2016/2142(INI) Academic further and distance education as part of the European lifelong learning strategy
Lead committee dossier:
Progress: Procedure completed
| Role | Committee | Rapporteur | Shadows |
|---|---|---|---|
| Lead | CULT |
ZVER Milan ( PPE)
|
NEKOV Momchil ( S&D),
DZHAMBAZKI Angel ( ECR),
KYUCHYUK Ilhan ( ALDE),
TRÜPEL Helga ( Verts/ALE),
BILDE Dominique ( ENF)
|
| Committee Opinion | FEMM |
BLINKEVIČIŪTĖ Vilija ( S&D)
|
|
| Committee Opinion | EMPL |
Lead committee dossier:
Legal Basis:
RoP 54
Legal Basis:
RoP 54Subjects
Events
2018/02/21
EC - Commission response to text adopted in plenary
Documents
2017/09/12
EP - Results of vote in Parliament
Documents
2017/09/12
EP - Decision by Parliament
Details
The European Parliament adopted by 577 votes to 54, with 59 abstentions, a resolution on academic further and distance education as part of the European lifelong learning strategy.
Education systems are facing significant challenges as a result of the digital transformation , which are impacting teaching and learning processes. By 2025, nearly half of all job openings in the EU (including both new and replacement jobs) will require high-level qualifications.
New, flexible and accessible forms of lifelong learning can successfully address some of those challenges such as social exclusion, early school leaving and skills mismatches.
Further and distance learning to accompany societal and economic change : Members are of the opinion that, at every stage of life, everyone must have the right to access learning and training opportunities in order to acquire transversal skills such as numeracy, digital and media literacy, critical thinking, social skills and other relevant life skills in order to be better able to adapt to the future. They called for the better inclusion and retention of citizens in the labour market, backed up by improvements in their competences through academic further and distance education and vocational and educational training (VET).
Academic further education and distance education should be integrated into the European lifelong learning strategy.
Parliament called on universities to focus on distance education on an increasingly wide scale, and to extend it to cover free short-term professional courses. It promoted the idea of tailor-made learning and bridging courses designed for those wishing to enter tertiary-level education who need to gain further qualifications in order to meet entry requirements.
In this context, the Commission and the Member States should strive to bridge the technological gap between well-equipped and non-well-equipped educational institutions as part of the national strategies for digital skills. Members stressed the need to enhance close cooperation between educational and training institutions, local communities and the economy.
Technological, financial and regulatory challenges : Members stressed the importance of keeping up with rapid technological developments, in particular with regard to distance education and supporting efforts in this field through significant investments in education, with the help of the European Social Fund. They also stressed the need for adequate funding for quality education and tailor-made education.
Taking note of the differences in regulatory frameworks, Parliament suggested better co-ordination of existing European transparency instruments such as the European Qualifications Framework (EQF) and the European Credit System for Vocational Education and Training (ECVET).
At European level , the resolution recommended:
fostering cooperation and the exchange of best practices between education systems; encouraging the sharing of best practices by national quality assurance agencies with a view to developing criteria for the recognition of new modes of teaching and learning; revising 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 countries with mature qualifications frameworks, in order to better understand the qualifications acquired abroad and to place people with migrant backgrounds and refugees in lifelong learning and employment; reinforcing the Commission's support for further university education and distance learning through the Erasmus + programme; creating a user-friendly online digital platform that would serve as a one-stop shop to facilitate the exchange of best practices between education professionals and students; developing a learning platform designed for and offered to European educational institutions free of charge, thus boosting the use of e-learning across the EU; adapting education and training systems to meet the growing demand for digitally skilled professionals in the EU.
Members welcomed the ambitious plan to provide ultra-fast internet in primary and secondary schools and libraries by 2025.
At Member State level , Parliament recommended inter alia :
more flexible educational systems to enable more effective implementation of open and online teaching methods; building on existing validation systems to assess and certify skills acquired through up-skilling pathways and to ensure their recognition with a view to qualifications; making available opportunities for ICT training and the development of digital skills and media literacy at all levels of education; improving the availability of data on the employment and social situation of graduates (‘graduate tracking’).
Lastly, Members called for competences and skills acquired outside the formal education system to be recognised through quality assurance and accreditation.
Documents
2017/09/12
EP - End of procedure in Parliament
2017/09/11
EP - Debate in Parliament
Documents
2017/07/12
EP - Committee report tabled for plenary
Details
The Committee on Culture and Education adopted an own-initiative report drawn up by Milan ZVER (EPP, SI) on academic further and distance education as part of the European lifelong learning strategy.
Education systems are facing significant challenges as a result of the digital transformation, which are impacting teaching and learning processes. By 2025, nearly half of all job openings in the EU (including both new and replacement jobs) will require high-level qualifications.
New, flexible and accessible forms of lifelong learning can successfully address some of those challenges such as social exclusion, early school leaving and skills mismatches.
Continuous and distance learning to accompany societal and economic change : Members are of the opinion that, at every stage of life, everyone must have the right to access learning and training opportunities in order to acquire transversal skills such as numeracy, digital and media literacy , critical thinking, social skills and other relevant life skills in order to be better able to adapt to the future. They called for the better inclusion and retention of citizens in the labour market, backed up by improvements in their competences through academic further and distance education and vocational and educational training (VET).
The Commission is invited to integrate academic further education and distance education into the European lifelong learning strategy.
The report called on universities to focus on distance education on an increasingly wide scale, and to extend it to cover free short-term professional courses. They promoted the idea of tailor-made learning and bridging courses designed for those wishing to enter tertiary-level education who need to gain further qualifications in order to meet entry requirements.
In this context, the Commission and the Member States should strive to bridge the technological gap between well-equipped and non-well-equipped educational institutions as part of the national strategies for digital skills.
Technological, financial and regulatory challenges : Members stressed the importance of keeping up with rapid technological developments, in particular with regard to distance education and supporting efforts in this field through significant investments in education, with the help of the European Social Fund. They also stressed the need for adequate funding for quality education and tailor-made education.
Taking note of the differences in regulatory frameworks, the report suggested better co-ordination of existing European transparency instruments such as the European Qualifications Framework (EQF) and the European Credit System for Vocational Education and Training (ECVET).
At European level , the report recommended:
fostering cooperation and the exchange of good practices between education systems; encouraging the sharing of best practices by national quality assurance agencies with a view to developing criteria for the recognition of new modes of teaching and learning; reinforcing the Commission's support for further university education and distance learning through the Erasmus + programme; creating a user-friendly online digital platform that would serve as a one-stop shop to facilitate the exchange of best practices between education professionals and students; developing a learning platform designed for and offered to European educational institutions free of charge, thus boosting the use of e-learning across the EU; adapting education and training systems to meet the growing demand for digitally skilled professionals in the EU.
Members welcomed the ambitious plan to provide ultra-fast internet in primary and secondary schools and libraries by 2025/
At Member State level , the report recommended inter alia :
more flexible educational systems to enable more effective implementation of open and online teaching methods; building on existing validation systems to assess and certify skills acquired through up-skilling pathways and to ensure their recognition with a view to qualifications; making available opportunities for ICT training and the development of digital skills and media literacy at all levels of education; improving the availability of data on the employment and social situation of graduates (‘graduate tracking’).
Lastly, the report called for competences and skills acquired outside the formal education system to be recognised through quality assurance and accreditation.
Documents
2017/06/21
EP - Vote in committee
2017/05/12
EP - Amendments tabled in committee
Documents
2017/05/02
EP - Committee opinion
Documents
2017/04/11
EP - BLINKEVIČIŪTĖ Vilija (S&D) appointed as rapporteur in FEMM
2017/04/03
EP - Committee draft report
Documents
2016/09/15
EP - Committee referral announced in Parliament
2016/05/13
EP - ZVER Milan (PPE) appointed as rapporteur in CULT
Documents
- Commission response to text adopted in plenary: SP(2017)780
- Results of vote in Parliament: Results of vote in Parliament
- Decision by Parliament: T8-0324/2017
- Debate in Parliament: Debate in Parliament
- Committee report tabled for plenary: A8-0252/2017
- Amendments tabled in committee: PE604.632
- Committee opinion: PE602.944
- Committee draft report: PE601.250
- Committee draft report: PE601.250
- Committee opinion: PE602.944
- Amendments tabled in committee: PE604.632
- Commission response to text adopted in plenary: SP(2017)780
Activities
- Miguel ARIAS CAÑETE
Plenary Speeches (1)
- Nicola CAPUTO
Plenary Speeches (1)
- Antanas GUOGA
Plenary Speeches (1)
- Diane JAMES
Plenary Speeches (1)
- Ivan JAKOVČIĆ
Plenary Speeches (1)
- Notis MARIAS
Plenary Speeches (1)
- Momchil NEKOV
Plenary Speeches (1)
- Davor ŠKRLEC
Plenary Speeches (1)
- Miguel VIEGAS
Plenary Speeches (1)
- Bogdan Brunon WENTA
Plenary Speeches (1)
Votes
A8-0252/2017 - Milan Zver - Vote unique 12/09/2017 12:58:54.000 #
2017/09/12 Outcome: +: 577, 0: 59, -: 54
GUE/NGL
NI
EFDD| Amendments | Dossier |
| 229 |
2016/2142(INI)
2017/05/12
CULT
229 amendments...
Amendment 1 #
Motion for a resolution Citation 1 — having regard to Articles 8, 165 and 166 of the Treaty on the Functioning of the European Union (TFEU),
Amendment 10 #
Motion for a resolution Recital A A. whereas
Amendment 100 #
Motion for a resolution Paragraph 7 7. Acknowledges the need to focus on bridge-building between national authorities, schools, local communities and
Amendment 101 #
Motion for a resolution Paragraph 7 7. Acknowledges the need to focus on bridge-building between schools, local communities and the economy; further emphasizes the need for better synergies between formal , non-formal and informal education providers in order to boost lifelong learning opportunities for all;
Amendment 102 #
Motion for a resolution Paragraph 8 8. Calls for the better inclusion and retention of individuals in the labour market, backed up by improvements in their
Amendment 103 #
Motion for a resolution Paragraph 8 8. Calls for the better inclusion and retention of individuals in the labour market, backed up by improvements in their skills through vocational and educational training (VET) and focusing in particular on people with disabilities and the inhabitants of rural or remote areas;
Amendment 104 #
Motion for a resolution Paragraph 8 8. Calls for the better inclusion and retention of individuals in the labour market, including women, backed up by improvements in their skills through vocational and educational training (VET);
Amendment 105 #
Motion for a resolution Paragraph 8 a (new) 8 a. It is of the opinion that access to learning and training opportunities must be a right for everyone, at every stage of life, to acquire transversal skills such as numeracy, digital and media literacy, critical thinking, social skills and other relevant life skills in order to better adapt to the future;
Amendment 106 #
Motion for a resolution Paragraph 8 b (new) 8 b. Highlights the need to increase the attractiveness of VET by making sure that young people and their families have access to information on VET options;
Amendment 107 #
Motion for a resolution Paragraph 8 c (new) 8 c. Reminds in this regard that the target for learning mobility in the VET sector in the Erasmus+ programme is far from being achieved and further attention should be given to it;
Amendment 108 #
Motion for a resolution Paragraph 9 9.
Amendment 109 #
Motion for a resolution Paragraph 9 9. Highlights the importance of Erasmus+ and Horizon 2020 for enhancing lifelong learning
Amendment 11 #
Motion for a resolution Recital A a (new) A a. whereas every person, at every stage of their life should have lifelong learning opportunities to acquire the knowledge and skills they need for both their personal development and professional progress; whereas the European Lifelong learning strategy should be reinforced;
Amendment 110 #
Motion for a resolution Paragraph 9 9. Highlights the importance of Erasmus+ and Horizon 2020 for lifelong learning, and the need for Member States to unlock the full potential of those programmes, and stresses that there should be programmes tailored to academic further education with an occupational focus;
Amendment 111 #
Motion for a resolution Paragraph 10 10. Acknowledges that access to quality, essential education is a key concern
Amendment 112 #
Motion for a resolution Paragraph 10 10. Acknowledges that access to inclusive quality education is
Amendment 113 #
Motion for a resolution Paragraph 10 10. Acknowledges that access to education is a key concern
Amendment 114 #
Motion for a resolution Paragraph 10 10. Acknowledges that access to education is a key concern – particularly for vulnerable people, those from disadvantage backgrounds or people with special needs; calls on Member States to channel investments into inclusive education which responds to societal challenges in order to ensure equal access and opportunities for all, including young people having different socio-economic backgrounds, as well as vulnerable and disadvantaged groups;
Amendment 115 #
Motion for a resolution Paragraph 10 10. Acknowledges that access to education is a key concern
Amendment 116 #
Motion for a resolution Paragraph 10 10. Acknowledges that access to education is a key concern – particularly for vulnerable people, those from disadvantaged backgrounds or people with special needs, and in particular people with disabilities or who live in rural or remote areas;
Amendment 117 #
Motion for a resolution Paragraph 10 a (new) 10a. Notes in this regard that the austerity policies pursued under pressure from the European Union have contributed to the impoverishment of a large number of rural municipalities, leading to a drastic reduction, if not a total cut, in investment in school facilities and training programmes; reiterates that education has to be viewed as a long-term investment in future generations and the society of tomorrow, and not as an expense;
Amendment 118 #
Motion for a resolution Paragraph 11 11. Perceives the ever-advancing quality of education as crucial for the EU’s efforts to ensure social cohesion
Amendment 119 #
Motion for a resolution Paragraph 11 11. Perceives the ever-advancing quality of education as crucial for
Amendment 12 #
Motion for a resolution Recital A a (new) A a. whereas, nowadays, our education systems are facing a significant challenge as a result of the digital transformation, which impacts teaching and learning processes;
Amendment 120 #
Motion for a resolution Paragraph 11 11. Perceives the ever-advancing quality of education, both formal and non- formal, as crucial for the EU’s efforts to ensure social cohesion, competitiveness and sustained growth;
Amendment 121 #
Motion for a resolution Paragraph 11 a (new) 11 a. Stresses that to remain competitive, and to give low- and high- skilled workers alike the best chance of success, businesses together with the educational and training institutions need to offer training and career-focused education throughout people's working lives;
Amendment 122 #
Motion for a resolution Paragraph 12 12. Emphasises the particular importance of quality
Amendment 123 #
Motion for a resolution Paragraph 12 12. Emphasises the particular importance of quality teaching for the outcomes of education; reiterates in this regard the fundamental role played by lecturers and teachers, and suggests that where necessary, Member States make every effort to upgrade their status and their profession, notably by ensuring their working conditions are the best possible;
Amendment 124 #
Motion for a resolution Paragraph 12 12. Emphasises the particular importance of quality teaching for the outcomes of education; stresses furthermore the need for continuous up- skilling of the teaching staff and the importance of developing new models of teaching and learning as part of the innovation process and gradual digitization of education;
Amendment 125 #
Motion for a resolution Paragraph 12 12. Emphasi
Amendment 126 #
Motion for a resolution Paragraph 12 12. Emphasises the particular importance of quality teaching for the outcomes of education; stresses, in this context, the need to guarantee high standards in distance education;
Amendment 127 #
Motion for a resolution Paragraph 12 12. Emphasises the particular importance of quality teaching for the outcomes of education; recognises, that proper infrastructure and resources are vital elements to improving the quality of teaching;
Amendment 128 #
Motion for a resolution Paragraph 12 12. Emphasises the particular importance of quality teaching for the outcomes of education, which requires a suitable workforce and, as a minimum, essential resources, instruments and infrastructure;
Amendment 129 #
Motion for a resolution Paragraph 12 a (new) 12 a. Notes that this requires the consideration for and the valorisation of teachers, attractive remuneration and working conditions, better access to further training during working time especially in digital didactics;
Amendment 13 #
Motion for a resolution Recital Β B. whereas lifelong learning,
Amendment 130 #
Motion for a resolution Paragraph 12 a (new) 12a. Calls for universities to focus on distance education on an increasingly wide scale, also extending it to cover free short professional courses;
Amendment 131 #
Motion for a resolution Paragraph 12 b (new) 12b. Stresses that students following distance education courses should have guaranteed opportunities to communicate with and be assessed by teachers, so as to ensure that students have the proper support, guidance and encouragement throughout their studies;
Amendment 132 #
Motion for a resolution Paragraph 13 13. Recognises that flexible learning formats may enable people
Amendment 133 #
Motion for a resolution Paragraph 13 13. Recognises that flexible learning formats probably enable people in employment to enjoy a better
Amendment 134 #
Motion for a resolution Paragraph 13 13. Recognises that flexible learning formats enable people in employment to enjoy a better work-life balance; calls for provision of accessible and affordable care facilities in order to allow carers, often women, to participate in lifelong education and training; emphasises that flexible learning formats must also be accessible to people with disabilities, particularly women and girls;
Amendment 135 #
Motion for a resolution Paragraph 13 13. Recognises that flexible learning formats enable people in employment to enjoy a better work-life balance; states however that flexibility shall not impact adversely on the quality of the teaching or create insecure jobs;
Amendment 136 #
Motion for a resolution Paragraph 13 13. Recognises that flexible learning formats such as distance and blended learning enable people in employment to enjoy a better work-life balance;
Amendment 137 #
Motion for a resolution Paragraph 13 a (new) 13 a. Emphasises that flexible learning formats provide an opportunity to provide access and overcome barriers to education faced by women and girls from vulnerable or marginalised communities, such as refugee and migrant women, Roma women, single mothers, LGBTI women, women facing poverty and social exclusion, and women in rural areas;
Amendment 138 #
Motion for a resolution Paragraph 13 a (new) 13a. Recognises the pivotal role that distance education plays for people whose physical conditions prevent them from attending on-campus classes;
Amendment 139 #
Motion for a resolution Paragraph 14 14. Promotes the idea of appropriately tailor-made learning and courses bridging
Amendment 14 #
Motion for a resolution Recital B B. whereas lifelong learning,
Amendment 140 #
Motion for a resolution 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 141 #
Motion for a resolution Paragraph 14 a (new) 14a. Stresses the importance of interactivity in improving the quality of distance education through the use of modern communication methods that allow for practical exercises, the involvement of learners in the teaching process and the development of communication skills;
Amendment 142 #
Motion for a resolution Paragraph 14 a (new) 14 a. Promotes the idea of ensuring access to lifelong learning particularly to facilitate re-entry into the workforce, including for women or carers;
Amendment 143 #
Motion for a resolution Paragraph 14 b (new) 14b. Stresses the need for ongoing monitoring of distance education as part of the ongoing modernisation of teaching methods and tools;
Amendment 144 #
Motion for a resolution Paragraph 14 c (new) 14c. Stresses the need for young people to develop independent learning skills (including organisation of work, information processing, critical thinking and motivation) so that, in future, they can effectively use advanced technologies to develop their skills through distance education;
Amendment 145 #
Motion for a resolution Paragraph 15 15. Acknowledges that academic further and distance education creates development opportunities for
Amendment 146 #
Motion for a resolution Paragraph 15 15. Acknowledges that further and distance education creates development opportunities for universities to broaden their field of
Amendment 147 #
Motion for a resolution Paragraph 15 15. Acknowledges that further and distance education creates development opportunities for universities to broaden their field of competences and diversify the
Amendment 148 #
Motion for a resolution Paragraph 15 15. Acknowledges that further and distance education creates development opportunities for universities to broaden their field of competences and diversify their revenues, bearing in mind that the costs of distance education are lower than the costs of on-campus courses;
Amendment 149 #
Motion for a resolution Paragraph 15 a (new) 15a. Recognises that distance education encourages the development of interdisciplinary fields and the pursuit of international studies;
Amendment 15 #
Motion for a resolution Recital B a (new) B a. whereas in order to achieve the 2020 target that an average of at least 15% of adults aged 25 to 64 years old should participate in lifelong learning, active steps to reduce obstacles to participation, including balancing family obligations, particularly for women, must be actively taken;
Amendment 150 #
Motion for a resolution Paragraph 15 b (new) 15b. Calls on universities to expand their provision of distance education;
Amendment 151 #
Motion for a resolution Paragraph 16 Amendment 152 #
Motion for a resolution Paragraph 16 16.
Amendment 153 #
Motion for a resolution Paragraph 16 16. Recognises the role of the smart specialisation strategy (RIS3) in developing key regional potential based on the needs of
Amendment 154 #
Motion for a resolution Paragraph 17 17. Recognises the need to keep up with rapid technological change, if not to pre-empt and help shape it,in particular for distance education, and
Amendment 155 #
Motion for a resolution Paragraph 17 17. Recognises the need to keep up with rapid technological change, in particular for distance education, and that the importance of
Amendment 156 #
Motion for a resolution 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; is in favour therefore of intergovernmental cooperation where it would enable Member States to extricate themselves from their digital dependence on the major powers in this field (United States, China), notably through the creation of major academic and research hubs and by supporting innovative VSEs/SMEs in this field;
Amendment 157 #
Motion for a resolution 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 158 #
Motion for a resolution 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; points out in this regard the need to ensure opportunities for ICT training and the development of digital skills and media literacy at all levels of education;
Amendment 159 #
Amendment 16 #
Motion for a resolution Recital B a (new) B a. whereas further efforts need to be made in order to enhance the synergies between education and employment, both by facilitating entry into the labour market and by enabling individuals to constantly update their skills or to learn new skills throughout their careers;
Amendment 160 #
Motion for a resolution Paragraph 17 17. Recognises the need to keep up with rapid technological change, in particular for distance education, and that the importance of and dependence on ICT cannot be overstressed;
Amendment 161 #
Motion for a resolution Paragraph 17 a (new) 17 a. Notes with regret that the lack of ICT literacy is a major issue today among both educators and learners; reiterates the importance of technological proficiency in order to be able to harness the potential of distance learning and facilitate the implementation of new teaching and learning methods;
Amendment 162 #
Motion for a resolution Paragraph 17 a (new) 17 a. Points out the need to address the digital divide and to ensure equal opportunities for all to obtain access to digital technologies, as well as competences, attitudes and motivation needed for meaningful digital participation;
Amendment 163 #
Motion for a resolution Paragraph 18 18. Highlights the fact that overall only one quarter of schoolchildren in Europe are taught by
Amendment 164 #
Motion for a resolution Paragraph 18 18. Highlights the fact that only one quarter of schoolchildren in Europe are taught by digitally confident teachers, which is a major obstacle preventing the flourishing of new methods of teaching; calls therefore on
Amendment 165 #
Motion for a resolution Paragraph 18 18. Highlights the fact that only one quarter of schoolchildren in Europe are taught by digitally confident teachers, which is a
Amendment 166 #
Motion for a resolution Paragraph 18 18. Highlights the fact that only one quarter of schoolchildren in Europe are taught by digitally confident teachers, which is a major obstacle preventing the flourishing of new methods of teaching; calls therefore on schools to provide stronger support trough IT and media literacy training for teachers and school leaders;
Amendment 167 #
Motion for a resolution Paragraph 18 18. Highlights the fact that only one quarter of schoolchildren in Europe are taught by digitally confident teachers, which is a major obstacle preventing the flourishing of new methods of teaching; calls therefore on schools to provide stronger support and lifelong career opportunities for teachers and school leaders;
Amendment 168 #
Motion for a resolution Paragraph 18 a (new) 18 a. Stresses that women and girls often face gender-stereotypes in relation to digital technologies; points that proper digital literacy, also for women, is essential to ensure equal access to distance education;
Amendment 169 #
Motion for a resolution Paragraph 18 a (new) 18 a. Emphasises the need to invest and support the professional development of teachers of all educational sectors and to establish lifelong career guidance services;
Amendment 17 #
Motion for a resolution 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 170 #
Motion for a resolution Paragraph 19 19. Acknowledges the importance of new digital platforms in education, while also highlighting the likely security and privacy issues and dangers that both academic institutions and students
Amendment 171 #
Motion for a resolution Paragraph 19 a (new) 19 a. Stresses the importance of STEM skills and again regrets the gender imbalance in this area;
Amendment 172 #
Motion for a resolution Paragraph 20 20. Acknowledges the
Amendment 173 #
Motion for a resolution Paragraph 20 20. Acknowledges the costs of quality education and t
Amendment 174 #
Motion for a resolution Paragraph 20 20. Acknowledges the costs of quality education and tailor-made learning; stresses that, for funding to be used successfully, how the education sector is structured - from generously resourced early-childhood learning and school, non- school and cultural education to higher education and further training - is of considerable importance and that there must be greater financial and practical involvement of industry and business, too, in vocational training;
Amendment 175 #
Motion for a resolution Paragraph 20 20. Acknowledges the costs of, and necessary funding for, quality education and tailor-made learning;
Amendment 176 #
Motion for a resolution Paragraph 22 22.
Amendment 177 #
Motion for a resolution Paragraph 22 22. Insists that costs must not act as a barrier to enrolment and participation in education; encourages therefore the Commission and Member States to better support and promote distance learning as a quality, affordable, flexible and personalized educational option;
Amendment 178 #
Motion for a resolution Paragraph 24 24. Acknowledges differences in the regulatory frameworks for
Amendment 179 #
Motion for a resolution Paragraph 24 24. Acknowledges differences in the regulatory frameworks for traditional
Amendment 18 #
Motion for a resolution Recital B b (new) B b. whereas academic further and distance education have a significant contribution to individuals´ personal development and to the formation of human capital and should become an integral part of the European Lifelong learning strategy;
Amendment 180 #
Motion for a resolution Paragraph 25 a (new) 25 a. Reminds that many existing European transparency tools such as European Qualifications Framework (EQF), European credit system for vocational education and training (ECVET) have been developed in isolation; in order to allow individuals to better measure their progress and opportunities, and capitalise on the learning outcomes gained in different contexts, they need to be better coordinated and supported by quality assurance systems and embedded in a framework of national qualifications in order to build trust across sectors and actors, including employers;
Amendment 181 #
Motion for a resolution Paragraph 26 26. Recognises the continued importance of blended learning, in particular in the context of VET; stresses that the combination of high quality digital technologies and face-to-face learning opportunities result in greater student achievements and therefore encourages the Commission and Member States to better support and promote blended learning;
Amendment 182 #
Motion for a resolution Paragraph 26 26. Recognises the continued importance of b
Amendment 183 #
Motion for a resolution Paragraph 26 a (new) 26 a. Calls on the Commission to reinforce the European lifelong learning strategy and to make academic further and distance education an integral part of it to promote the adaptation of an ageing workforce to economic and technological change; Calls furthermore on the Commission to examine the possibility; to increase the funding for academic further and distance education through existing and future programmes;
Amendment 184 #
Motion for a resolution Paragraph 26 b (new) 26 b. Recognises the need for comprehensive multi-sector and multi- disciplinary approach to education and training, including lifelong learning, and the need for trans-sectorial cooperation in the development and implementation of educational policies;
Amendment 185 #
Motion for a resolution Paragraph 27 27. Stresses the need to foster cooperation and the exchange of good practice between education systems; further encourages the sharing of good practices by national quality assurance (QA) agencies in the development of criteria on the recognition of new modes of teaching and learning;
Amendment 186 #
Motion for a resolution 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 187 #
Motion for a resolution Paragraph 27 a (new) 27 a. Calls on the Commission to significantly reinforce support to academic further and distance education through Erasmus+ by promoting the development of European networks, and facilitating the exchange of good practices, the setting up of projects involving institutions based in several Member States, and increased accessibility for students from other European and third countries;
Amendment 188 #
Motion for a resolution Paragraph 28 Amendment 189 #
Motion for a resolution Paragraph 28 28. Advocates the creation of a user- friendly online platform as a one-stop-shop where education professionals and learners can facilitate the exchange of best practice;
Amendment 19 #
Motion for a resolution Recital Γ C. whereas, by 2025, it is estimated that 49 % of all job openings in the EU (including both new and replacement jobs) will require high qualifications, 40 % will require medium-
Amendment 190 #
Motion for a resolution Paragraph 28 a (new) 28 a. Calls on the Commission to develop a secure and integrated learning platform designed for and offered to the European educational institutions free of charge, thus boosting the use of e- learning across European Union;
Amendment 191 #
Motion for a resolution Paragraph 29 29. Acknowledges the
Amendment 192 #
Motion for a resolution Paragraph 29 29. Acknowledges the
Amendment 193 #
Motion for a resolution Paragraph 30 30. Encourages the establishment of stronger links between
Amendment 194 #
Motion for a resolution Paragraph 31 Amendment 195 #
Motion for a resolution Paragraph 31 31. Recommends the corroboration of lifelong learning efforts with
Amendment 196 #
Motion for a resolution Paragraph 31 31. Recommends the corroboration of lifelong learning efforts with a European Digitalisation Strategy within education; recommends that the copyright exceptions for education and research in the projected copyright directive (Articles 3 and 4) also be systematically applied to further education and distance education;
Amendment 197 #
Motion for a resolution Paragraph 31 31. Recommends the corroboration of lifelong learning efforts with a European Digitalisation Strategy and gender impact assessment of the proposed measures to be prepared;
Amendment 198 #
Motion for a resolution 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 199 #
Motion for a resolution Paragraph 31 a (new) 31 a. Highlights the need for active measures to address and break gender- based stereotypes and segregation in education and training including by ensuring gender-sensitive curricula in education, providing career counselling, and undertaking media campaigns that encourage boys and girls, women and men to follow career paths according to their skills and abilities;
Amendment 2 #
Motion for a resolution Citation 1 — having regard to Articles 6, 165, and 166 of the Treaty on the Functioning of the European Union (TFEU),
Amendment 20 #
Motion for a resolution Recital Γ a (new) Ca. whereas the retraining of unemployed persons, whose jobs will be cut back or eliminated due to the ongoing economic downturn and above all to the development of robotics and artificial intelligence, will intensify the need to cultivate lifelong learning principles and whereas distance learning can provide these citizens with further possibilities and opportunities;
Amendment 200 #
Motion for a resolution 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 201 #
Motion for a resolution Paragraph 32 32. Highlights the importance of stepping up
Amendment 202 #
Motion for a resolution Paragraph 32 32. Highlights the importance of stepping up
Amendment 203 #
Motion for a resolution Paragraph 32 32. Highlights the importance of stepping up European efforts to make the Lifelong Learning Strategy a reality for all
Amendment 204 #
Motion for a resolution 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 205 #
Motion for a resolution Paragraph 32 32. Highlights the importance of stepping up European efforts to make the Lifelong Learning Strategy a reality for all, not just for purposes of employability but as a fundamental part of European citizens' personal development and fulfilment;
Amendment 206 #
Motion for a resolution Paragraph 32 32. Highlights the importance of stepping up European efforts to make the Lifelong Learning Strategy a reality for all and calls for mainstreaming gender equality in lifelong learning strategies;
Amendment 207 #
Motion for a resolution Paragraph 32 a (new) 32 a. Calls on Member States to foster cooperation and reinforce synergies between formal, non-formal and informal education providers with a view to reaching a wider group of people in order to better take into account their specific needs;
Amendment 208 #
Motion for a resolution Paragraph 32 a (new) 32a. Recommends that teachers giving distance learning courses should have specific certified training;
Amendment 209 #
Motion for a resolution Paragraph 33 33. Calls on Member States to ensure a holistic approach to education
Amendment 21 #
Motion for a resolution 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 gender; stresses in this respect the importance of ensuring e- accessibility and widening access strategies;
Amendment 210 #
Motion for a resolution Paragraph 33 33. Calls on Member States to ensure a holistic approach to education and to provide students with authentic learning opportunities that develop their aspirations and the skills needed
Amendment 211 #
Motion for a resolution Paragraph 33 33. Calls on Member States to ensure a holistic approach to education and to provide students with
Amendment 212 #
Motion for a resolution Paragraph 33 33. Calls on Member States to ensure a gender sensitive and a holistic approach to education and to provide students with authentic and equal learning opportunities that develop their aspirations and the skills needed to survive in a global economy; recommends on Member States to develop gender-sensitive curricula and teaching materials free of discrimination, which are influencing student's educational and career paths alike later on;
Amendment 213 #
Motion for a resolution Paragraph 33 33. Calls on Member States to ensure a holistic approach to education and to provide students with authentic learning opportunities that develop their aspirations and individual self-realisation and the skills needed to survive, and play a role, in a global economy and a democratic society;
Amendment 214 #
Motion for a resolution Paragraph 33 a (new) 33 a. Encourages Member States to build on existing validation arrangements in order to assess and certify skills, acquired through up-skilling pathways and to ensure their recognition with a view to a qualification, in accordance with national qualifications framework and systems;
Amendment 215 #
Motion for a resolution 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 216 #
Motion for a resolution Paragraph 33 a (new) 33 a. Calls on Member States to make available opportunities for ICT training and the development of digital skills and media literacy at all levels of education;
Amendment 217 #
Motion for a resolution Paragraph 34 34. Urges academic institutions to
Amendment 218 #
Motion for a resolution Paragraph 34 34.
Amendment 219 #
Motion for a resolution 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 22 #
Motion for a resolution Recital D D. whereas distance education and academic further education
Amendment 220 #
Motion for a resolution Paragraph 34 34. Urges academic institutions, in cooperation with the national authorities responsible, to anticipate changes in society and the labour market, and to adapt their way of working accordingly;
Amendment 221 #
Motion for a resolution Paragraph 34 a (new) 34a. Calls furthermore on academic institutions to offer multilingual courses geared to migrants' skills, smoothing the path to entry to educational programmes;
Amendment 222 #
Motion for a resolution Paragraph 34 a (new) 34a. Stresses the need for greater flexibility in the Member States' education systems in order to enable more effective use of open, online teaching methods;
Amendment 223 #
Motion for a resolution Paragraph 35 35.
Amendment 224 #
Motion for a resolution Paragraph 35 a (new) 35a. Calls on the European Union and the Member States to develop and implement 'educational corridors' by promoting agreements with European universities, such as the Mediterranean Universities Union (UNIMED) and the networks of distance learning universities to host refugee students from conflict areas, including through academic distance training programmes;
Amendment 225 #
Motion for a resolution Paragraph 36 36. Highlights the importance of
Amendment 226 #
Motion for a resolution Paragraph 36 36. Highlights the importance of specialised teacher training for
Amendment 227 #
Motion for a resolution Paragraph 36 36. Highlights the importance of specialised school and university teacher training for distance
Amendment 228 #
Motion for a resolution 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;
Amendment 229 #
Motion for a resolution Paragraph 37 37. Stresses the need for competences and skills acquired outside the formal education system to be recognised through quality assurance and accreditation; insists on the importance of validating of non- formal and informal learning to reach out and empower learners;
Amendment 23 #
Motion for a resolution Recital D D. whereas distance education and academic further education are important tools in providing flexible, personalized education opportunities for all without any discrimination b
Amendment 24 #
Motion for a resolution Recital Δ D. whereas distance education and academic further education are important tools in providing additional education opportunities for all
Amendment 25 #
Motion for a resolution Recital D D. whereas distance education and academic further education are important tools in providing education opportunities for all without discrimination by country, region, culture, class, age or gender;
Amendment 26 #
Motion for a resolution Recital D D. whereas
Amendment 27 #
Motion for a resolution Recital D D. whereas distance education and academic further education
Amendment 28 #
Motion for a resolution Recital Δ a (new) Da. whereas distance learning and academic further education are important tools for the development of European know-how and a scientific knowledge base with effects that are not limited to European societies alone, but also provide a new and innovative field of activity with significant potential for growth and exploitation as an exportable product, which will further support the economy and the inflow of foreign exchange, subject to specific, high quality criteria and robust safeguards;
Amendment 29 #
Motion for a resolution Recital D a (new) D a. whereas further and distance education and the use of new technologies can help to raise awareness of girls and women of new career options, particularly in areas where they are underrepresented; whereas even though more women have advanced secondary school diplomas and higher education degrees, there is a need to increase the presence of women both in vocational education and in STEM (Science, Technology, Engineering and Mathematics)-related sectors;
Amendment 3 #
Motion for a resolution Citation 5 a (new) - having regard to the Council conclusions of 20 May 2014 on effective teacher education,
Amendment 30 #
Motion for a resolution Recital D a (new) Da. whereas distance education is one possible approach, in the context of academic further education, that because of its flexibility is particularly conducive to ensuring a study-work-life balance;
Amendment 31 #
Motion for a resolution Recital D b (new) Db. whereas distance education[1] refers to an organisational form for teaching which affords a high degree of flexibility in learning through the use of digital education technologies, not as a replacement for on-campus education, but offering an alternative for learners who are unable to participate in on-campus education; [1] In German-speaking countries, for instance, a distinction is made, as regards distance education, between academic and non-academic fields.
Amendment 32 #
Motion for a resolution Recital D b (new) D b. whereas the average employment rate of women is directly linked to her level of education, with women aged 25- 49 that have completed tertiary education having over 20% higher employment rates than women with pre-primary, primary and lower secondary education;
Amendment 33 #
Motion for a resolution Recital D c (new) D c. whereas distance education can have positive effect on ICT skills of women; whereas the entry of more women into the ICT sector would boost a market in which labour shortages are foreseen and in which equal participation of women would lead to a gain of around EUR 9 billion EU GDP each year; whereas women remain heavily underrepresented in ICT degree programmes, where they constitute only around 20 % of graduates in the field, with only 3 % of all female graduates having a degree in ICT;
Amendment 34 #
Motion for a resolution Recital E E. whereas distance education refers to a method of teaching which offers flexibility in learning through the use of emerging technologies, not as a replacement to on-campus education, but offering an alternative for learners who are unable to participate in on-campus education; whereas, however, nothing can replace the civic and social aspects of one- on-one interaction between teacher and student;
Amendment 35 #
Motion for a resolution Recital E E. whereas distance education refers to a method of teaching which offers flexibility in learning through the use of emerging technologies, not as a replacement to on-campus education, but offering an alternative for learners who are unable to participate in on-campus education; therefore, digitalization might be used as a tool providing new ways of access to Higher Education;
Amendment 36 #
Motion for a resolution Recital E E. whereas distance education refers to a method of teaching which offers flexibility in learning through the use of emerging technologies, not as a replacement to on-campus education, but offering an alternative for learners who are unable to participate in on-campus education and for workers who wish to combine work with education;
Amendment 37 #
Motion for a resolution Recital Ε E. whereas distance education refers to a method of teaching which offers flexibility in learning through the use of emerging technologies,
Amendment 38 #
Motion for a resolution Recital E E. whereas distance education refers to a method of teaching which offers flexibility in learning through the use of emerging technologies, not as a replacement to on-campus education, but offering an alternative for the learners
Amendment 39 #
Motion for a resolution Recital ΣΤ F. whereas today's academic further education refers to education at an academic institution which is often pursued part time and/or parallel to full-time work, ideally and generally building on professional experience and usually requiring a university degree or long-term work experience in the relevant field of knowledge;
Amendment 4 #
Motion for a resolution Citation 10 a (new) - having regard to UN Convention on the Rights of Persons with Disabilities, ratified by the EU in 2010,
Amendment 40 #
Motion for a resolution Recital F F. whereas academic further education
Amendment 41 #
Motion for a resolution Recital F a (new) F a. whereas adaptation to accelerating economic and technological change is a major challenge for an ageing workforce and that responding to this challenge will be one of the keys to ensure the longterm competitiveness of the European Union´s economy;
Amendment 42 #
Motion for a resolution Recital F a (new) F a. whereas lifelong learning and career development policies might be boosted through recognition of prior learning;
Amendment 43 #
Motion for a resolution Recital F b (new) F b. whereas academic further and distance education play an increasingly important role in facilitating the adaptation of workers to economic and technological change throughout their professional life;
Amendment 44 #
Motion for a resolution Recital G G. whereas academic distance education provides for flexible study formats that help people attain a better work-life balance; therefore university lifelong learning (ULLL) should be part of the European Digitalization Strategy;
Amendment 45 #
Motion for a resolution Recital Ζ G. whereas academic distance education provides for flexible study formats that the
Amendment 46 #
Motion for a resolution Recital G G. whereas academic distance education provides
Amendment 47 #
Motion for a resolution 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 48 #
Motion for a resolution Recital G a (new) G a. whereas digitalization enables flexibility and interactivity of the educational process and it is a key factor for the further development of academic further and distance education;
Amendment 49 #
Motion for a resolution Recital G b (new) G b. whereas technological change demands stronger and more continuous connections between education and employment;
Amendment 5 #
Motion for a resolution Citation 23 a (new) - having regard to the Council recommendation of 28 November 2011 on a renewed European agenda for adult learning,
Amendment 50 #
Motion for a resolution Recital Η H. whereas
Amendment 51 #
Motion for a resolution Recital H H. whereas many barriers to academic distance education remain
Amendment 52 #
Motion for a resolution Recital H H. whereas many barriers to academic distance education courses remain;
Amendment 53 #
Motion for a resolution Recital H H. whereas
Amendment 54 #
Motion for a resolution Recital Θ I. whereas the obvious tendency for academic institutions to be static
Amendment 55 #
Motion for a resolution Recital I I. whereas
Amendment 56 #
Motion for a resolution Recital I I. whereas the tendency for academic institutions to be static makes
Amendment 57 #
Motion for a resolution Recital I I. whereas the tendency for academic institutions to be static makes curricula reform and entrance requirements challenging;
Amendment 58 #
Motion for a resolution Recital I I. whereas the tendency for some academic institutions to be static may make
Amendment 59 #
Motion for a resolution Recital J J. whereas women constitute the majority of people enrolling in distance education courses, as such courses offer them flexibility in achieving their work-life balance, and distance education is aimed in particular at the non-traditional- student category;
Amendment 6 #
Motion for a resolution Recital A A. whereas education systems are
Amendment 60 #
Motion for a resolution Recital J J. whereas
Amendment 61 #
Motion for a resolution Recital J J. whereas women constitute the majority of people enrolling in distance education courses, as women still spend more time than men on unpaid domestic work and family care and such courses offer them flexibility in achieving their work-life balance;
Amendment 62 #
Motion for a resolution Recital J a (new) J a. whereas men accounted for 60 % of staff in academic institutions accross Member States in 2010;
Amendment 63 #
Motion for a resolution Recital K K. whereas equality between women and men is a fundamental principle of the European Union which is enshrined in the Treaties and forms one of the objectives and tasks of the Union; whereas equality in education offers women greater opportunities and contributes to the social, cultural and economic development of society; whereas education is a fundamental tool to combat gender stereotypes;
Amendment 64 #
Motion for a resolution Recital ΙΑ K. whereas equality between
Amendment 65 #
Motion for a resolution Recital K a (new) K a. whereas academic further and distance education are rapidly expanding sectors with significant potential in terms of economic growth and job creation;
Amendment 66 #
Motion for a resolution Paragraph 1 1. Acknowledges that online
Amendment 67 #
Motion for a resolution Paragraph 1 1. Acknowledges that online and open education is changing the way that education is resourced, delivered and taken up; in this regard underlines the importance of open educational resources (OER) which ensure access to education for all and enhance employability by supporting the lifelong learning process;
Amendment 68 #
Motion for a resolution Paragraph 1 1. Acknowledges that online and open education is changing the way that education is resourced, delivered and taken up, making inclusion, personal fulfilment and occupational choice and switching possible for everyone by providing guaranteed educational opportunities throughout life;
Amendment 69 #
Motion for a resolution Paragraph 2 2.
Amendment 7 #
Motion for a resolution 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 innovation and digitalization; whereas, digital empowerment and self-confidence are an essential prerequisite for building strong societies and helping the unity and integration processes within the EU;
Amendment 70 #
Motion for a resolution Paragraph 2 2. Notes that many schools are struggling to respond to the profound and complex changes that
Amendment 71 #
Motion for a resolution Paragraph 2 2. Notes that many s
Amendment 72 #
Motion for a resolution Paragraph 2 2. Notes that many
Amendment 73 #
Motion for a resolution Paragraph 2 2. Notes that many schools are struggling to respond to the profound and complex changes that our societies and economies are undergoing; calls on EC and Member States to make available funding in order to bridge the existing technological gap between educational institutions which are well equipped and the ones which are not, as part of the national strategies for digital skills;
Amendment 74 #
Motion for a resolution Paragraph 2 2. Notes that many schools are struggling to respond appropriately to the profound and complex changes that our societies and economies are undergoing;
Amendment 75 #
Motion for a resolution Paragraph 3 3. Recognises that
Amendment 76 #
Motion for a resolution Paragraph 3 3. Recognises that digitalisation and the establishment of
Amendment 77 #
Motion for a resolution Paragraph 3 3.
Amendment 78 #
Motion for a resolution Paragraph 3 3. Recognises that digitalisation and the establishment of common educational platforms are key to addressing these challenges, calling for more attention to quality education to be provided to women as part of digital platforms, in order to improve their position in the labour market and to update and match their skills to the needs of the digitalised economy;
Amendment 79 #
Motion for a resolution Paragraph 3 a (new) 3 a. Emphasises that lifelong learning measures are key to providing women with skills that can enable them to return to employment or improve their employment, income and working conditions; calls on the Commission to promote initiatives offering support in implementing professional distance education programmes for women, including higher education in the fields of science, technology and IT, developing training programmes on gender equality for education professionals, and preventing stereotypes from being passed on through curricula and pedagogical material;
Amendment 8 #
Motion for a resolution Recital Α A. whereas education systems are struggling to respond to the profound and complex changes t
Amendment 80 #
Motion for a resolution Paragraph 3 a (new) 3 a. It is of the opinion that further efforts are needed in equipping people with more specific digital competences in order to be able to use digital technologies in an innovative and creative way;
Amendment 81 #
Motion for a resolution Paragraph 3 b (new) 3 b. Stresses the importance of education in combating gender stereotypes; calls therefore on the Commission to promote initiatives developing training programmes on gender equality for education professionals, and preventing stereotypes from being passed on through curricula and pedagogical material;
Amendment 82 #
Motion for a resolution Paragraph 4 4. Stresses that
Amendment 83 #
Motion for a resolution Paragraph 4 4. Stresses that in order to enhance employability and active citizenship academic institutions must pr
Amendment 84 #
Motion for a resolution Paragraph 4 4. Stresses that academic institutions must prepare students for
Amendment 85 #
Motion for a resolution Paragraph 4 4. Stresses that academic institutions must prepare students for
Amendment 86 #
Motion for a resolution Paragraph 4 4. Stresses that academic institutions must prepare students for the real conditions they will encoun
Amendment 87 #
Motion for a resolution Paragraph 4 4. Stresses that academic institutions must prepare students for uncertainty and provide them with tools such as entrepreneurial and adaptability skills to explore their own pathways; it is of the opinion that it is crucial to incorporate new technologies in teaching and learning process in order to equip people with the right set of skills, competences and knowledge;
Amendment 88 #
Motion for a resolution Paragraph 4 4. Stresses that academic institutions must prepare students, including women, for uncertainty and provide them with tools such as entrepreneurial and adaptability skills to explore their own pathways;
Amendment 89 #
Motion for a resolution Paragraph 5 5. Acknowledges that
Amendment 9 #
Motion for a resolution Recital A A. whereas education systems
Amendment 90 #
Motion for a resolution Paragraph 5 5.
Amendment 91 #
Motion for a resolution Paragraph 5 5. Acknowledges that personalisation – i.e. tailoring education to the individual needs of students – has lowered dropout rates and can enable students to achieve their full potential; stresses that while beneficial, such personalisation has to be balanced with the benefits of group teaching, which helps promote socialisation and basic integration;
Amendment 92 #
Motion for a resolution Paragraph 5 5. Acknowledges that personalisation – i.e. tailoring education to the individual needs of students – has lowered dropout rates and can enable students to achieve their full potential; stresses in this regard the importance of lifelong career guidance for all;
Amendment 93 #
Motion for a resolution Paragraph 5 5. Acknowledges that personalisation – i.e. tailoring education to the individual needs of students – has lowered dropout rates and can enable students to achieve their full potential
Amendment 94 #
Motion for a resolution Paragraph 5 a (new) 5 a. Acknowledges that academic further education, through distance education, has the potential to make education more accessible, effective and inclusive for adult learners; encourages Member States to support higher education institutions in order to further facilitate learning for adults by removing regulative barriers and developing standard procedures for recognition of prior learning across Europe and by offering more interactive possibilities, practical study guides and offer more, diverse options for financial support;
Amendment 95 #
Motion for a resolution Paragraph 5 a (new) 5 a. Stresses the need for further improvements in women's presence and access to higher levels of academia, especially to address their continued under-representation in senior positions in academia;
Amendment 96 #
Motion for a resolution Paragraph 5 a (new) 5 a. Stresses the need to implement tailor-made support for on-the-job learners, apprentices and employees to ensure the inclusion of all individuals in the labour market;
Amendment 97 #
Motion for a resolution Paragraph 6 6. Recognises th
Amendment 98 #
Motion for a resolution 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 99 #
Motion for a resolution Paragraph 7 7. Acknowledges the need to
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