37 Amendments of Milan ZVER related to 2015/2039(INI)
Amendment 1 #
Motion for a resolution
Citation 30 a (new)
Citation 30 a (new)
– having regard to its resolution of 20 May 2010 on university-business dialogue: a new partnership for the modernisation of Europe's universities1a, __________________ 1a OJ C 161 E, 31.5.2011, p. 95.
Amendment 2 #
Motion for a resolution
Citation 31 a (new)
Citation 31 a (new)
– having regard to the European Fund for Strategic Investments (EFSI)1b, __________________ 1bProposal for a Regulation of the European Parliament and of the Council on the European Fund for Strategic Investments and amending Regulations (EU) No 1291/2013 and (EU) No 1316/2013 (COM(2015)0010).
Amendment 6 #
Motion for a resolution
Recital A a (new)
Recital A a (new)
Aa. whereas analyses show that almost every third employer in EU has problems when looking for appropriately skilled employees; whereas in view of the goal to decrease the skills mismatch in the EU (gap between an individual’s job skills and the demands of the job market) the Bologna reform so far has not been very successful; whereas the skills mismatch has become a central challenge for Europe, affecting all layers of society, from the productivity and efficiency of businesses to the current and future welfare of youth;
Amendment 7 #
Motion for a resolution
Recital A b (new)
Recital A b (new)
Ab. whereas the youth unemployment problem has not improved much since the beginning of the crisis in 2008; whereas in the end of 2014 there have been around 5 million unemployed young people (under 25) in the EU;
Amendment 13 #
Motion for a resolution
Recital C
Recital C
C. whereas the real purpose of the Bologna Process is to support mobility and internationalisation, as well as to ensure compatibility and comparability in standards and quality of different higher educational systems while respecting the autonomy of universities;
Amendment 18 #
Motion for a resolution
Recital E
Recital E
E. whereas the Bologna Process, owing to miscommunication and a lack of understanding of its true visionwhile in most countries has been guiding and motivating educational reforms, isn sometimes countries might be perceived as a bureaucratic burden which hampers necessary national reformsdue to miscommunication and a lack of understanding of its true vision;
Amendment 29 #
Motion for a resolution
Paragraph 1 a (new)
Paragraph 1 a (new)
1a. Notes that the Bologna Process could help to tackle the skills mismatch in the EU if it enabled students to acquire and develop the competencies required by the labour market; and notes that by doing this the Bologna Process could achieve an important goal to enhance the employability of the graduates;
Amendment 35 #
Motion for a resolution
Paragraph 3
Paragraph 3
3. Notes that the Bologna reforms resulted in the launching of a European Higher Education Area (EHEA), and have allowed significant achievements in the past 15 years in making higher education structures more comparable, increasing mobility, adjusting educational systems to labour market needs, and improving overall employability and competitivenesimproving the quality of educational systems as well as the attractiveness of higher education in Europe;
Amendment 38 #
Motion for a resolution
Paragraph 3
Paragraph 3
3. Notes that the Bologna reforms resulted in the launching of a European Higher Education Area (EHEA), and have allowed significant achievements in the past 15 years in making higher education structures more comparable, increasing mobility, providing quality assurance systems, recognition of titles, adjusting educational systems to labour market needs, and improving overall employability and competitiveness as well as the attractiveness of higher education in Europe;
Amendment 39 #
Motion for a resolution
Paragraph 3 a (new)
Paragraph 3 a (new)
3a. Notes that there is still much work to be done in the Bologna Process in the field of adjusting educational systems to labour market needs and improving overall employability and competitiveness as well as the attractiveness of higher education in Europe; notes that the European HEIs should be able to quickly react to the economic, cultural, scientific and technological changes in the modern society to fully use their potential to encourage the growth, employability and social cohesion;
Amendment 43 #
Motion for a resolution
Paragraph 5
Paragraph 5
5. Calls on the EHEA countries to implement the commonly agreed reforms aimed at hastening the achievement of the Bologna Process goals, and tostrengthening the credibility of the EHEA; encourages support thosefor countries encountering difficulties in implementing these reforms; supports, in this regard, the creation of broad partnerships between countries and relevant stakeholders;
Amendment 49 #
Motion for a resolution
Paragraph 6 a (new)
Paragraph 6 a (new)
6a. Calls on all stakeholders concerned with the implementation of the Bologna Process for strengthening quality assurance in order to achieve a European higher education area that improves its attractiveness as a reference of academic excellence worldwide;
Amendment 54 #
Motion for a resolution
Paragraph 9
Paragraph 9
9. Calls for a dialogue to be pursued between governments and higher education institutions (HEIs) in order to target and maximise the use of available funds and to seek new models for a more efficient use of funding;
Amendment 58 #
Motion for a resolution
Paragraph 9 a (new)
Paragraph 9 a (new)
9a. Reiterates the importance of respect for HEIs autonomy and importance of diverse private and public funding sources for HEIs;
Amendment 59 #
Motion for a resolution
Paragraph 9 b (new)
Paragraph 9 b (new)
9b. Underlines the importance of the national and cross-border university- business cooperation which will help countering the economic crisis, stimulate economic growth, contribute to a knowledge-based society and thus provide opportunities for mutual benefits in a wider social sense;
Amendment 60 #
Motion for a resolution
Paragraph 9 a (new)
Paragraph 9 a (new)
9a. Calls on the governments to improve efficiency of use of public funding in education and respect the EU headline target of 3% of the EU's GDP to be invested in R&D by 2020; stresses that ambitious funding in education and research is necessary as it is one of the key tools to ensure access to quality education for all, as well as to fight economic crisis and unemployment;
Amendment 61 #
Motion for a resolution
Paragraph 9 b (new)
Paragraph 9 b (new)
9b. Highlights the potential funding opportunities for higher education, vocational education and training provided by the EFSI; expresses its strong concerns about the planned cutting of funds for Horizon 2020 in favour of the EFSI;
Amendment 67 #
Motion for a resolution
Paragraph 10
Paragraph 10
10. Encourages both top-down and bottom- up approaches, involving the whole academic community and social partners, and calls for the political engagement and cooperation of EHEA ministers in developing a common strategy for the achievement of the Bologna reforms;
Amendment 71 #
Motion for a resolution
Paragraph 11
Paragraph 11
11. Calls for the further development of study programmes with clearly defined objectives, providing the knowledge and mix of skills, both general and professional, needed to prepare graduates for the requirements of the labour market and to build their capacity for LLL;
Amendment 74 #
Motion for a resolution
Paragraph 11 a (new)
Paragraph 11 a (new)
11a. Encourages the dialogue and collaboration between the world of work and the HEIs to jointly develop programmes and work placements; encourages the HEIs to be open to trans- disciplinary studies, creation of University Research Institutes and collaboration with divers partners;
Amendment 75 #
Motion for a resolution
Paragraph 11 b (new)
Paragraph 11 b (new)
11b. Stresses the role of the STEM disciplines (Science, Technology, Engineering, Mathematics) and their importance for the society, the economy and employability of graduates;
Amendment 81 #
Motion for a resolution
Paragraph 13
Paragraph 13
13. Stresses the importance of guaranteeing the mutual recognition and compatibility of academic degrees for strengthening the system of quality assurance at European level, in line with the revised version of sthe Standards and gGuidelines for qQuality aAssurance (ESG) in the European Higher Education Area;
Amendment 83 #
Motion for a resolution
Paragraph 13 a (new)
Paragraph 13 a (new)
13a. Encourages the Bologna Process partners and specially the European Commission to regularly measure the competencies and skills mismatch at the time of entry of graduates into the world of work;
Amendment 84 #
Motion for a resolution
Paragraph 13 b (new)
Paragraph 13 b (new)
13b. Stresses the importance of the Europe 2020 strategy goal of 40 % of 30-34 year olds to complete the tertiary education and gain the appropriate skills and competencies to find a fulfilling employment;
Amendment 85 #
Motion for a resolution
Paragraph 14 a (new)
Paragraph 14 a (new)
14a. Stresses that the National Qualifications Frameworks (NQFs) in many Member States still need to be adjusted to the European Qualifications Framework (EQF) as well as to the European Standards and Guidelines for Quality Assurance (ESG); notes that many NQFs are still not registered in the European Quality Assurance Register for Higher Education (EQAR);
Amendment 87 #
Motion for a resolution
Paragraph 15
Paragraph 15
15. Notes that the mobility of students, teachers, researchers and staff is one of the main priorities of the Bologna Process, and highlights in this regard the crucial role of the Erasmus+ Programme; in this regard highlights the need to strengthen the implementation of the Mobility strategy 2020 for EHEA and the crucial role of the Erasmus+ Programme; stresses that learning grants pertaining to Erasmus+ should be exempt from taxation and social levies;
Amendment 94 #
Motion for a resolution
Paragraph 15 a (new)
Paragraph 15 a (new)
15a. Notes the central role of the HEIs in promoting mobility and in cultivating graduates and researchers with knowledge and skills to succeed through employability in the global economy;
Amendment 100 #
Motion for a resolution
Paragraph 16
Paragraph 16
16. Calls on the Member States, and on the EU as a whole, to strengthen mobility by removing administrative obstacles, providing adequate financial support mechanism and guaranteeing the transferability of grants and credits; notes that mobility is still less accessible for the students coming from less wealthy backgrounds;
Amendment 101 #
Motion for a resolution
Paragraph 17
Paragraph 17
17. Emphasises both in programmes design and delivery the shift of the educational paradigm towards a more student-centred approach that includes the personal development of students; underlines the importance of students' participation in the higher education governance;
Amendment 109 #
Motion for a resolution
Paragraph 20
Paragraph 20
20. Calls for more flexible learning paths that promote joint degree programmes and interdisciplinary studies, and that support innovation, creativity, vocational education and training (VET), dual education, and entrepreneurship in higher education, and calls for the potential offered by new technologies and digitalisation to be explored in order to develop new models for learning, teaching, and assessment;
Amendment 113 #
Motion for a resolution
Paragraph 21
Paragraph 21
21. Calls on HEIs, public administrations, social partners and enterprises to lead an on-going dialogue facilitating and enhancing employability; in this regard stresses the need to focus the discussion on an unused potential of higher education in stimulating growth and employment; calls on EHEA countries and HEIs to enhance cooperation regarding traineeships and apprenticeships;
Amendment 121 #
Motion for a resolution
Paragraph 22
Paragraph 22
22. Stresses that the Member States, the Union and the HEIs are responsible for providing quality education that responds to societal challenges;
Amendment 125 #
Motion for a resolution
Paragraph 22 a (new)
Paragraph 22 a (new)
22a. Notes that only a few Member States have created a comprehensive strategy to include the students from lower socio- economic background in the higher education and thus tackle the problem of the so-called social filter;
Amendment 132 #
Motion for a resolution
Paragraph 23 a (new)
Paragraph 23 a (new)
23a. Highlights the social dimension of the Bologna Process; calls for targeting the increased participation of under-represented and disadvantaged groups;
Amendment 133 #
Motion for a resolution
Paragraph 23 b (new)
Paragraph 23 b (new)
23b. Stresses the role of education mobility in intercultural learning, and that the Bologna Process should take active steps in fostering students' intercultural knowledge and respect;
Amendment 135 #
Motion for a resolution
Paragraph 24
Paragraph 24
24. Calls for efforts to further develop a strategy for the external dimension of the EHEA, through cooperation with other regions of the world, in order to increase its competitiveness in a global setting;
Amendment 137 #
Motion for a resolution
Paragraph 24 a (new)
Paragraph 24 a (new)
24a. Emphasises the need to enhance data collection among EHEA countries in order to better identify and address the Bologna Process challenges;