
Paragraph 4 a (new)
Paragraph 4 a (new)
4 a. Highlights that the lack of solid research on how to teach and assess citizenship education in an effective manner and the lack of appropriate pedagogical instruments to this end, hinder the effective teaching of citizenship education; notes that some empirical evidence points towards a ‘whole school’ or ‘whole community’ approaches as having a positive impact on civic skills and attitudes;
Amendment 89 #
Motion for a resolution
Paragraph 4 b (new)
Paragraph 4 b (new)
4 b. Believes European mobility presents the prospects of rallying young people to the European community and of reinforcing the emergence of a citizens’ Europe; whereas national volunteering schemes and civic services have the potential to be a natural gateway towards European mobility for young people, especially those with fewer opportunities;
Amendment 90 #
Motion for a resolution
Paragraph 4 c (new)
Paragraph 4 c (new)
4 c. Notes the European Solidarity Corps launched in 2018 has the potential to become the foundation for a universal European general interest mobility experience but has a too limited budget over the 2021-2027 period, lacks visibility and currently generates geographical imbalances; whereas existing national volunteering schemes and civic services are functioning in an isolated manner from the European Solidarity Corps;
Amendment 91 #
Motion for a resolution
Paragraph 4 d (new)
Paragraph 4 d (new)
4 d. Recalls the European Commission and Member States to develop common and participatory educational research, also on citizenship education, with a well- defined mandate and budget with the remit of EU competences;
Amendment 94 #
Motion for a resolution
Paragraph 5 a (new)
Paragraph 5 a (new)
5 a. Believes that it is never too early to learn about citizenship; notes that early childhood education plays an important role for the development of critical social and emotional skills and plants the seed for wellbeing, dialogue, mutual respect, understanding, and common values;
Amendment 97 #
Motion for a resolution
Paragraph 6
Paragraph 6
6. Recalls the crucial pedagogical role of non-formal and informal learning, including youth work, volunteethe supervision of youth activities, volunteering, mentoring and sport, in developing social and civic skills, competences and behaviours, and in shaping responsible and active European citizens;
Amendment 111 #
Motion for a resolution
Paragraph 8
Paragraph 8
8. Regrets that EU programmes such as Erasmus +, Horizon Europe, the European Solidarity Corps, the Rights & Values, or Creative Europe, among others, have not been able to provide substantial and effective support for EU and global citizenship education;
Amendment 123 #
Motion for a resolution
Paragraph 10 a (new)
Paragraph 10 a (new)
10 a. Highlights the will to encourage a European common identity through a common academic programme and to strongly integrate a European dimension in education as expressed by citizens in the context of the Conference of the Future of Europe, as well as the demand of European youth to include knowledge about the opportunities and benefits of Europe in curricula;
Amendment 129 #
Motion for a resolution
Paragraph 12 a (new)
Paragraph 12 a (new)
12 a. Draws attention to the awarding of the 2021 European Citizen’s prize to student´s debate initiatives; considers that in a climate of increasing polarisation, democratic debate is more important than ever; believes that fostering skills and competences for debate is an integral part of citizenship education;
Amendment 132 #
Motion for a resolution
Paragraph 12 a (new)
Paragraph 12 a (new)
12 a. Urges for the European Commission to dedicate a call for proposal to an Erasmus+ Teachers Academy on citizenship education; encourages the development of a European citizenship educational culture while acknowledging diversities in Europe;
Amendment 134 #
Motion for a resolution
Paragraph 12 b (new)
Paragraph 12 b (new)
12 b. Calls on the European Commission and Member States to work on the inclusion of a co-constructed teaching unit in the initial training of teachers across the Union to introduce them to European education systems, best educational practices, EU exchange platforms, tools and partnerships, reflective practice and European values; calls for the creation of a European oath of teachers, similar to the universal oath of hippocrates;
Amendment 135 #
Motion for a resolution
Paragraph 12 d (new)
Paragraph 12 d (new)
12 d. Asks the Member States to enhance and broaden initial and ongoing, professional, and lifelong development opportunities for teachers, educators, families and the wider educational community to provide them with appropriate support and resources to teach citizenship education; stresses the need to promote and encourage multilingual and intercultural competences of educators, as well as mobility opportunities, peer-to-peer learning and exchanges of best practices among teaching staff;
Amendment 136 #
Motion for a resolution
Paragraph 12 c (new)
Paragraph 12 c (new)
12 c. Considers the more flexible and hybrid mobility features of the Erasmus+ programme 2021-2027 as an opportunity to increase the mobility opportunities for teachers and future teachers; encourages the European Commission to promote short-term mobility of teachers and to establish long-term mobility partnerships using the digital component;
Amendment 137 #
Motion for a resolution
Paragraph 12 e (new)
Paragraph 12 e (new)
Amendment 138 #
Motion for a resolution
Paragraph 12 f (new)
Paragraph 12 f (new)
12 f. Urges the Commission to develop a common citizenship education competence framework for teachers and students for the Key competence active citizenship;
Amendment 139 #
Motion for a resolution
Paragraph 12 g (new)
Paragraph 12 g (new)
12 g. Calls for the recognition and validation of citizenship competences acquired through non-formal and informal learning, including youth work, volunteering and for the strengthening of links between formal, non-formal and informal learning in citizenship education;
Amendment 140 #
Motion for a resolution
Paragraph 13
Paragraph 13
13. Considers that in the post-ET 2020 cooperation framework, attention should be focused on developing curricula and national assessments in citizenship education that integrate all relevant aspects of the subject area in line with European Reference Framework for Democratic Culture of the Council of Europe and the European Reference Framework of Key Competences for Lifelong Learning, in particular with regards to Social and civic competences;
Amendment 143 #
Motion for a resolution
Paragraph 13 a (new)
Paragraph 13 a (new)
13 a. Points out the importance of critical thinking and media literacy, particularly in the use of the Internet and social media, for an effective fight against disinformation, indoctrination and propaganda as well as all forms of discrimination; underlines the need to make them an integral part of citizenship education;
Amendment 145 #
Motion for a resolution
Paragraph 13 a (new)
Paragraph 13 a (new)
13 a. Calls for a new Working Group focusing on citizenship education to be established to follow-up on the works of the ET 2020 Working Group on Promoting Common Values and Inclusive Education set up after the 2015 Paris declaration;
Amendment 150 #
Motion for a resolution
Paragraph 14
Paragraph 14
14. Calls for the development of concrete objectives and benchmarks on citizenship education in the European Education Area enabling framework, including European citizenship education; further calls, in this regard, for specific objectives and benchmarks on inclusion of disadvantaged learners;
Amendment 158 #
Motion for a resolution
Paragraph 15
Paragraph 15
15. Underlines the need for a more structured approach towards the identification and dissemination of the results of citizenship education projects from EU programmes, notably Erasmus plus, Horizon Europe, Europe for Citizens and the Citizens, Equality, Rights and Values programme, Creative Europe and the European Solidarity corps in order to scale up results across the Union; considers to this end the need to establish a permanent review and analysis mechanism at EU level to identify good practices which can be disseminated and scaled-up widely to contribute to systemic and long-lasting policy changes;
Amendment 160 #
Motion for a resolution
Paragraph 16
Paragraph 16
16. Highlights the need to decisively advance the research on how to best teach and assess citizenship education, taking into account new systemic and contextual changes; underlines the importance to this end of KA2, KA3, Jean Monnet actions and Horizon Europe; welcomes the greater focus of KA2 to ‘common values, civic engagement and participation’ in the Erasmus + 2021-2027; asks for dedicated calls on citizenship education in all above mentioned actions and programmes;
Amendment 164 #
Motion for a resolution
Paragraph 16 a (new)
Paragraph 16 a (new)
16 a. Believes it is important to disseminate further existing opportunities at EU level among the VET educational community, considers important to provide tailored support to facilitate access to the programmes; calls for the inclusion of a dedicated focus on citizenship education on all EU vocational education and training actions, in particular within the activities of the Centres of Vocational Excellence;
Amendment 166 #
Motion for a resolution
Paragraph 17
Paragraph 17
17. Calls on the Commission to include European citizenship learning modules and a visit programme to heritage and memory sites of historical significance for the Union and the host countries to promote an intercultural and dialogical approach to history and strengthen European values and principles as an integral part of any Erasmus + and European Solidarity Corps mobility opportunity;
Amendment 173 #
Motion for a resolution
Paragraph 17 a (new)
Paragraph 17 a (new)
17 a. Asks the Commission to assess the introduction of a new specific strand in Erasmus + and the Citizens, Equality, Rights& Values to foster citizenship education, with dedicated budgetary allocations;
Amendment 174 #
Motion for a resolution
Paragraph 17 b (new)
Paragraph 17 b (new)
17 b. Calls on the Commission to boost research to develop innovative pedagogical approaches for citizenship education in early years;
Amendment 175 #
Motion for a resolution
Paragraph 17 c (new)
Paragraph 17 c (new)
17 c. Calls on the Commission to make the most of the 2022 European Year of Youth to develop specific programmes and actions strengthening European citizenship and identity;
Amendment 176 #
Motion for a resolution
Paragraph 17 d (new)
Paragraph 17 d (new)
17 d. Highlights the role of the House of European History to advance the development, specific programmes, instruments and activities that build up a cogent narrative of European integration and its basic values, in particular for students and teachers at all levels of education; asks the Commission and the Parliament to assess modes to decentralise the House of European history in order to broaden accessibility, including from the Member States and in particular, the educational community, through among others, enhanced collaboration with Member States cultural institutions, itinerant exhibitions, and a network of permanent delegations;
Amendment 177 #
Motion for a resolution
Paragraph 18
Paragraph 18
18. Calls for a comprehensive European strategy on European civic and citizenship education, as well as the creation of supporting platforms to promote its implementation, focusing notably on shared EU democratic values and principles – such as human dignity, democracy, the rule of law, human rights, equality, tolerance and the respect of diversities - with the aim of enhancing citizens’ understanding of the EU institutions and decision-making process and of EU policies, raising awareness of the benefits, rights and obligations of EU citizenship, advancing knowledge of the European integration process, how to actively participate in the EU’s democratic processes and of reinforcing a common sense of belonging;
Amendment 179 #
Motion for a resolution
Paragraph 18
Paragraph 18
18. Calls for a comprehensive European strategy on European civic and citizenship education, as well as the creation of supporting platforms to promote its implementation, focusing notably on shared EU democratic values and principles - such as human dignity, democracy, the rule of law, human rights, equality, tolerance, the respect of diversities and freedom of conscience;
Amendment 182 #
Motion for a resolution
Paragraph 18
Paragraph 18
18. Calls for a comprehensive European strategy on European civic and citizenship education, as well as the creation of supporting platforms to promote its implementation, focusing notably on shared EU democratic values and principles and fundamental rights;
Amendment 185 #
Motion for a resolution
Paragraph 18 a (new)
Paragraph 18 a (new)
Amendment 186 #
Motion for a resolution
Paragraph 18 a (new)
Paragraph 18 a (new)
18 a. Stresses that the strategy should include a lifelong learning and community perspective, involving the informal, non formal sectors, as well as business and NGOs, in particular those that receive EU funding, which should directly contribute to enhance the knowledge about the EU among participants and the communities in which they are inscribed;
Amendment 189 #
Motion for a resolution
Paragraph 19
Paragraph 19
19. Calls for reinforced coordination and synergies across EU programmes to be reinforced in order to increase the systemic impact of citizenship education, inter alia, by introducing and providing a compulsory module on the EU citizenship in all training courses financed by the EU through structural funds and mobility programmes; believes that undertaking a modules in EU citizenship education should entail a certification through microcredentials;
Amendment 194 #
Motion for a resolution
Paragraph 19 a (new)
Paragraph 19 a (new)
19 a. Recommends undertaking a Special Eurobarometer Survey on citizens´ general knowledge of the EU broadening the scope of the current European Union citizenship and democracy series; calls for the development of EU wide comparable testing on the area of citizenship education, including EU citizenship;
Amendment 195 #
Motion for a resolution
Paragraph 19 b (new)
Paragraph 19 b (new)
19 b. Encourages the Commission to promote learning about the EU at school in negotiation processes with candidate countries for EU membership;
Amendment 197 #
Motion for a resolution
Paragraph 20
Paragraph 20
20. Asks the Commission to propose a recommendation containing indicative primary and secondary school curricula on the EU and global civic education for its voluntary adoption by the Member States, in full respect of Treaty provisions; in particular Article 165 TFEU, developed jointly with Member States’ experts, teachers, students, and the wider educational community, and accompanied by incentive measures for its uptake; believes that said common demonstrative curricula should foster a better understanding of the existing EU institutions, the European electoral and decision-making processes, and the history and cultures of Member States and the common links between them, combining different pedagogical approaches and methods, including theoretical and project- based learning;
Amendment 199 #
Motion for a resolution
Paragraph 20
Paragraph 20
20. Asks the Commission to propose a recommendation containing indicative primary and secondary school curricula on the EU and global civic education for its voluntary adoption by the Member States, in full respect of Treaty provisions; believes that said common demonstrative curricula should foster a better understanding of the history of European integration, organisation and structure of the existing EU institutions, the European electoral and decision-making processes, and the history and cultures of Member States and the common links between them, combining different pedagogical approaches and methods, including theoretical and project- based learning, adapted to the needs of learners;
Amendment 207 #
Motion for a resolution
Paragraph 20 a (new)
Paragraph 20 a (new)
20 a. Encourages all Member States to develop national volunteering schemes or National Civic Services, including with the incent and leverage of the European Solidarity Corps; urges the European Commission and Member States to considerably increase European cooperation in civic service and youth volunteering, to ensure mutual recognition between national systems; encourages National volunteering schemes and Civic Services to earmark European mobility experiences, on a reciprocal basis, eventually under the umbrella of the European Solidarity Corps programme; calls therefore on the Commission and Member States to substantially increase the resources for the European Solidarity Corps and to urgently work towards the objective to create a six month European Civic Service, in full complementarity with the European Solidarity Corps;
Amendment 212 #
Motion for a resolution
Paragraph 21
Paragraph 21
21. Calls for the establishment of a new EU agency, unit or task force on citizenship education, with the participation of specialists from all Member States, to improve accessibility to and the quality of citizenship education in all Member States and to support the development of a European dimension in citizenship education; believes it could be an opportunity to increase the support to and coordination of Member States’ citizenship education actions and their implementation, to give strategic orientation for the development of national structures and curricula of citizenship education and to set minimum common standards in terms of content and methodology in citizenship and civic education across the Union;
Amendment 220 #
Motion for a resolution
Paragraph 21 b (new)
Paragraph 21 b (new)
21 b. Praises the Ambassadors schools programme and the Euroscola initiative; calls for the introduction of certification and recognition of the skills and competences obtained by participants, for students and teachers alike; considers it a best practice that deserves to be scaled up to achieve a systemic effect across the Union; believes that in the long run it could be jointly managed by the EU Agency on citizenship education and the European Parliament; asks in this regard for a dedicated and enhanced budget line;
Amendment 221 #
Motion for a resolution
Paragraph 22
Paragraph 22
22. Considers the Conference on the Future of Europe a timely opportunity to hold a multilevel discussion on policy development in the area of education and culture; believes that shared competences in the field of education should be introduced, while the exercise of that competence by the EU shall not result in Member States being prevented from exercising theirs; calls on the Member States and the Commission to embrace and take forward the concluding reports of the Conference’s Working Group on Education, Culture, Youth and Sport;