11 Amendments of Milan ZVER related to 2015/2281(INI)
Amendment 5 #
Motion for a resolution
Citation 20 a (new)
Citation 20 a (new)
– having regard to the Recommendation of the European Parliament and of the Council of 18 December 2006 on transnational mobility within the Community for education and training purposes: European Quality Charter for Mobility1,
Amendment 6 #
Motion for a resolution
Citation 24 a (new)
Citation 24 a (new)
– having regard to its resolution of 8 September 2015 on promoting youth entrepreneurship through education and training2 and to its resolution of 28 April 2015 on follow-up on the implementation of the Bologna Process3,
Amendment 35 #
Motion for a resolution
Recital C
Recital C
C. whereas deteriorating teaching cthe EU and Member States' primary focus is on monditions and quality of learning, a decline in academic freedom and growing criticism of the Bologna process are reported across the European Horing quantitative indicators and there is a risk of deteriorating of quality in education at all levels, including higher Eeducation Area (EHEA);
Amendment 68 #
Motion for a resolution
Paragraph 6
Paragraph 6
6. Calls for the setting-up of an informal coordination body which would include the Director-General of the Commission’s DG for Education and Culture (DG EAC), the Directors responsible for education in other DGs, and stakeholder representatives, and would hold high-level meetings to ensure coordination of work, policy coherence and the follow-up of recommendations issued by formal and informal ET2020 bodies; such coordination is necessary due to division of ET2020 related competences between several Commission´s DGs and Commissioners;
Amendment 70 #
Motion for a resolution
Paragraph 7
Paragraph 7
7. Reiterates that, notwithstanding the importance of acquiring employability skills, the value of knowledge and academic rigour should not be overlooked, and emphasises that blanket prescriptive approaches must be avoided; underlines that the forthcoming European Skills Agenda, its quality and practical use should not be overstate employability skills at the expense of subject knowledgelooked;
Amendment 77 #
Motion for a resolution
Paragraph 7 a (new)
Paragraph 7 a (new)
7a. Points out the risk linked with increasing radicalisation, violence, bullying and behavioural problems starting already at the primary level; calls on the European Commission to conduct a research on EU level and present an overview of situation in all Member States indicating their responses to those trends and whether or how Member States have included ethical, personal and social education into their curricula as an instrument that has so far proved to be successful in many schools, including support for teachers with regards to those horizontal skills; encourages the Member States to share best practices in this area;
Amendment 81 #
Motion for a resolution
Paragraph 8
Paragraph 8
8. Points out the value of a community- based approach to education and strong links between schools and families; calls for the wider participation of relevant actors (such as the European Parents Association) in the work of ET2020 as well as with youth organisations and local civil organisations; calls for closer involvement of parents in shaping education policies at national, regional, local and school levels; stresses the role of parents, their rights and obligations that all have to be taken into account in ET2020 priorities and concrete measures;
Amendment 109 #
Motion for a resolution
Paragraph 11
Paragraph 11
11. Encourages the Commission and the Member States to review the existing rules for the evaluation of education and training programmes funded by the European financial instruments, putting greater focus on impact assessmenttheir results in relation to observed ET2020 priorities;
Amendment 125 #
Motion for a resolution
Paragraph 13
Paragraph 13
13. Stresses that the benchmark goal of 40 % of the younger generation having a tertiary degree should not be fulfilled at the expense of quality in educationwhile taking into account the first ET2020 goal of "relevant and high-quality skills and competences";
Amendment 151 #
Motion for a resolution
Paragraph 16
Paragraph 16
16. Notes that although the Bologna process has spearheaded significant achievements, it has also led to the fragmentation of university programmes and the standardisation of inefficient processes; takes the view that, without prejudice to the concept of single-tier unified programmes, studying at a European university should be based on a two-tier model, with the initial phase lasting no less than three years, and that educational institutions should be given moreapply flexibility in twhen use ofing modules and the European Credit Transfer System (ECTS);
Amendment 168 #
Motion for a resolution
Paragraph 18
Paragraph 18
18. Advocates a shift to conceiving mobility programmes in terms of qualitative outcomes that respond to priorities and primarily serve learning objectives; calls for the proper implementation of the proposals of the European Quality Charter for Mobility and for better use of the tools of internationalisation at homein the Member States;