4 Amendments of Ádám KÓSA related to 2018/2081(INI)
Amendment 23 #
Motion for a resolution
Paragraph 1
Paragraph 1
1. Is convinced that aid to education must be a priority, because education is a fundamental right but also because it is essential for the other SDGs: for economic development and reducing inequalities, and for health, democracy and the rule of law, women’s empowerment, social inclusion of people with disabilities, and conflict prevention;
Amendment 25 #
Motion for a resolution
Paragraph 1 a (new)
Paragraph 1 a (new)
1a. Stresses that education must pave the way for the next generation to be able to live complete lives in a world which will be changed by robotisation and automation; stresses the importance of the flexibility of skills and emphasises the importance of life skills and social skills in education; is certain that, in addition to schools teaching academic knowledge, children need to acquire thinking skills to be able to question and creative skills to be able to put ideas into action, while lifelong learning should prepare them for lifelong action; underlines that digital competences need to be part of the basic curriculum;
Amendment 39 #
Motion for a resolution
Paragraph 9
Paragraph 9
9. Recalls that basic learning, including digital literacy, is a prerequisite for skills development and induction into working life, girls’ education is a key lever for achieving the SDGs, for health and well-being and for the establishment of peaceful societies, and that the least developed countries are suffering most from a lack of funding despite the fact that they are the countries where investment generates the greatest human, economic and health benefits;
Amendment 42 #
Motion for a resolution
Paragraph 10
Paragraph 10
10. Considers therefore that the European Union’s education aid must first cater for two priorities: it must prioritise high-quality, inclusive basic education and provide enhanced support to the Least Developed Countries (LDCs); stresses, however, that the transposition of European inclusive education models should at all events take account of local specificities;