Activities of Helga TRÜPEL related to 2016/2142(INI)
Shadow reports (1)
REPORT on academic further and distance education as part of the European lifelong learning strategy PDF (629 KB) DOC (73 KB)
Amendments (23)
Amendment 5 #
Motion for a resolution
Citation 23 a (new)
Citation 23 a (new)
- having regard to the Council recommendation of 28 November 2011 on a renewed European agenda for adult learning,
Amendment 6 #
Motion for a resolution
Recital A
Recital A
A. whereas education systems are struggling to respond to the profound and complex changes that our societies and economies are undergoing, including technological innovationfacing significant challenges which are impacting teaching and learning processes, such as the digital transformation and the need to bolster the capacity for social inclusion and civic participation as well as personal development, and to enhance European democratic values and tolerance in the view of fostering open-mindedness and preventing intolerance of any kind;
Amendment 17 #
Motion for a resolution
Recital B a (new)
Recital B a (new)
B a. whereas Member States need to find ways to protect or promote longer term investment in education, research, innovation, energy and climate action and invest in the modernisation of education and training systems, including lifelong learning;
Amendment 22 #
Motion for a resolution
Recital D
Recital D
D. whereas distance education and academic further education are important tools in providing education opportunities for all without discrimination by country, region, class, age or gendercan open up new possibilities for active inclusion and enhanced social participation, especially for the low skilled, the unemployed, people with special needs, older persons, rural communities and migrants;
Amendment 47 #
Motion for a resolution
Recital G a (new)
Recital G a (new)
G a. whereas allowing people time off for personal and training development in the context of life-long learning benefits their well-being as well as their contribution to the society with more defined personal and professional skills;
Amendment 57 #
Motion for a resolution
Recital I
Recital I
I. whereas the tendency for academic institutions to be static makes curricula reform and entrance requirements challenging;
Amendment 60 #
Motion for a resolution
Recital J
Recital J
J. whereas women constitute the majority of people enrolling in distance education coursesprogrammes at a distance reach substantial numbers of women in societies where women lack equal opportunities for participation in conventional forms of education and training, as such courses offer them flexibility in achieving their work-life balance;
Amendment 71 #
Motion for a resolution
Paragraph 2
Paragraph 2
2. Notes that many schools are strugglingtruggling institutions need to undertake profound changes in terms of governance, organizational structure and modes of operation in order to respond to the profound and complex changes that our societies and economies are undergoing;
Amendment 83 #
Motion for a resolution
Paragraph 4
Paragraph 4
4. Stresses that in order to enhance employability and active citizenship academic institutions must preparovide students for uncertainty and provide them with tools such as entrepreneurial and adaptabilitywith transversal competences such as civic, social competences and citizenship education alongside language, digital and entrepreneurial skills to explore their own pathways;
Amendment 89 #
Motion for a resolution
Paragraph 5
Paragraph 5
5. Acknowledges that personalisation – i.e. tailoring education to the individual needs of students – hasa student- centred approach to education lowereds dropout rates and can enables students to achieve their full potential;
Amendment 98 #
Motion for a resolution
Paragraph 6
Paragraph 6
6. Recognises the potential of knowledge sharing to improve the active participation as well as the international understanding of citizens in ever-changing societies;
Amendment 115 #
Motion for a resolution
Paragraph 10
Paragraph 10
10. Acknowledges that access to education is a key concern – particularly for vulnerable people, those from disadvantage backgroundand that support needs to be given to open and distance learning to meet the special needs of those who cannot be reached by traditional delivery systems – particularly for vulnerable people, those from disadvantage backgrounds, migrants, cultural and linguistic minorities, refugees, rural communities or people with special needs;
Amendment 132 #
Motion for a resolution
Paragraph 13
Paragraph 13
13. Recognises that flexible learning formats may enable people in employment to enjoy a better work-life balanceto reconcile work and/or education with their family life in a better way;
Amendment 140 #
Motion for a resolution
Paragraph 14 a (new)
Paragraph 14 a (new)
14 a. Stresses the need to strive for a more flexible and personalised approach regarding career development and lifelong education and training across one's personal career path, and recognises the role that primarily public but also private parties can play in providing this, while recognising that guidance and counselling which address individual needs and preferences and focus on the evaluation and expansion of individual skills must be a core element of education and skills policies from an early stage on;
Amendment 157 #
Motion for a resolution
Paragraph 17
Paragraph 17
17. Recognises the need to keep up with rapid technological change, in particular for distance education, and that the importance of ICT cannot be overstressed; believes that efforts should be focused on the development of such new skills in system and solution designs through major investment in education, with also the support of the European Social Fund, that together can wipe out the digital divide and avoid digital exclusion;
Amendment 171 #
Motion for a resolution
Paragraph 19 a (new)
Paragraph 19 a (new)
19 a. Stresses the importance of STEM skills and again regrets the gender imbalance in this area;
Amendment 186 #
Motion for a resolution
Paragraph 27 a (new)
Paragraph 27 a (new)
27 a. Calls for a revision of the European Qualifications Framework (EQF) to promote the comparability of qualifications between the countries covered in the EQF and other countries, in particular Neighbourhood Countries and other countries with mature qualifications frameworks, to better understand the qualifications acquired abroad and to put people with migrant backgrounds and refuges back into lifelong learning and employment;
Amendment 198 #
Motion for a resolution
Paragraph 31 a (new)
Paragraph 31 a (new)
31 a. Welcomes the ambitious plan to provide ultra-fast internet in primary and secondary schools, and libraries by 2025 because faster and better connectivity provides huge opportunities to enhance teaching methods, to foster research and to develop high-quality educational services online; stresses that the roll-out of these technologies creates better opportunities for distance learning, particularly in rural areas and outermost regions; highlights the fact that such opportunities will enhance children's and students' digital skills and media literacy;
Amendment 200 #
Motion for a resolution
Paragraph 31 b (new)
Paragraph 31 b (new)
31 b. Stresses that the adaptation of education and training systems is vital to meet the increasing demand for digitally skilled professionals in the EU; emphasises that, in order to achieve a true digital single market in Europe, further efforts are needed to improve media literacy among citizens in particular minors;
Amendment 204 #
Motion for a resolution
Paragraph 32
Paragraph 32
32. Highlights the importance of stepping up European efforts to make the Lifelong Learning Strategy a reality for all; encourages the Commission and the Member States to promote and invest in lifelong learning in particular in countries with a participation rate below the 15% benchmark;
Amendment 215 #
Motion for a resolution
Paragraph 33 a (new)
Paragraph 33 a (new)
33 a. Emphasises that further deployment of digital infrastructure especially in less densely populated areas promotes social and cultural integration, modern educational and information processes and a regional cultural economy;
Amendment 219 #
Motion for a resolution
Paragraph 34
Paragraph 34
34. Urges academic institutions to anticipate changes in society and the labour market, and to adapt their way of working accordingly; notes that, the development of future-oriented sectors, in particular the green and circular economy, has a determinant role on the type of skills needed;
Amendment 228 #
Motion for a resolution
Paragraph 37
Paragraph 37
37. Stresses the need for competences and skills acquired outside the formal education system to be recognised through quality assurance and accreditation especially in the light of empowering people in a vulnerable or disadvantaged situation, such as low-skilled adults or refugees;