BETA


2008/2068(INI) Improving the quality of teacher education

Progress: Procedure completed

RoleCommitteeRapporteurShadows
Lead CULT BADIA I CUTCHET Maria (icon: PSE PSE)
Lead committee dossier:
Legal Basis:
RoP 052, RoP 052-p4

Events

2009/01/29
   EC - Commission response to text adopted in plenary
Documents
2008/10/17
   EC - Commission response to text adopted in plenary
Documents
2008/09/23
   EP - Results of vote in Parliament
2008/09/23
   EP - Decision by Parliament, 1st reading/single reading
Details

The European Parliament adopted by 579 votes to 46, with 25 abstentions, a resolution on improving the quality of teacher education and strongly supporting the analysis that raising the quality of teacher education leads to substantial gains in student performance.

The own initiative report had been tabled for consideration in plenary by Maria BADIA I CUTCHET (PES, ES) on behalf of the Committee on Culture and Education.

According to MEPs, the provision of more and better quality teacher education combined with policies aimed at recruiting the best candidates to the teaching profession should be key priorities for all education ministries.

Allocate more resources to teacher training : MEPs consider that increases in education expenditure should target the areas that produce the greatest improvements in student performance. In addition, more resources should be allocated to teacher training if significant progress is to be made in achieving the Lisbon strategy's 'Education and Training 2010' objectives. In order to promote the continuous professional development of teachers throughout their careers, MEPs recommend the introduction of government scholarships to improve and update their skills and qualifications. These training opportunities should be structured in such a way that the qualifications are recognised in all the Member States. Parliament also urges that particular attention be paid to the initial induction of new teachers. In this context, it encourages the development of support networks and mentoring programmes, through which teachers of proven experience and capacity can play a key role in new colleagues' training, passing on knowledge acquired throughout successful careers, promoting team-learning and helping to tackle drop-out rates among new recruits. It believes that by working and learning together, teachers can help improve a school's performance and overall learning environment.

Promote excellence : MEPs consider it necessary to recruit and retain the best teachers, notably by making the profession sufficiently attractive, and by ensuring that the composition of the teaching workforce at all levels of school education represents the social and cultural diversity within society. They emphasise the close link between ensuring teaching is an attractive and fulfilling profession with good career progression prospects and the successful recruitment of motivated, high-achieving graduates and professionals. They therefore call on the Member States to take further measures to promote teaching as a career choice for top achievers and to ensure that pre-school and primary school teachers receive the appropriate levels of social and professional support their responsibilities entail.

Better trained and better paid teachers : the Parliament highlights the marked differences between teachers’ average wages, including between Member States. Teachers must therefore benefit from good remuneration packages which reflect their importance to society. Only better quality careers for teachers can stop the 'brain-drain' of top teachers to better-paid private sector posts. Teachers must also be better equipped to meet the range of new demands made on them, including the challenges of developments in ICT. The new forms of training given to teachers should include media studies, considered a priority, and the environment perspective.

Promote teacher mobility : MEPs stress the importance of teacher mobility. They call on the Commission to increase the financial resources available to support teacher education through the Lifelong Learning Programme, and in particular teacher exchanges between schools in neighbouring countries and regions of the EU. According to MEPs, mobility facilitates the spread of ideas and best practice within teaching, and promotes improvements in foreign language and other skills. They stress, in this regard, the crucial role of the Comenius and Comenius-Regio school partnership.

Promote language learning : in the same way as mobility, MEPs strongly support foreign language learning from a very early age. This involves the inclusion of language lessons in all primary curricula and the provision of sufficient investment to recruit and train high quality foreign language teachers. MEPs therefore underline the need for teachers in all Member States to have the certificated competence of knowing at least one foreign language . It is, however, also necessary to promote mastery of the mother tongue, as this enables pupils to develop other skills more easily.

Less bureaucracy, more intercultural skills : MEPs deplore the increasing level of administration and paperwork in the teaching profession. They stress, in this regard, that there is no substitute for time teachers spend in the classroom with students. MEPs also stress that every school should have a unique relationship with its local community, and that school leaders should have greater decision-making responsibility that allows them to address the educational challenges and teaching requirements particular to their environment. MEPs underline that, with the arrival of a highly diverse immigrant population, the teaching profession needs to be made specifically aware of intercultural issues and processes, not only within schools but also in relation to families and their immediate local environment.

Combat violence at school : MEPs consider that, in order to deal with violence at schools, it is vital to achieve closer cooperation between head teachers and parents and to create the tools and procedures to tackle the phenomenon effectively. It is therefore important to include in teacher training conflict resolution programmes, so that teachers are better prepared to cope with violence and aggression in school. Parliament stresses the importance of gender-sensitive teaching and of the gender aspect in teacher training. MEPs also call for civic education to become a compulsory subject in teacher training and in schools so that teachers and pupils have the requisite knowledge of citizens' rights and obligations.

At European level : Parliament calls on the Member States to work together to enhance the coordination of teacher education policies. It also underlines the need for better statistics on teacher training across the Union. Furthermore, it calls on the Member States to include in teacher training basic knowledge about the European Union, its institutions and their mode of functioning and arrange for practical visits by trainee teachers to the European Institutions. MEPs call on the Member States to ensure that only suitably qualified physical education teachers can give PE lessons within the public education system. Lastly, the European Parliament calls on the Commission to disseminate best practice models from the Member States which improve general life skills by means of school projects, e.g. healthy diet and sport, domestic science and private financial planning.

Documents
2008/09/23
   EP - End of procedure in Parliament
2008/09/22
   EP - Debate in Parliament
2008/07/10
   EP - Committee report tabled for plenary, single reading
Documents
2008/07/10
   EP - Committee report tabled for plenary, single reading
Documents
2008/06/24
   EP - Vote in committee, 1st reading/single reading
Details

The Committee on Culture and Education adopted the report by Maria BADIA I CUTCHET (PES, ES), focusing on improving the quality of teacher education and strongly supporting the analysis that raising the quality of teacher education leads to substantial gains in student performance. According to MEPs, the provision of more and better quality teacher education combined with policies aimed at recruiting the best candidates to the teaching profession should be key priorities for all education ministries.

Allocate more resources to teacher training : MEPs consider that increases in education expenditure should target the areas that produce the greatest improvements in student performance. In addition, more resources should be allocated to teacher training if significant progress is to be made in achieving the Lisbon strategy's 'Education and Training 2010' objectives. In order to promote the continuous professional development of teachers throughout their careers, MEPs recommend the introduction of government scholarships to improve and update their skills and qualifications. These training opportunities should be structured in such a way that the qualifications are recognised in all the Member States.

Promote excellence : MEPs consider it necessary to recruit and retain the best teachers, notably by making the profession sufficiently attractive, and by ensuring that the composition of the teaching workforce at all levels of school education represents the social and cultural diversity within society. They emphasise the close link between ensuring teaching is an attractive and fulfilling profession with good career progression prospects and the successful recruitment of motivated, high-achieving graduates and professionals. They therefore call on the Member States to take further measures to promote teaching as a career choice for top achievers and to ensure that pre-school and primary school teachers receive the appropriate levels of social and professional support their responsibilities entail.

Better trained and better paid teachers : MEPs highlight the marked differences between teachers’ average wages, including between Member States. Teachers must therefore benefit from good remuneration packages which reflect their importance to society. Only better quality careers for teachers can stop the 'brain-drain' of top teachers to better-paid private sector posts. Teachers must also be better equipped to meet the range of new demands made on them, including the challenges of developments in ICT. The new forms of training given to teachers should include media studies, considered a priority, and the environment perspective. Teachers should also be able to participate in local seminars aimed at identifying their needs in particular contexts or to implement, within a given establishment, concrete projects which take into account their particular needs. In general, MEPs stress that teachers should be able to participate in critical reflection activities concerning their profession.

Promote teacher mobility : MEPs stress the importance of teacher mobility. They call on the Commission to increase the financial resources available to support teacher education through the Lifelong Learning Programme, and in particular teacher exchanges between schools in neighbouring countries and regions of the EU . According to MEPs, mobility facilitates the spread of ideas and best practice within teaching, and promotes improvements in foreign language and other skills. They stress, in this regard, the crucial role of the Comenius and Comenius-Regio school partnership.

Promote language learning : in the same way as mobility, MEPs strongly support foreign language learning from a very early age. This involves the inclusion of language lessons in all primary curricula and the provision of sufficient investment to recruit and train high quality foreign language teachers. MEPs therefore underline the need for teachers in all Member States to have the certificated competence of knowing at least one foreign language . It is, however, also necessary to promote mastery of the mother tongue, as this enables pupils to develop other skills more easily.

Less bureaucracy, more intercultural skills : MEPs deplore the increasing level of administration and paperwork in the teaching profession. They stress, in this regard, that there is no substitute for time teachers spend in the classroom with students. MEPs also stress that every school should have a unique relationship with its local community, and that school leaders should have greater decision-making responsibility that allows them to address the educational challenges and teaching requirements particular to their environment. MEPs underline that, with the arrival of a highly diverse immigrant population, the teaching profession needs to be made specifically aware of intercultural issues and processes, not only within schools but also in relation to families and their immediate local environment.

Combat violence at school : MEPs consider that, in order to deal with violence at schools, it is vital to achieve closer cooperation between head teachers and parents and to create the tools and procedures to tackle the phenomenon effectively. It is therefore important to include in teacher training conflict resolution programmes, so that teachers are better prepared to cope with violence and aggression in school. MEPs also call for civic education to become a compulsory subject in teacher training and in schools so that teachers and pupils have the requisite knowledge of citizens' rights and obligations.

At European level : MEPs call on the Member States to work together to enhance the coordination of teacher education policies. They also underline the need for better statistics on teacher training across the Union. Furthermore, they call on the Member States to include in teacher training basic knowledge about the European Union, its institutions and their mode of functioning and arrange for practical visits by trainee teachers to the European Institutions.

Lastly, MEPs call on the Member States to ensure that only suitably qualified physical education teachers can give PE lessons within the public education system.

2008/05/22
   EP - Amendments tabled in committee
Documents
2008/03/26
   EP - Committee draft report
Documents
2008/03/13
   EP - Committee referral announced in Parliament, 1st reading/single reading
2007/08/27
   EP - BADIA I CUTCHET Maria (PSE) appointed as rapporteur in CULT

Documents

Votes

Rapport Badia i Cutchet A6-0304/2008 - résolution

2008/09/23 Outcome: +: 579, -: 46, 0: 25
DE IT FR ES PL RO HU NL PT EL BG BE FI AT LT CZ DK SK LV SE IE SI EE LU MT CY GB
Total
84
61
62
47
43
31
19
26
18
21
14
19
13
13
12
21
14
10
9
18
11
7
6
6
5
5
55
icon: PPE-DE PPE-DE
246

Lithuania PPE-DE

1

Denmark PPE-DE

1

Ireland PPE-DE

3

Estonia PPE-DE

For (1)

1

Luxembourg PPE-DE

3

Malta PPE-DE

2

Cyprus PPE-DE

2
icon: PSE PSE
165

Lithuania PSE

2

Czechia PSE

For (1)

1

Slovakia PSE

2

Ireland PSE

1

Slovenia PSE

For (1)

1

Estonia PSE

3

Luxembourg PSE

For (1)

1
icon: ALDE ALDE
85

Spain ALDE

1

Hungary ALDE

1

Latvia ALDE

1

Sweden ALDE

2

Ireland ALDE

For (1)

1

Slovenia ALDE

2

Estonia ALDE

2

Luxembourg ALDE

For (1)

1

Cyprus ALDE

For (1)

1
icon: UEN UEN
37

Lithuania UEN

2

Denmark UEN

For (1)

1
icon: Verts/ALE Verts/ALE
36

Italy Verts/ALE

1

Romania Verts/ALE

1

Belgium Verts/ALE

2

Finland Verts/ALE

For (1)

1

Austria Verts/ALE

1

Denmark Verts/ALE

For (1)

1

Latvia Verts/ALE

1

Sweden Verts/ALE

Abstain (1)

1

Luxembourg Verts/ALE

For (1)

1

United Kingdom Verts/ALE

Abstain (1)

4
icon: GUE/NGL GUE/NGL
38

Spain GUE/NGL

For (1)

1

Netherlands GUE/NGL

Against (1)

2

Portugal GUE/NGL

3

Finland GUE/NGL

For (1)

1

Denmark GUE/NGL

1

Sweden GUE/NGL

2

Ireland GUE/NGL

Abstain (1)

1

Cyprus GUE/NGL

2
icon: NI NI
23

Italy NI

Against (1)

3

Belgium NI

3

Austria NI

1

Czechia NI

Against (1)

1
icon: IND/DEM IND/DEM
20

Netherlands IND/DEM

2

Greece IND/DEM

1

Czechia IND/DEM

Against (1)

1

Denmark IND/DEM

Against (1)

1

Sweden IND/DEM

2

Ireland IND/DEM

Against (1)

1
AmendmentsDossier
52 2008/2068(INI)
2008/05/22 CULT 52 amendments...
source: PE-406.151

History

(these mark the time of scraping, not the official date of the change)

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New
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docs/4/body
EC
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New
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events/5/docs/0/url
Old
http://www.europarl.europa.eu/sides/getDoc.do?type=TA&language=EN&reference=P6-TA-2008-422
New
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activities
  • date: 2008-03-13T00:00:00 body: EP type: Committee referral announced in Parliament, 1st reading/single reading committees: body: EP responsible: True committee: CULT date: 2007-08-27T00:00:00 committee_full: Culture and Education rapporteur: group: PSE name: BADIA I CUTCHET Maria
  • date: 2008-06-24T00:00:00 body: EP committees: body: EP responsible: True committee: CULT date: 2007-08-27T00:00:00 committee_full: Culture and Education rapporteur: group: PSE name: BADIA I CUTCHET Maria type: Vote in committee, 1st reading/single reading
  • date: 2008-07-10T00:00:00 docs: url: http://www.europarl.europa.eu/sides/getDoc.do?type=REPORT&mode=XML&reference=A6-2008-304&language=EN type: Committee report tabled for plenary, single reading title: A6-0304/2008 body: EP type: Committee report tabled for plenary, single reading
  • date: 2008-09-22T00:00:00 docs: url: http://www.europarl.europa.eu/sides/getDoc.do?secondRef=TOC&language=EN&reference=20080922&type=CRE type: Debate in Parliament title: Debate in Parliament body: EP type: Debate in Parliament
  • date: 2008-09-23T00:00:00 docs: url: http://www.europarl.europa.eu/oeil/popups/sda.do?id=15363&l=en type: Results of vote in Parliament title: Results of vote in Parliament url: http://www.europarl.europa.eu/sides/getDoc.do?type=TA&language=EN&reference=P6-TA-2008-422 type: Decision by Parliament, 1st reading/single reading title: T6-0422/2008 body: EP type: Results of vote in Parliament
commission
  • body: EC dg: Education, Youth, Sport and Culture commissioner: FIGEĽ Ján
committees/0
type
Responsible Committee
body
EP
associated
False
committee_full
Culture and Education
committee
CULT
date
2007-08-27T00:00:00
rapporteur
name: BADIA I CUTCHET Maria group: Socialist Group in the European Parliament abbr: PSE
committees/0
body
EP
responsible
True
committee
CULT
date
2007-08-27T00:00:00
committee_full
Culture and Education
rapporteur
group: PSE name: BADIA I CUTCHET Maria
docs
  • date: 2008-03-26T00:00:00 docs: url: http://www.europarl.europa.eu/sides/getDoc.do?type=COMPARL&mode=XML&language=EN&reference=PE404.561 title: PE404.561 type: Committee draft report body: EP
  • date: 2008-05-22T00:00:00 docs: url: http://www.europarl.europa.eu/sides/getDoc.do?type=COMPARL&mode=XML&language=EN&reference=PE406.151 title: PE406.151 type: Amendments tabled in committee body: EP
  • date: 2008-07-10T00:00:00 docs: url: http://www.europarl.europa.eu/sides/getDoc.do?type=REPORT&mode=XML&reference=A6-2008-304&language=EN title: A6-0304/2008 type: Committee report tabled for plenary, single reading body: EP
  • date: 2008-10-17T00:00:00 docs: url: /oeil/spdoc.do?i=15363&j=1&l=en title: SP(2008)6073 type: Commission response to text adopted in plenary
  • date: 2009-01-29T00:00:00 docs: url: /oeil/spdoc.do?i=15363&j=0&l=en title: SP(2008)6487 type: Commission response to text adopted in plenary
events
  • date: 2008-03-13T00:00:00 type: Committee referral announced in Parliament, 1st reading/single reading body: EP
  • date: 2008-06-24T00:00:00 type: Vote in committee, 1st reading/single reading body: EP summary: The Committee on Culture and Education adopted the report by Maria BADIA I CUTCHET (PES, ES), focusing on improving the quality of teacher education and strongly supporting the analysis that raising the quality of teacher education leads to substantial gains in student performance. According to MEPs, the provision of more and better quality teacher education combined with policies aimed at recruiting the best candidates to the teaching profession should be key priorities for all education ministries. Allocate more resources to teacher training : MEPs consider that increases in education expenditure should target the areas that produce the greatest improvements in student performance. In addition, more resources should be allocated to teacher training if significant progress is to be made in achieving the Lisbon strategy's 'Education and Training 2010' objectives. In order to promote the continuous professional development of teachers throughout their careers, MEPs recommend the introduction of government scholarships to improve and update their skills and qualifications. These training opportunities should be structured in such a way that the qualifications are recognised in all the Member States. Promote excellence : MEPs consider it necessary to recruit and retain the best teachers, notably by making the profession sufficiently attractive, and by ensuring that the composition of the teaching workforce at all levels of school education represents the social and cultural diversity within society. They emphasise the close link between ensuring teaching is an attractive and fulfilling profession with good career progression prospects and the successful recruitment of motivated, high-achieving graduates and professionals. They therefore call on the Member States to take further measures to promote teaching as a career choice for top achievers and to ensure that pre-school and primary school teachers receive the appropriate levels of social and professional support their responsibilities entail. Better trained and better paid teachers : MEPs highlight the marked differences between teachers’ average wages, including between Member States. Teachers must therefore benefit from good remuneration packages which reflect their importance to society. Only better quality careers for teachers can stop the 'brain-drain' of top teachers to better-paid private sector posts. Teachers must also be better equipped to meet the range of new demands made on them, including the challenges of developments in ICT. The new forms of training given to teachers should include media studies, considered a priority, and the environment perspective. Teachers should also be able to participate in local seminars aimed at identifying their needs in particular contexts or to implement, within a given establishment, concrete projects which take into account their particular needs. In general, MEPs stress that teachers should be able to participate in critical reflection activities concerning their profession. Promote teacher mobility : MEPs stress the importance of teacher mobility. They call on the Commission to increase the financial resources available to support teacher education through the Lifelong Learning Programme, and in particular teacher exchanges between schools in neighbouring countries and regions of the EU . According to MEPs, mobility facilitates the spread of ideas and best practice within teaching, and promotes improvements in foreign language and other skills. They stress, in this regard, the crucial role of the Comenius and Comenius-Regio school partnership. Promote language learning : in the same way as mobility, MEPs strongly support foreign language learning from a very early age. This involves the inclusion of language lessons in all primary curricula and the provision of sufficient investment to recruit and train high quality foreign language teachers. MEPs therefore underline the need for teachers in all Member States to have the certificated competence of knowing at least one foreign language . It is, however, also necessary to promote mastery of the mother tongue, as this enables pupils to develop other skills more easily. Less bureaucracy, more intercultural skills : MEPs deplore the increasing level of administration and paperwork in the teaching profession. They stress, in this regard, that there is no substitute for time teachers spend in the classroom with students. MEPs also stress that every school should have a unique relationship with its local community, and that school leaders should have greater decision-making responsibility that allows them to address the educational challenges and teaching requirements particular to their environment. MEPs underline that, with the arrival of a highly diverse immigrant population, the teaching profession needs to be made specifically aware of intercultural issues and processes, not only within schools but also in relation to families and their immediate local environment. Combat violence at school : MEPs consider that, in order to deal with violence at schools, it is vital to achieve closer cooperation between head teachers and parents and to create the tools and procedures to tackle the phenomenon effectively. It is therefore important to include in teacher training conflict resolution programmes, so that teachers are better prepared to cope with violence and aggression in school. MEPs also call for civic education to become a compulsory subject in teacher training and in schools so that teachers and pupils have the requisite knowledge of citizens' rights and obligations. At European level : MEPs call on the Member States to work together to enhance the coordination of teacher education policies. They also underline the need for better statistics on teacher training across the Union. Furthermore, they call on the Member States to include in teacher training basic knowledge about the European Union, its institutions and their mode of functioning and arrange for practical visits by trainee teachers to the European Institutions. Lastly, MEPs call on the Member States to ensure that only suitably qualified physical education teachers can give PE lessons within the public education system.
  • date: 2008-07-10T00:00:00 type: Committee report tabled for plenary, single reading body: EP docs: url: http://www.europarl.europa.eu/sides/getDoc.do?type=REPORT&mode=XML&reference=A6-2008-304&language=EN title: A6-0304/2008
  • date: 2008-09-22T00:00:00 type: Debate in Parliament body: EP docs: url: http://www.europarl.europa.eu/sides/getDoc.do?secondRef=TOC&language=EN&reference=20080922&type=CRE title: Debate in Parliament
  • date: 2008-09-23T00:00:00 type: Results of vote in Parliament body: EP docs: url: https://oeil.secure.europarl.europa.eu/oeil/popups/sda.do?id=15363&l=en title: Results of vote in Parliament
  • date: 2008-09-23T00:00:00 type: Decision by Parliament, 1st reading/single reading body: EP docs: url: http://www.europarl.europa.eu/sides/getDoc.do?type=TA&language=EN&reference=P6-TA-2008-422 title: T6-0422/2008 summary: The European Parliament adopted by 579 votes to 46, with 25 abstentions, a resolution on improving the quality of teacher education and strongly supporting the analysis that raising the quality of teacher education leads to substantial gains in student performance. The own initiative report had been tabled for consideration in plenary by Maria BADIA I CUTCHET (PES, ES) on behalf of the Committee on Culture and Education. According to MEPs, the provision of more and better quality teacher education combined with policies aimed at recruiting the best candidates to the teaching profession should be key priorities for all education ministries. Allocate more resources to teacher training : MEPs consider that increases in education expenditure should target the areas that produce the greatest improvements in student performance. In addition, more resources should be allocated to teacher training if significant progress is to be made in achieving the Lisbon strategy's 'Education and Training 2010' objectives. In order to promote the continuous professional development of teachers throughout their careers, MEPs recommend the introduction of government scholarships to improve and update their skills and qualifications. These training opportunities should be structured in such a way that the qualifications are recognised in all the Member States. Parliament also urges that particular attention be paid to the initial induction of new teachers. In this context, it encourages the development of support networks and mentoring programmes, through which teachers of proven experience and capacity can play a key role in new colleagues' training, passing on knowledge acquired throughout successful careers, promoting team-learning and helping to tackle drop-out rates among new recruits. It believes that by working and learning together, teachers can help improve a school's performance and overall learning environment. Promote excellence : MEPs consider it necessary to recruit and retain the best teachers, notably by making the profession sufficiently attractive, and by ensuring that the composition of the teaching workforce at all levels of school education represents the social and cultural diversity within society. They emphasise the close link between ensuring teaching is an attractive and fulfilling profession with good career progression prospects and the successful recruitment of motivated, high-achieving graduates and professionals. They therefore call on the Member States to take further measures to promote teaching as a career choice for top achievers and to ensure that pre-school and primary school teachers receive the appropriate levels of social and professional support their responsibilities entail. Better trained and better paid teachers : the Parliament highlights the marked differences between teachers’ average wages, including between Member States. Teachers must therefore benefit from good remuneration packages which reflect their importance to society. Only better quality careers for teachers can stop the 'brain-drain' of top teachers to better-paid private sector posts. Teachers must also be better equipped to meet the range of new demands made on them, including the challenges of developments in ICT. The new forms of training given to teachers should include media studies, considered a priority, and the environment perspective. Promote teacher mobility : MEPs stress the importance of teacher mobility. They call on the Commission to increase the financial resources available to support teacher education through the Lifelong Learning Programme, and in particular teacher exchanges between schools in neighbouring countries and regions of the EU. According to MEPs, mobility facilitates the spread of ideas and best practice within teaching, and promotes improvements in foreign language and other skills. They stress, in this regard, the crucial role of the Comenius and Comenius-Regio school partnership. Promote language learning : in the same way as mobility, MEPs strongly support foreign language learning from a very early age. This involves the inclusion of language lessons in all primary curricula and the provision of sufficient investment to recruit and train high quality foreign language teachers. MEPs therefore underline the need for teachers in all Member States to have the certificated competence of knowing at least one foreign language . It is, however, also necessary to promote mastery of the mother tongue, as this enables pupils to develop other skills more easily. Less bureaucracy, more intercultural skills : MEPs deplore the increasing level of administration and paperwork in the teaching profession. They stress, in this regard, that there is no substitute for time teachers spend in the classroom with students. MEPs also stress that every school should have a unique relationship with its local community, and that school leaders should have greater decision-making responsibility that allows them to address the educational challenges and teaching requirements particular to their environment. MEPs underline that, with the arrival of a highly diverse immigrant population, the teaching profession needs to be made specifically aware of intercultural issues and processes, not only within schools but also in relation to families and their immediate local environment. Combat violence at school : MEPs consider that, in order to deal with violence at schools, it is vital to achieve closer cooperation between head teachers and parents and to create the tools and procedures to tackle the phenomenon effectively. It is therefore important to include in teacher training conflict resolution programmes, so that teachers are better prepared to cope with violence and aggression in school. Parliament stresses the importance of gender-sensitive teaching and of the gender aspect in teacher training. MEPs also call for civic education to become a compulsory subject in teacher training and in schools so that teachers and pupils have the requisite knowledge of citizens' rights and obligations. At European level : Parliament calls on the Member States to work together to enhance the coordination of teacher education policies. It also underlines the need for better statistics on teacher training across the Union. Furthermore, it calls on the Member States to include in teacher training basic knowledge about the European Union, its institutions and their mode of functioning and arrange for practical visits by trainee teachers to the European Institutions. MEPs call on the Member States to ensure that only suitably qualified physical education teachers can give PE lessons within the public education system. Lastly, the European Parliament calls on the Commission to disseminate best practice models from the Member States which improve general life skills by means of school projects, e.g. healthy diet and sport, domestic science and private financial planning.
  • date: 2008-09-23T00:00:00 type: End of procedure in Parliament body: EP
links
other
  • body: EC dg: url: http://ec.europa.eu/dgs/education_culture/ title: Education and Culture commissioner: FIGEĽ Ján
procedure/dossier_of_the_committee
Old
CULT/6/60403
New
  • CULT/6/60403
procedure/legal_basis/0
Rules of Procedure EP 052
procedure/legal_basis/0
Rules of Procedure of the European Parliament EP 052
procedure/legal_basis/1
Rules of Procedure EP 052-p4
procedure/legal_basis/1
Rules of Procedure of the European Parliament EP 052-p2
procedure/subject
Old
  • 4.40.04 Universities, higher education
  • 4.40.06 Teachers, trainers, pupils, students
  • 4.40.15 Vocational education and training
New
4.40.04
Universities, higher education
4.40.06
Teachers, trainers, pupils, students
4.40.15
Vocational education and training
activities
  • date: 2008-03-13T00:00:00 body: EP type: Committee referral announced in Parliament, 1st reading/single reading committees: body: EP responsible: True committee: CULT date: 2007-08-27T00:00:00 committee_full: Culture and Education rapporteur: group: PSE name: BADIA I CUTCHET Maria
  • date: 2008-06-24T00:00:00 body: EP committees: body: EP responsible: True committee: CULT date: 2007-08-27T00:00:00 committee_full: Culture and Education rapporteur: group: PSE name: BADIA I CUTCHET Maria type: Vote in committee, 1st reading/single reading
  • date: 2008-07-10T00:00:00 docs: url: http://www.europarl.europa.eu/sides/getDoc.do?type=REPORT&mode=XML&reference=A6-2008-304&language=EN type: Committee report tabled for plenary, single reading title: A6-0304/2008 body: EP type: Committee report tabled for plenary, single reading
  • date: 2008-09-22T00:00:00 docs: url: http://www.europarl.europa.eu/sides/getDoc.do?secondRef=TOC&language=EN&reference=20080922&type=CRE type: Debate in Parliament title: Debate in Parliament body: EP type: Debate in Parliament
  • date: 2008-09-23T00:00:00 docs: url: http://www.europarl.europa.eu/oeil/popups/sda.do?id=15363&l=en type: Results of vote in Parliament title: Results of vote in Parliament url: http://www.europarl.europa.eu/sides/getDoc.do?type=TA&language=EN&reference=P6-TA-2008-422 type: Decision by Parliament, 1st reading/single reading title: T6-0422/2008 body: EP type: Results of vote in Parliament
committees
  • body: EP responsible: True committee: CULT date: 2007-08-27T00:00:00 committee_full: Culture and Education rapporteur: group: PSE name: BADIA I CUTCHET Maria
links
other
  • body: EC dg: url: http://ec.europa.eu/dgs/education_culture/ title: Education and Culture commissioner: FIGEĽ Ján
procedure
dossier_of_the_committee
CULT/6/60403
reference
2008/2068(INI)
title
Improving the quality of teacher education
legal_basis
stage_reached
Procedure completed
subtype
Initiative
type
INI - Own-initiative procedure
subject