2018/2090(INI) | [ParlTrack]

Draft opinion
Paragraph 1

1. Highlights the vital role of education and training as the best investment in the EU’s democratic, social, cultural, and economic future; strongly believes that digital transformation has a great impact on education systems; stresses that digital competencies are of growing importance for every individual and must serve to create an inclusive society, not least where employment and production are concerned, and underlines that in the future, nearly all jobs will require digital skills;

Amendment 10 #

Draft opinion
Paragraph 1 b (new)

1b. Stresses that, while recognising the need for more digital skills, the education system must be at the forefront for promoting a responsible use of digital tools, as well as for protecting the physiological neurosensory and behavioural development of learners, especially during childhood, avoiding the spreading of pathologies linked with digitalisation affecting social relationships and physical relations with spatiality, materiality and time;

Amendment 11 #

Draft opinion
Paragraph 2

2. Welcomes the Commission communication of 17 January 2018 on the Digital Education Action Plan (COM(2018)0022) and recalls the importance of completing the digital single market; points out that digitalisation has a twofold impact on education systems: firstly, citizens should be prepared for lifelong learning in a world that is becoming increasingly digitalised, and secondly, digital transformation should also be applied to education systems themselves, following a differentiated and tailor-made approach adapted to the age, characteristics and needs of the targeted audience while preserving the human dimension necessary to achieve an efficient and healthy learning process and personal development;

Amendment 12 #

2. Welcomes the Commission communication of 17 January 2018 on the Digital Education Action Plan (COM(2018)0022) and recalls the importance of completing the digital single market; points out that digitalisation has a twofold impact on education systems: firstly, citizens should be prepared, both through schooling and through skilled continuing training on a lifetime basis, for lifelong learning in a world that is becoming increasingly digitalised, and secondly, digital transformation should also be applied to education systems themselves in order to provide the preparation and abilities needed to cope with endless technological changes and the continual challenges of innovation;

Amendment 13 #

Draft opinion
Paragraph 2

2. Welcomes the Commission communication of 17 January 2018 on the Digital Education Action Plan (COM(2018)0022) and recalls the importance of completing the digital single market; by making full use of new technologies as tools for boosting innovation in Europe’s education systems and stresses the need for the effective development of digital competences; points out that digitalisation has a twofold impact on education systems: firstly, citizens should be prepared for lifelong learning in a world that is becoming increasingly digitalised, and secondly, digital transformation should also be applied to education systems themselves;

Amendment 14 #

Christelle LETARD-LECHEVALIER

Draft opinion
Paragraph 2

2. Welcomes the Commission communication of 17 January 2018 on the Digital Education Action Plan (COM(2018)0022) and recalls the importance of completing the digital single market; points out that digitalisation has a twofold impact on education systems: firstly, cit~~izens should be prepared for lifelong learning in a world that is becoming increasingly digitalised~~ needs to provide citizens with lifelong learning along with the digital evolution, and secondly, digital transformation should also be applied to education systems themselves in order to improve their quality and inclusiveness;

Amendment 15 #

Draft opinion
Paragraph 2

2. Welcomes the Commission communication of 17 January 2018 on the Digital Education Action Plan (COM(2018)0022) ~~and recalls the importance of completing the digital single market~~; points out that digitalisation has a twofold impact on education systems: firstly, citizens should be prepared for lifelong learning in a world that is becoming increasingly digitalised, and secondly, digital transformation should also be applied to education systems themselves;

Amendment 16 #

Carolina PUNSET, Pavel TELIČKA

Draft opinion
Paragraph 2

2. Welcomes the Commission communication of 17 January 2018 on the Digital Education Action Plan (COM(2018)0022) and ~~recalls the importance of completing the digital single market;~~ points out that digitalisation has a twofold impact on education systems: firstly, citizens should be prepared for lifelong learning in a world that is becoming increasingly digitalised, and secondly, digital transformation should also be applied to education systems themselves;

Amendment 17 #

Draft opinion
Paragraph 2

Amendment 18 #

Draft opinion
Paragraph 2

2. Welcomes the Commission communication of 17 January 2018 on the Digital Education Action Plan (COM(2018)0022) and ~~recall~~emphasizes the importance of completing the digital single market; points out that digitalisation has a twofold impact on education systems: firstly, citizens should be prepared for lifelong learning in a world that is becoming increasingly digitalised, and secondly, digital transformation should also be ~~appli~~implemented toin education systems ~~themselves~~;

Amendment 19 #

Draft opinion
Paragraph 2 a (new)

2a. Points to the importance of promoting and imparting a ‘digital culture’ through knowledge and skills leading to understanding of the significance of digital technology in everyday life and through widespread preparation for the proper use of digital tools that should be incorporated in all digital-related schemes in the form of dedicated actions;

Amendment 2 #

Nadine MORANO

Draft opinion
Paragraph 1

1. Highlights the vital role of education and training as the best investment in the EU’s future, its competitiveness, its growth, and the development of its power; strongly believes that digital transformation has a great impact on education systems; stresses that digital competencies are of growing importance for every individual and underlines that in the future, nearly all jobs, as well as everyday activities, will require digital skills;

Amendment 20 #

Draft opinion
Paragraph 2 a (new)

2a. Underlines that the transformations brought by the digitalisation of industry and of many of the activities undergone in the society need to be accompanied by educational and cultural support for the workforce, enabling them to transition to new positions or find new roles in the society.

Amendment 21 #

Draft opinion
Paragraph 2 a (new)

2a. Welcomes the Commission proposal to set up the Digital Europe Programme that will strengthen the EU΄s digital transformation and tackle key digital challenges, including advanced digital skills and building strong digital capacities;

Amendment 22 #

Draft opinion
Paragraph 3

3. Underlines that sufficient infrastructure offering high-quality and accessible connectivity is of great importance; highlights the need to close the digital divide byetween and within EU countries and among generations, favouring strong public investments and creating an investment- friendly environment ~~and~~, while fostering digital infrastructure such as high-capacity broadband networks; recalls that connectivity is essential for the modernisation of the education system, but that careful assessment of the potential negative effect on human health, including due to electromagnetic pollution, must be taken into account during the infrastructure planning phase.

Amendment 23 #

Draft opinion
Paragraph 3

3. Underlines the importance of education in helping use effectively ICT technologies and in preparing for rapid adaptation to changes due to digitalisation and for taking an active part in shaping the process of digitalisation; further underlines that sufficient infrastructure offering high-quality and accessible connectivity is of great importance; highlights the need to close the digital divide by creating an investment- friendly environment and fostering digital infrastructure such as high-capacity broadband networks;

Amendment 24 #

Draft opinion
Paragraph 3

3. Underlines that sufficient infrastructure offering high-quality and accessible connectivity is of great importance and enable access to the opportunities offered by technology; highlights the need to close the digital divide by creating an investment- friendly environment and fostering digital infrastructure such as high-capacity broadband networks; emphasizes the importance of the Connecting Europe Facility in providing the physical infrastructure for high capacity broadband networks;

Amendment 25 #

Draft opinion
Paragraph 3

3. Underlines that sufficient infrastructure offering high-quality and accessible connectivity is of great importance and must be further developed in an equal manner in all European regions; highlights the need to close the digital divide by creating an investment- friendly environment and fostering digital infrastructure such as high-capacity broadband networks, guaranteeing net neutrality and equal access;

Amendment 26 #

Miapetra KUMPULA-NATRI

Draft opinion
Paragraph 3

3. Underlines that sufficient infrastructure offering high-quality and accessible connectivity is of great importance; highlights the need to close the digital divide by creating an investment- friendly environment and fostering digital infrastructure such as very high-capacity broadband networks as defined in Article [2 (XX)] of Directive (EU) 2018/XXX [the European Electronic Communications Code] ;

Amendment 27 #

Francisco de Paula GAMBUS MILLET

Draft opinion
Paragraph 3

3. Underlines that sufficient infrastructure offering high-quality and accessible connectivity is of great importance and its rollout should be accompanied by proper training ensuring healthy and efficient usage ; highlights the need to close the digital divide by creating an investment- friendly environment and fostering digital infrastructure such as high-capacity broadband networks;

Amendment 28 #

Draft opinion
Paragraph 3

3. Underlines that sufficient infrastructure offering high-quality and accessible connectivity is of great importance; highlights the need to close the digital divide – in both generational and territorial terms – by creating an investment- friendly environment and fostering digital infrastructure such as high-capacity broadband networks;

Amendment 29 #

Draft opinion
Paragraph 3

3. Underlines that sufficient infrastructure offering high-quality and accessible connectivity is of great importance; highlights the need to close the digital divide so as to ensure digital accessibility by creating an investment- friendly environment and fostering digital infrastructure such as high-capacity broadband networks;

Amendment 3 #

Draft opinion
Paragraph 1

1. Highlights the vital role of education and training as the best investment in the EU’s future; whereas education has a strategic importance for employability, growth, innovation and social cohesion; strongly believes that digital transformation has a great impact on education systems; stresses that digital competencies are of growing importance for every individual and underlines that in the future, nearly all jobs will require digital skills;

Amendment 30 #

Theresa GRIFFIN, Peter KOUROUMBASHEV, Patrizia TOIA, Carlos ZORRINHO, José BLANCO LÓPEZ, Clare MOODY, Wajid KHAN, Miapetra KUMPULA-NATRI

Draft opinion
Paragraph 3

3. Underlines that sufficient infrastructure offering high-quality and accessible connectivity for all citizens is of great importance; highlights the need to close the digital divide by creating an investment- friendly environment and fostering digital infrastructure such as high-capacity broadband networks;

Amendment 31 #

Draft opinion
Paragraph 3 a (new)

3a. Recalls that the digital divide is created by lack of network access but also by uneven speeds between regions and lack of knowledge about the way the network can be used to improve citizens’ life. Calls for a comprehensive approach to increase coverage, achieve similar levels of connectivity and equal knowledge for all.

Amendment 32 #

Miapetra KUMPULA-NATRI

Draft opinion
Paragraph 3 a (new)

3a. Stresses that according to the Union's strategic connectivity targets, all socio-economic drivers, of which schools are a prime example, should access to at least a gigabit upload/download connectivity; highlights the need for increased financing and investment in order to reach this target

Amendment 33 #

Draft opinion
Paragraph 4

4. Stresses the vital role of high- capacity broadband networks~~, cybersecurity and artificial intelligence~~ as the backbone of future education and training schemes; ~~underlines the importance of introducing coding classes in all schools and encouraging schools to participate in the EU Code Week;~~

Amendment 34 #

Theresa GRIFFIN, Peter KOUROUMBASHEV, Patrizia TOIA, Carlos ZORRINHO, José BLANCO LÓPEZ, Clare MOODY, Wajid KHAN, Miapetra KUMPULA-NATRI

Draft opinion
Paragraph 4

4. Stresses the vital role of high- capacity broadband networks, cybersecurity and artificial intelligence as the backbone of future education and training schemes; underlines the importance of introducing coding classes in all schools, universities and colleges and encouraging schools to participate in the EU Code Week; emphasises the need for access to classes for vulnerable people and those who may not have access to these schemes through education systems;

Amendment 35 #

Carolina PUNSET, Pavel TELIČKA

Draft opinion
Paragraph 4

4. Stresses the vital role of high- capacity broadband networks, cybersecurity and artificial intelligence as the backbone of future education and training schemes; underlines the importance of introducing coding classes in all schools and encouraging schools to participate in the EU Code Week; calls for sufficient investments in research and innovation e.g. in 5G, artificial intelligence and cybersecurity, as those has not yet unleashed its full potentials;

Amendment 36 #

Draft opinion
Paragraph 4

4. Stresses the vital role of high- capacity broadband networks, cybersecurity and artificial intelligence as the backbone of future education and training schemes; underlines the importance of introducing coding classes in all schools and encouraging schools to participate in the EU Code Week; highlights the need to introduce cybersecurity teaching programmes in academic and vocational training curricula;

Amendment 37 #

Draft opinion
Paragraph 4

4. Stresses the ~~vit~~crucial role of high- capacity broadband networks, cybersecurity and artificial intelligence as the backbone of future education and training schemes; underlines the importance of introducing coding classes in all schools and encouraging schools to participate in the EU Code Week; Stresses that these sort of classes should be introduced in the educational of all EU Member States.

Amendment 38 #

Draft opinion
Paragraph 4

4. Stresses the vital role of hdig~~h- capacity broadband networks, cybersecurity and artificial intelligence as the backbone of future education and training schemes; underlines the importance of~~ital education but, at no moment, it replaces the formal education spaces that already exist. Nevertheless, future education and training schemes towards digital competences should be put in place, namely by introducing coding classes in all schools and encouraging schools to participate in the EU Code Week;

Amendment 39 #

Draft opinion
Paragraph 4

4. Stresses the vital role of high- capacity broadband networks, cybersecurity, block-chain and artificial intelligence as the backbone of future education and training schemes; underlines the importance of introducing coding classes in all schools and encouraging schools to participate in the EU Code Week;

Amendment 4 #

Theresa GRIFFIN, Peter KOUROUMBASHEV, Patrizia TOIA, Carlos ZORRINHO, José BLANCO LÓPEZ, Clare MOODY, Wajid KHAN, Miapetra KUMPULA-NATRI

Draft opinion
Paragraph 1

1. Highlights the vital role of education, training and re-training that is available for all as the best investment in the EU’s future; strongly believes that digital transformation has a great impact on education systems; stresses that digital competencies are of growing importance for every individual and underlines that in the future, nearly all jobs will require digital skills;

Amendment 40 #

Miapetra KUMPULA-NATRI

Draft opinion
Paragraph 4

4. Stresses the vital role of very high- capacity broadband networks, cybersecurity and artificial intelligence as the backbone of future education and training schemes; underlines the importance of introducing coding classes in all schools and encouraging schools to participate in the EU Code Week;

Amendment 41 #

Draft opinion
Paragraph 4 – subparagraph 1 (new)

The protection of educational professionals and workers is essential in any education system and must not be jeopardized when developing new education policies. The same applies to the need for a proper financing in public education.

Amendment 42 #

Draft opinion
Paragraph 4 a (new)

4a. Calls on the Commission to promote lifelong learning in the scientific and mathematical field with a view to supporting the development of the digital skills and tools necessary to underpin processes linked to artificial intelligence and cybersecurity;

Amendment 43 #

Carolina PUNSET, Pavel TELIČKA

Draft opinion
Paragraph 4 b (new)

4b. Underlines the importance of introducing coding classes in all schools and encouraging schools to participate in the EU Code Week, not least to help avert the danger of scams and fake news online and on social networks; points to the importance of boosting learning within active digital communities (for example blogs, social networks, or webinars) through ‘learning by doing’ methodologies;

Amendment 44 #

Draft opinion
Paragraph 5

5. Stresses the urgent need to develop the full range of digital skills that individuals and companies will require in an increasingly digital economy; highlights the role that Digital Innovation Hubs can play in this context; underlines the need to strengthen connections and active dialogue between education and employment~~; recalls the need to encourage young people to pursue ICT studies~~ and recognises the importance of fostering work-based learning apprenticeships; recalls the need to encourage young people to pursue ICT studies; welcomes, in this direction, the Digital Opportunity traineeship initiative financed by Horizon 2020 and implemented through Erasmus+; emphasises that recommendations for a minimum level of digital competencies that students should acquire during their studies should be drawn up.;

Amendment 45 #

Draft opinion
Paragraph 5

5. Stresses the urgent need to develop the full range of digital skills that individuals and companies will require in an increasingly digital economy; ~~underlines the need to strengthen connections between education and employment~~stresses the importance of designing special training solutions for people working in small and medium-sized enterprises(SMEs) and of re-training unemployed people; underlines the need to strengthen connections between education and employment; given that digital transformation will be a factor why some of today’s jobs will disappear and new jobs will emerge; recalls the need to encourage young people to pursue ICT studies; emphasises that recommendations for a minimum level of digital competencies that students should acquire during their studies should be drawn up.

Amendment 46 #

Draft opinion
Paragraph 5

5. Stresses the urgent need to develop the full range of digital skills together with life skills1c, including critical thinking and media literacy, that individuals and companies will increasingly require in an ~~increas~~always evolvingly digital ~~econom~~society; underlines the need to strengthen connections between education and employment; recalls the need to ~~encourage young people to pursue ICT~~close the gender gap in ICT and STEM (science, technology, engineering and mathematics) studies; emphasises that recommendations for a minimum level of digital competencies that students should acquire during their studies should be drawn up. _________________ 1c Life skills are defined by the World Health Organisation as “the abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life.[...] a core set of life skills are: decision making, problem solving, creative thinking, effective communication, interpersonal relationship skills, self-awareness, empathy, coping with emotions, coping with stress".

Amendment 47 #

Draft opinion
Paragraph 5

5. Stresses the urgent need to develop the full range of digital skills that individuals and companies will require in an increasingly digital economy; underlines the need to strengthen connections between education and employment; recalls the need to encourage young people to pursue ICT studies; emphasises that recommendations for a minimum level of digital competencies that students should acquire during their studies should be drawn up; points to the importance of promoting proper training for women, and their necessary participation, in the scientific, technological, and digital field.

Amendment 48 #

Esther DE LANGE

Draft opinion
Paragraph 5

5. Stresses the urgent need to develop the full range of digital skills that individuals and companies will require in an increasingly digital economy; highlights the importance of digital competencies in assessing the reliability of online information; underlines the need to strengthen connections between education and employment; recalls the need to encourage young people to pursue ICT studies; emphasises that recommendations for a minimum level of digital competencies that students should acquire during their studies should be drawn up.

Amendment 49 #

Rolandas PAKSAS

Draft opinion
Paragraph 5

5. Stresses the urgent need to develop the full range of digital skills that individuals and companies will require in an increasingly digital economy; underlines the need to strengthen connections between education and employment and to develop digital training content and infrastructure accessible to all; recalls the need to encourage young people to pursue ICT studies; emphasises that recommendations for a minimum level of digital competencies that students should acquire during their studies should be drawn up.

Amendment 5 #

Draft opinion
Paragraph 1

1. Highlights the vital role of education and training as the best investment in the EU’'s future; strongly believes that digital transformation has a great impact on education systems; stresses that digital competencies are of growing importance for every individual and underlines that in the future, nearly all jobs and services will require digital skills and data literacy;

Amendment 50 #

Draft opinion
Paragraph 5

5. Stresses the urgent need to develop the full range of digital skills that individuals and companies will require in an increasingly digital economy; underlines the need to strengthen connections between education and employment; ~~recall~~urges the need to encourage young people to pursue ICT studies; emphasises that recommendations for a minimum level of digital competencies that students should acquire during their studies should be drawn up and introduced in the curriculum.

Amendment 51 #

Draft opinion
Paragraph 5 – subparagraph 1 (new)

Cooperation and exchange of information are of the most valuable importance and should be strongly promoted. Teachers must not be expected to simply impart knowledge in a mechanical way; their role is also to enable students to debate, think critically and to acquire social and emotional intelligence through interaction.

Amendment 52 #

Draft opinion
Paragraph 5 a (new)

5a. Stresses the need to boost entrepreneurial competences and an entrepreneurial mind-set and to support digital entrepreneurship; Underlines the role of the European Institute of Innovation and Technology (EIT) and the Knowledge and Innovation Communities in bringing together business, research and education into a knowledge triangle; Highlights the role of campus incubators and stresses the need to develop more university-linked incubation programmes in European universities;

Amendment 53 #

Christelle LETARD-LECHEVALIER

Draft opinion
Paragraph 5 a (new)

5a. Underlines that digital competencies are more than design and management of networks, software and ICT equipment, but also the possibility to interact with administrations and participate in the political life, exercise of the freedom of speech and other fundamental rights. Calls for measure meant to empower the citizens to properly function in a connected world and avoid pitfalls like fake news and online disinformation.

Amendment 54 #

Draft opinion
Paragraph 5 a (new)

5a. Recognises the vital importance of digital technology in education and training; points, however, to the dangers that can arise when young people are overexposed to screens; notes that overexposure among young children is a major public health issue, since it causes severe behavioural problems, and has to be combated.

Amendment 55 #

Draft opinion
Paragraph 5 a (new)

5a. Highlights the importance of open data and collaborative digital technology tools and methods for the prosperity of the European economy and its entrepreneurship, hence considers to be a priority to boost advanced digital skills in this direction for current and future generations;

Amendment 56 #

Theresa GRIFFIN, Patrizia TOIA, Carlos ZORRINHO, José BLANCO LÓPEZ, Clare MOODY, Wajid KHAN, Miapetra KUMPULA-NATRI

Draft opinion
Paragraph 5 a (new)

5a. Highlights the gap in access to education and digital skills for the most vulnerable in society; emphasises that equal access and the opportunity to learn digital skills for women and girls should be incorporated and encouraged.

Amendment 57 #

Draft opinion
Paragraph 5 a (new)

5a. Points out that access to digital public services must be encouraged by taking measures to promote increased user knowledge, information, preparedness, and accessibility.

Amendment 58 #

Draft opinion
Paragraph 5 b (new)

5b. Stresses that the digital transformation within the workplace encompasses changes and challenges of adaptation for the human resources themselves; highlights therefore the importance of supporting training and lifelong learning focusing on the development of digital skills in synergy with the life skills1d and key competences1e, which are essential for the resilience, empowerment and well-being of the workforce in transition. _________________ 1d Life skills are defined by the World Health Organisation as “the abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life.[...] a core set of life skills are: decision making, problem solving, creative thinking, effective communication, interpersonal relationship skills, self-awareness, empathy, coping with emotions, coping with stress". 1e Council Recommendation on Key Competences for Lifelong Learning adopted on 22 May 2018.

Amendment 59 #

Draft opinion
Paragraph 5 b (new)

5b. Stresses that the advance in technology also brings the need for societal evolution and all citizens, especially the young digital natives, need to have in their learning curricula privacy, security and basic safeguards that will empower them and protect from malicious activity.

Amendment 6 #

Draft opinion
Paragraph 1

1. Highlights the vital role of education and training as the best investment in the EU’s future; ~~strongly believ~~recognises that digital transformation has a great impact on the society and the education systems alike; stresses that digital competencies are of growing importance for every individual and underlines that in the future, nearly all jobs will require digital skills;

Amendment 60 #

Draft opinion
Paragraph 5 b (new)

5b. Recalls that digital technology and access to data are enablers of innovation in education; Stresses the importance of open data as an educational resource, as well as a tool for further developing Open Science.

Amendment 61 #

Draft opinion
Paragraph 5 c (new)

5c. Stresses that digital transformation in the education sector should contribute to gender equality, empowering equally girls and boys, women and men, to feel secure to use new technologies, and engage into ICT studies.

Amendment 7 #

Draft opinion
Paragraph 1

1. Highlights the vital role of education and training as the best investment in the EU’s future; strongly believes that digital transformation has a great impact on education systems; stresses that digital ~~competencies are~~literacy is of growing importance for every individual and underlines that in the future, nearly all jobs will require digital skills;

Amendment 8 #

Draft opinion
Paragraph 1

1. Highlights the vital role of education and training as the best investment in the EU’s future; ~~strongly~~ believes that digital transformation has a great impact on education systems; stresses that digital competencies are of growing importance for every individual and underlines that in the future, ~~nearly al~~several jobs will require digital skills;

Amendment 9 #

Liliana RODRIGUES, Momchil NEKOV, Eider GARDIAZABAL RUBIAL, Julie WARD

Draft opinion
Paragraph 1 a (new)

1a. Stresses that, in a context of rapid digital and societal transformation, the education system should support, from an early age and throughout life, a balanced set of skills and competences boosting individuals' resilience, critical thinking, wellbeing, and innovation potential; for instance, a synergy between relevant digital skills and life skills1a, as well as key competences1b (especially personal, social and entrepreneurial), needs to be sought urgently; _________________ 1a Life skills are defined by the World Health Organisation as “the abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life.[...] a core set of life skills are: decision making, problem solving, creative thinking, effective communication, interpersonal relationship skills, self-awareness, empathy, coping with emotions, coping with stress". 1b Council Recommendation on Key Competences for Lifelong Learning adopted on 22 May 2018.

source: 627.622

2018/09/28 CULT 183 amendments...

Amendment 1 #

Motion for a resolution
Citation 7 a (new)

- having regard to its resolution of 9 September 2015 on empowering girls through education in the EU4-A, _________________ 4-A Text adopted, P8_TA(2015)0312

Amendment 10 #

Motion for a resolution
Recital B

B. whereas the innovative capacity of technology is conditioned by, among others, by critical thinking and the level of digital and creative skills of the population;

Amendment 100 #

Motion for a resolution
Paragraph 4

4. Stresses that a lack of connectivity in schools across Member States comes at the cost of the ~~digital skills education of students; calls on the Member States to connect all remaining schools~~availability of digital teaching tools; stresses, in particular, that the use of digital teaching tools presupposes the adaptatation of all the necessary school materials and educational content and not just making computers available to pupils, which would involve considerable public investment, and would probably require financial contributions from parents; calls on the Member States to ensure universal access to broadband across the country, and to mtake ~~use of existing EU programmes for this purpose~~account, in their educational strategies, of the full impact of the digitisation of education;

Amendment 101 #

Motion for a resolution
Paragraph 4

4. Stresses that a lack of connectivity in schools across Member States comes at the cost of the digital skills education of students; calls on the Member States to ~~connect all remaining schools and to make use of existing EU programmes for this purpo~~make strong public investments aimed at providing all schools with high-capacity broadband networks with access to at least 100 Mbps connectivity, making also use of existing EU programmes for this purpose; recalls that while connectivity is essential for the modernisation of the education system, a careful assessment of the potential negative effect on human health, including due to electromagnetic pollution, must be taken into account during the planning infrastructure phase;

Amendment 102 #

Motion for a resolution
Paragraph 4

4. Stresses that a lack of ~~connectivity~~digital equipment in schools across Member States comes at the cost of the digital skills education of students; calls on the Member States to connect all remaining schools and to make use of existing EU programmes for this purpose, by implementing, for instance, a voucher scheme and giving priority to rural and disadvantaged areas;

Amendment 103 #

Liliana RODRIGUES, Momchil NEKOV, Eider GARDIAZABAL RUBIAL, Julie WARD

Motion for a resolution
Paragraph 4

4. Stresses that a lack of connectivity in schools across Member States comes at the cost of the digital skills education of students; calls on the Member States to connect all remaining schools and to make use of existing EU programmes for this purpose; encourages the relevant local authorities to make the best possible use of the WiFi4EU initiative for their schools;

Amendment 104 #

4. Stresses that a lack of connectivity in schools across Member States comes at the cost of the digital skills education of students; calls on the Member States to connect all remaining schools and to make use of existing EU programmes for this purpose, paying particular attention to the outermost regions and mountainous and less developed regions;

Amendment 105 #

Liliana RODRIGUES, Momchil NEKOV, Eider GARDIAZABAL RUBIAL, Julie WARD

Motion for a resolution
Paragraph 4 a (new)

4a. Considers it essential to reduce the learning gap between students from different socio-economic backgrounds and regions of the EU, in particular the less developed ones, by taking advantage of the full potential of the resources provided by new digital technologies, including personalised education and partnerships between educational institutions;

Amendment 106 #

Remo SERNAGIOTTO, Angel DZHAMBAZKI, Rupert MATTHEWS, Emma McCLARKIN

Motion for a resolution
Paragraph 4 a (new)

4a. Notes the growing gap between men and women’s participation in the digital sector in education, career and entrepreneurship; and emphasises that women have the highest margin for improvement in take-up of digital skills; welcomes in this context the Commission’s forthcoming action plan to reduce the gender divide in tech;

Amendment 107 #

Motion for a resolution
Paragraph 4 a (new)

4a. Stresses that while it is essential to increase learners’ basic and advanced digital skills, classical and humanistic skills should nevertheless continue to be nurtured;

Amendment 108 #

Motion for a resolution
Paragraph 4 b (new)

4b. Calls on Member States to develop appropriate and effective measures to foster digital skills among the elderly and people with disabilities;

Amendment 109 #

Motion for a resolution
Paragraph 5

5. Points out that education and training institutions require assistance from the Union and Member States, as well as from stakeholders and industry, to ~~make the difficult transition to a more digitalised learning environment~~develop their ICT and media education in accordance with their specific pedagogical approach;

Amendment 11 #

Motion for a resolution
Recital B

B. whereas the innovative capacity of technology is conditioned by the level of digital skills of the population and the quality and reach of internet connectivity;

Amendment 110 #

Motion for a resolution
Paragraph 5

5. Points out that education and training institutions require assistance from the Union and Member States, as well as from stakeholders and industry, to make the difficult transition to a more digitalised learning environment, but that this assistance would probably be insufficient given that digitisation necessarily involves considerable investment to guarantee the compatibility of learning materials with the network and the availability of high- quality educational content; stresses that the digitisation of schools should not create additional expenditure for pupils’ parents in addition to the expenses they already pay;

Amendment 111 #

Liliana RODRIGUES, Momchil NEKOV, Eider GARDIAZABAL RUBIAL

Motion for a resolution
Paragraph 5

5. Points out that education and training institutions require assistance from the Union and Member States, as well as from stakeholders ~~and industr~~, industry, local and regional authorities, communities and civil society, to make the difficult transition to a more digitalised learning environment;

Amendment 112 #

Motion for a resolution
Paragraph 5

5. Points out that education and training institutions require assistance from the Union and Member States, as well as from stakeholders ~~and industry~~, industry and local and regional communities and players, to make the difficult transition to a more digitalised learning environment;

Amendment 113 #

Remo SERNAGIOTTO, Angel DZHAMBAZKI, Rupert MATTHEWS, Emma McCLARKIN

Motion for a resolution
Paragraph 5 a (new)

5a. Underlines the key role played by libraries in providing citizens with digital services, and the availability of online learning, online services, in a safe environment open to all; recommends therefore that these efforts shall be duly funded under European, national, regional and local schemes, complementary to one another and that the libraries get a broader recognition for their essential role in developing media literacy;

Amendment 114 #

Motion for a resolution
Paragraph 5 a (new)

5a. Stresses that traineeships in the digital sector can help students and young adults acquire practical digital skills on- the-job; welcomes in this context the new pilot project for Digital Opportunity traineeships under Erasmus+ and Horizon 2020; calls for a renewed impetus in this direction under the new MFF programmes;

Amendment 115 #

Motion for a resolution
Paragraph 6

6. Stresses that teachers and trainers should be at the core of the digital transformation and therefore require adequate preparation and training themselves; insists that this training requires time and should not come as an extra task on top of their daily activitiethemselves do not always see the point of digitising teaching methods; highlights that, ~~even more than~~as with the teaching of other basic skills, such as numeracy and literacy, digital skills teaching requires teachers to update their knowledge and skills on a continuous basis; argues, therefore, that teachers need proper and ongoing support;

Amendment 116 #

Liliana RODRIGUES, Momchil NEKOV, Eider GARDIAZABAL RUBIAL, Julie WARD

Motion for a resolution
Paragraph 6

6. Stresses that teachers and trainers should be at the core of the digital transformation and therefore require adequate preparation and training themselves that includes modules on age and development oriented teaching practices; insists that this training requires time, flexibility and should not come as an extra task on top of their daily activities; highlights that, even more than the teaching of other basic skills, such as numeracy and literacy, digital skills teaching requires teachers to update their knowledge and skills on a continuous basis; argues, therefore, that teachers need ~~proper and ongoing support~~suitable, flexible and high-quality continuous professional development that corresponds to their needs;

Amendment 117 #

Motion for a resolution
Paragraph 6

6. Stresses that teachers and trainers should be at the core of the digital transformation and therefore require adequate preparation and initial and continuous training themselves; insists that this training requires time and should not come as an extra task on top of their daily activities; highlights that, even more than the teaching of other basic skills, such as numeracy and literacy, digital skills teaching requires teachers to update their knowledge and skills on a continuous basis; argues, therefore, that teachers need proper and ongoing support, an essential condition for achieving any substantial innovation in the education system;

Amendment 118 #

Motion for a resolution
Paragraph 6

6. Stresses that teachers and trainers should be at the core of the digital transformation and therefore require adequate preparation and training themselves; insists that this training requires time and should not come as an extra task on top of their daily activities; highlights that, even more than the teaching of other basic skills, such as numeracy and literacy, digital skills teaching requires teachers to update their knowledge and skills on a continuous basis; argues, therefore, that teachers need proper and ongoing support; and has a positive view, in this regard, of the use of European online platforms to increase professional development opportunities and encourage the exchange of best practice;

Amendment 119 #

Motion for a resolution
Paragraph 6

6. Stresses that teachers and trainers should be at the core of the digital transformation and are among the professions that will retain their central role for society in the future and therefore require adequate preparation and training themselves; insists that this training requires time and should not come as an extra task on top of their daily activities; highlights that, even more than the teaching of other basic skills, such as numeracy and literacy, digital skills teaching requires teachers to update their knowledge and skills on a continuous basis; argues, therefore, that teachers need proper and ongoing support;

Amendment 12 #

Motion for a resolution
Recital C

C. whereas a basic knowledge of digital technologies is becoming vital for completing essential administrative ~~and everyday~~tasks, given that a growing number of administrative services are being dematerialised, as are certain everyday - but relatively simple - tasks;

Amendment 120 #

Liliana RODRIGUES, Eider GARDIAZABAL RUBIAL, Julie WARD

Motion for a resolution
Paragraph 6

6. Stresses that teachers and trainers should be at the core of the digital transformation and therefore require adequate preparation and training themselves that includes modules on age and development oriented teaching practices; insists that this training requires time and should not come as an extra task on top of their daily activities; highlights that, even more than the teaching of other basic skills, such as numeracy and literacy, digital skills teaching requires teachers to update their knowledge and skills on a continuous basis; argues, therefore, that teachers need proper and ongoing support;

Amendment 121 #

Motion for a resolution
Paragraph 6 a (new)

6a. Considers it vital that teachers should be involved in the implementation by Member States and their higher education institutions of a specific ICT module in curricula which also includes programmatic content on teaching and learning materials protected by copyright;

Amendment 122 #

Remo SERNAGIOTTO, Angel DZHAMBAZKI, Rupert MATTHEWS, Emma McCLARKIN

Motion for a resolution
Paragraph 6 a (new)

6a. Supports and encourages the implementation of actions concerning the digitisation of the administrative processes carried out by schools in order to further reduce the administrative burden at all levels;

Amendment 123 #

Motion for a resolution
Paragraph 6 a (new)

6a. Notes that the skills shortage poses real problems for recruiting teachers and teacher trainers with high proficiency in ICT;

Amendment 124 #

Liliana RODRIGUES, Momchil NEKOV, Eider GARDIAZABAL RUBIAL, Julie WARD

Motion for a resolution
Paragraph 6 b (new)

6b. Recommends that the Commission create an online copyright discussion and information platform on copyright with the aim of assisting educational institutions, educators and students;

Amendment 125 #

Rupert MATTHEWS, Emma McCLARKIN

Motion for a resolution
Paragraph 6 b (new)

6b. Stresses that differentiated and performance-based pay can help schools acquire teachers with high proficiency in ICT;

Amendment 126 #

Liliana RODRIGUES, Momchil NEKOV, Eider GARDIAZABAL RUBIAL, Julie WARD

Motion for a resolution
Paragraph 6 c (new)

6c. Notes that those entrusted with education now have increased responsibilities because of the increased use of digital applications in school work, that they must be involved in the learning process and in the use of technology, since if they do not have the necessary digital skills, it will be more difficult to involve their students in the learning process and this may result in more social exclusion;

Amendment 127 #

Motion for a resolution
Paragraph 7

7. Encourages the Member States to promote and finance regional and local initiatives that support ~~the transformation of teach~~any initiative that can improve European educational systems, ing p~~ractices to enhance innovation;~~ articular to match the performance of systems in certain East Asian countries;

Amendment 128 #

Motion for a resolution
Paragraph 7

7. Encourages the Member States to promote and finance regional and local initiatives that support ~~the transformation of~~quality teaching practices aimed ato enhanceing innovation;

Amendment 129 #

Robert ROCHEFORT

Motion for a resolution
Paragraph 8

8. Calls on the Member States to ~~make good use of~~promote Union financial support among the wider public and educational institutions and to make good use of it to make access to digital learning content, tools and solutions a reality for all;

Amendment 13 #

Motion for a resolution
Recital D

D. whereas it is estimated that approximately half of the current jobs worldwide – and 30 % in the European Union – will disappear over the next 25 years9, ~~with~~and even new professions requiring advanced digital skills ~~emerging~~will disappear, given the advances made in artificial intelligence; _________________ 9 http://eskills- scale.eu/fileadmin/eskills_scale/all_final_d eliverables/scale_digitalisation_report.pdf

Amendment 130 #

Motion for a resolution
Paragraph 8

8. Calls on the Member States to make good use of Union financial support ~~to make~~in the area of access to digital learning content, tools and solutions ~~a reality for all~~;

Amendment 131 #

Liliana RODRIGUES, Momchil NEKOV, Eider GARDIAZABAL RUBIAL, Julie WARD

Motion for a resolution
Paragraph 8

8. CPoints out that the lack of digital tools for mobile students is an issue that can undermine the quality of the enjoyment of educational experiences in Europe; encourages the Commission to continue with its pilot projects on European Student e-Cards and Erasmus without Papers, with a view to launching them as from the next multiannual programming period; calls on the Member States, therefore, to make good use of Union financial support to make access to digital learning content, tools and solutions a reality for all;

Amendment 132 #

Motion for a resolution
Paragraph 8

8. Calls on the Member States to make ~~good~~responsible and effective use of Union financial support to make access to digital learning content, tools and solutions a reality for all;

Amendment 133 #

Liliana RODRIGUES, Eider GARDIAZABAL RUBIAL, Julie WARD

Motion for a resolution
Paragraph 8 a (new)

8a. Expresses its concern that private interests and the use of digital technologies are becoming devices for subjecting educational provision to the needs of the economy, at the risk of turning students into consumers, neglecting their genuine needs and hindering the long-term vision of the full potential of digital technologies in education as well as in society; recommends, where possible, hardware and software interoperability and the systematic use of free software solutions; calls also for the implementation of measures to ensure the pedagogical freedom of teachers and educators, as well as measures to safeguard privacy and data security;

Amendment 134 #

Liliana RODRIGUES, Momchil NEKOV, Eider GARDIAZABAL RUBIAL, Julie WARD

Motion for a resolution
Paragraph 8 a (new)

8a. Underlines the need for a whole- school approach towards digital change in education; calls, in that regard, for close cooperation between all stakeholders – education providers, teachers and educators, school leaders, learners, parents and civil society – in order to embed digital technologies and the development of digital skills and competences into learning environments in a meaningful and strategic way;

Amendment 135 #

Motion for a resolution
Paragraph 8 b (new)

8b. Expresses concern about the storage of the personal data of pupils and teachers by private operators, often relocated to another country; draws attention to the need for these private operators to sign user agreements which safeguard the privacy and security of personal data with the local, regional and national authorities;

Amendment 136 #

Motion for a resolution
Paragraph 9

9. Points out that, in line with the lifelong learning approach required for digital skills, governments, in cooperation with stakeholders such as companies and civil society organisations, and through both formal and non-formal settings, should ensure that ~~nobody is left behind and that al~~targeted measures are introduced to reach out to disadvantaged groups including people with disabilities, the long-term unemployed, early school leavers and people from low socio- economic backgrounds; emphasises, in that regard, the relevance of non-formal can ~~find a place in the new order~~d informal learning, including its recognition and validation, and the value of cooperation between education institutions and civil society;

Amendment 137 #

Motion for a resolution
Paragraph 9

9. Points out that, in line with the lifelong learning approach required for digital skills and other skills, governments, in cooperation with stakeholders such as companies and civil society organisations, and through both formal and non-formal settings, should ensure that nobody is left behind and that all can find a place ~~in the new order~~on the job market, in particular by maintaining a healthy and level playing field, which means protecting against unfair competition;

Amendment 138 #

Liliana RODRIGUES, Momchil NEKOV, Eider GARDIAZABAL RUBIAL, Julie WARD

Motion for a resolution
Paragraph 9

Amendment 139 #

Motion for a resolution
Paragraph 9

Amendment 14 #

Motion for a resolution
Recital D a (new)

Da. whereas digital skills which go well beyond the requirements of the labour market offer people better opportunities to participate in the life of society, both today and in the future, facilitate information and cultural exchange and give people a greater say in political decision-making;

Amendment 140 #

Liliana RODRIGUES, Eider GARDIAZABAL RUBIAL, Julie WARD

Motion for a resolution
Paragraph 9

9. Points out that, in line with the lifelong learning approach required for digital skills, governments, in cooperation with stakeholders such as companies and civil society organisations, and through both formal and non-formal settings, should ensure that nobody is left behind and that all can find a place in the new order; stresses, therefore, that digital technologies, if properly used, are enabling tools for many groups with reduced opportunities for access to quality education (even at a distance), including persons with disabilities and individuals with specific learning difficulties, as well as people who live in more isolated areas and areas which provide fewer quality training opportunities; they can also facilitate the integration of migrants and refugees by providing them with skills and including them in the training facilities of the Member States;

Amendment 141 #

Motion for a resolution
Paragraph 9 a (new)

9a. Recalls that in order to effectively integrate digital technology into education systems, it is necessary to improve and strengthen cooperation between all stakeholders, ensuring the convergence, synergies and interdisciplinarity that reflect student needs and enable the transformation of school culture in partnership with local and regional communities and players;

Amendment 142 #

Liliana RODRIGUES, Momchil NEKOV, Eider GARDIAZABAL RUBIAL, Julie WARD

9b. Points out that the impact of digital technologies on education is not at present easy to assess; calls for investment in unbiased and interdisciplinary research into the various impacts of digital technologies on education, linking education sciences, pedagogy, psychology, sociology, neuroscience and computer science so as to achieve as deep an understanding as possible of how the minds of children and adults are responding to the digital environment, maximising the benefits of using digital technology in education and minimising its risks; stresses the need for a balance in the daily use of technological and digital equipment, both in educational institutions and in private life;

Amendment 143 #

Liliana RODRIGUES, Momchil NEKOV, Eider GARDIAZABAL RUBIAL, Julie WARD

Motion for a resolution
Paragraph 9 c (new)

9c. Stresses that the promotion of digital access in education does not necessarily imply equal access to learning opportunities and that, while technologies are becoming increasingly accessible, the acquisition of basic digital skills remains a barrier and the digital divide persists; points out that Eurostat data show that the digital divide is not closing and that 45% of people in the European Union do not have basic digital skills1-A; _________________ 1-A https://ec.europa.eu/digital-single- market/en/news/european-digital- progress-report-edpr-country-profiles

Amendment 144 #

Liliana RODRIGUES, Momchil NEKOV, Eider GARDIAZABAL RUBIAL, Julie WARD

Motion for a resolution
Paragraph 9 d (new)

9d. Points out that the complex digital skills required for the efficient use of ICT depend on the acquisition of basic skills and that not everyone is on equal footing, with major gaps remaining at basic levels and particularly affecting disadvantaged groups and a large number of adults, that more educated people are three times more likely to use the Internet to acquire new skills and create new opportunities than those with lower levels of education1- B and that we run the risk of technology becoming a training tool for the privileged rather than an opportunity for all; _________________ 1-B COM SEC(2008)2629 FIN

Amendment 145 #

Liliana RODRIGUES, Momchil NEKOV, Eider GARDIAZABAL RUBIAL, Julie WARD

Motion for a resolution
Paragraph 9 e (new)

9c. Stresses the need for a change in the institutional and pedagogical practices of schools, but also other learning environments, including non-formal learning environments, in order to make them more equitable, by providing substantially diversified and in-depth support structures for all, in particular those belonging to groups at risk of exclusion, such as the unemployed, migrants, the low-skilled, those with disabilities and the elderly;

Amendment 146 #

Motion for a resolution
Paragraph 10

10. Calls for a shift towards more on- the-job learning and insists on the need to have ~~the right~~quality, inclusive and well-resourced education and training frameworks in place, ~~and to ensure that~~including in vocational education ~~systems are properly resourced~~and training; believes that opportunities for re-skilling and upskilling are essential, with relevant digital skills components mainstreamed in workplace training programmes; stresses the importance of lifelong career guidance and counselling in order to support access to suitable, flexible and high-quality training and career paths;

Amendment 147 #

Motion for a resolution
Paragraph 10

10. ~~Calls for a shift towards more on- the-job learning~~Underlines the need to strengthen connections between education and employment and insists on the need to have the right education and training frameworks in place, and to ensure that vocational education systems are properly resourced; believes that opportunities for re-skilling and upskilling are essential, with relevant digital skills components mainstreamed in workplace training programmes;

Amendment 148 #

Robert ROCHEFORT

Motion for a resolution
Paragraph 10

10. Calls for a shift towards more non- ~~the-job~~formal and informal learning and insists on the need to have the right education and training frameworks in place, and to ensure that vocational education systems are properly resourced; believes that opportunities for re-skilling and upskilling are essential, with relevant digital skills components mainstreamed in workplace training programmes;

Amendment 149 #

Motion for a resolution
Paragraph 10

10. Calls for a shift towards more on- the-job learning and insists on the need to have the right education and training frameworks in place, and to ensure that vocational education systems are properly resourced; believes that opportunities for re-skilling and upskilling are essential, including in certain low-skilled manual professions so that social mobility is a real possibility, with relevant digital skills components mainstreamed in workplace training programmes;

Amendment 15 #

Motion for a resolution
Recital E

E. whereas the technological transformation across industries means that digital tools are frequently used even in traditionally non-technical professions, with nine out of 10 jobs in the near or immediate future estimated to require digital skills;

Amendment 150 #

Liliana RODRIGUES, Eider GARDIAZABAL RUBIAL, Julie WARD

Motion for a resolution
Paragraph 11

11. ~~Encourages~~Calls on Member States ~~to take steps~~, in collaboration with businesses, education and training centres and civil society stakeholders to identify existing skills gaps, expand digital literacy, enhance media literacy, in particular among minors, and establish a high level of digital connectivity and inclusion;

Amendment 151 #

Motion for a resolution
Paragraph 11

11. Encourages Member States to take steps, in collaboration with ~~businesse~~local and regional communities and players, education and training centres and civil society stakeholders to identify existing skills gaps, expand digital literacy, enhance media literacy and establish a high level of digital connectivity and inclusion;

Amendment 152 #

Motion for a resolution
Paragraph 11

Amendment 153 #

Motion for a resolution
Paragraph 11

11. Encourages Member States to take steps, in collaboration with businesses, education and training centres and civil society stakeholders to identify existing skills gaps, in particular in certain manual professions accessible through professional training, limit restrictions to professional reorientation, in particular those relating to age, expand digital literacy, enhance media literacy and establish a high level of digital connectivity and inclusion;

Amendment 154 #

Motion for a resolution
Paragraph 11 a (new)

11a. Regrets that up to now girls have been less likely to pursue a career in the ICT sector, or to attain senior management positions (only 19% of workers in ICT have a female boss, compared to 45% of workers in other sectors) and that the percentage of women with degrees in computer sciences does not exceed 20%, which means they are actually under-represented among the total number of employees in the ICT sector; calls on the Commission, therefore, to fine-tune its Women in Digital strategy, launched in March 2018, which aims to implement measures to facilitate women’s participation in the digital sector, starting with educational opportunities;

Amendment 155 #

Motion for a resolution
Paragraph 11 a (new)

11a. Regrets that while the use of online and mobile applications and new technologies such as Internet for Things has become more massive than ever, citizens, in particular minors, are often unaware of the risks associated with the use of Internet and ICT tools, such as personal data breaches, pervasive end users’ tracking and cyber-crimes; calls therefore on Member States to assign an appropriate role to data protection and basic cyber hygiene in schools curricula;

Amendment 156 #

Remo SERNAGIOTTO, Angel DZHAMBAZKI, Rupert MATTHEWS, Emma McCLARKIN

Motion for a resolution
Paragraph 11 a (new)

11a. Calls on the Member States, the Commission and the educational institutions to improve children safety online and address the issues of cyberbullying, exposure to harmful and disturbing content, and other cybersecurity threats by developing and implementing prevention programmes and awareness-raising campaigns; encourages the Member States to further promote the “#SafeInternet4EU” Campaign;

Amendment 157 #

Motion for a resolution
Paragraph 11 a (new)

11a. Welcomes the participation of business in founding and funding schools;

Amendment 158 #

Motion for a resolution
Paragraph 11 b (new)

11b. Welcomes the establishment of strategic partnerships between academic and research institutions and public and private partners as part of Key Action 2 of the Erasmus+ programme, with a view to setting up ICT centres of excellence and fostering the development of technological start-ups;

Amendment 159 #

Motion for a resolution
Paragraph 11 b (new)

11b. Highlights the importance of open data and collaborative digital technology tools and methods for the prosperity of the European economy and its entrepreneurship, hence considers a priority boosting advanced digital skills in this direction for current and future generations;

Amendment 16 #

Motion for a resolution
Recital E a (new)

Ea. whereas, however, according to a Cedefop publication dated June 2018, growth growth projections point to a sharp rise in demand for ‘lower-skilled jobs’, particularly in the sales, security and cleaning sectors and catering and care professions, and a stable number of jobs in certain fields, including person- centred services such as hospitality; whereas in spite of the rapid progress made in digital technologies, which should also affect these sectors and in particular the health sector, there will also be a need to meet the increased demand in person-based and manual occupations, which require a very moderate level of digital skills, in particular by means of a suitable policy to steer people towards apprenticeship;

Amendment 160 #

Motion for a resolution
Paragraph 12

12. Recalls that proper assessment and monitoring of digital skills is essential to achieve progress; welcomes the development of EU-level tools for organisations (e.g. the Digital Competences Framework) and for individuals (e.g. SELFIE); insists, however, that effective digital skills assessment methods must be dynamic and constantly updated and must also achieve much broader up-take across the Union at national, regional and local levels, but points out that there should not be a generalised ICT module in the PISA test;

Amendment 161 #

Motion for a resolution
Paragraph 12

12. Recalls that proper assessment and monitoring of digital skills is essential to achieve progress; welcomes the development of EU-level tools for organisations (e.g. the Digital Competences Framework and the Reference Framework for Key Competences for Lifelong Learning) and for individuals (e.g. SELFIE); insists, however, that effective digital skills assessment methods must be dynamic and constantly updated and must also achieve much broader up-take across the Union at national, regional and local levels;

Amendment 162 #

Motion for a resolution
Paragraph 12

12. Recalls that proper assessment and monitoring of digital skills is essential to achieve progress; welcomes the development of EU-level tools for organisations (e.g. the Digital Competences Framework) and for individuals (e.g. SELFIE); insists, however, that effective digital skills assessment methods must be dynamic ~~and~~, flexible, constantly updated, tailored to learners’ needs and must also achieve much broader up-take across the Union at national, regional and local levels;

Amendment 163 #

Motion for a resolution
Paragraph 13

13. ~~Welcom~~Notes the Union’s increased policy focus on digital skills and education, as evidenced notably by the Digital Education Action Plan of January 2018, which builds on a number of successful small-scale policy initiatives, like EU Code Week and the Digital Skills and Jobs Coalition; notes, however, that some initiatives have not proven effective, and that, in particular, the insistence on the early teaching of computer programming has not shown added value in the countries where it has been brought in, but could instead lead to an overloading of school curricula in favour of computer skills that have become obsolete by the time students enter the labour market, in particular given the rapid progress made in the area of artificial intelligence;

Amendment 164 #

Motion for a resolution
Paragraph 13

13. Welcomes the Union’s increased policy focus on digital skills and education, as evidenced notably by the Digital Education Action Plan of January 2018, which builds on a number of successful small-scale policy initiatives, like EU Code Week and the Digital Skills and Jobs Coalition; takes the view, however, that the teaching of programming cannot be separated from a broader, more well- structured education in information technology and critical and computational thinking;

Amendment 165 #

Remo SERNAGIOTTO, Angel DZHAMBAZKI, Rupert MATTHEWS, Emma McCLARKIN

Motion for a resolution
Paragraph 13

13. Welcomes the Union’s increased policy focus on digital skills and education, as evidenced notably by the Digital Education Action Plan of January 2018, which builds on a number of successful small-scale policy initiatives, like EU Code Week and the Digital Skills and Jobs Coalition and the Sofia Call for Action on Digital Skills and Education;

Amendment 166 #

Motion for a resolution
Paragraph 13 a (new)

13a. Emphasises the need for the Union to develop capabilities in areas such as artificial intelligence, big data, software engineering, quantum computing, and web design; in this context welcomes the digital skills component of the Digital Europe Programme;

Amendment 167 #

Motion for a resolution
Paragraph 15

15. ~~Supports the increased funding available for digital skills across the next generation of Multiannual Financial Framework programmes; i~~Insists on the need to deliver synergies across programmes to maximise the effectiveness of funding for digital skills development and deliver ~~lasting results~~measurable and lasting results that show the added value of these digital skills development programmes, in particular as concerns employability;

Amendment 168 #

Motion for a resolution
Paragraph 15

15. Supports the increased funding available for digital skills across the next generation of Multiannual Financial Framework programmes; insists on the need ~~to deliver~~for the European Commission to promote synergies across programmes to maximise the effectiveness of funding for digital skills development and deliver lasting results;

Amendment 169 #

Motion for a resolution
Paragraph 15

15. Supports the increased funding available for digital skills across the next generation of Multiannual Financial Framework programmes; insists on the need to deliver synergies across ~~programme~~and ensure coordination between these programmes including Erasmus+, Horizon Europe, Digital Europe and structural funds to maximise the effectiveness of funding for quality digital skills development and deliver lasting results for learners of all ages and backgrounds;

Amendment 17 #

Motion for a resolution
Recital F

F. whereas currently 44 % of the EU population aged between 16 and 74 lack basic digital skills while 19% have totally insufficient digital skills, with substantial disparities across the Member States, a situation that risks creating a new social divide;

Amendment 170 #

Motion for a resolution
Paragraph 15

15. Supports the increased funding available for digital skills across the next generation of Multiannual Financial Framework programmes; insists on the need to deliver synergies across programmes to maximise the effectiveness of funding for digital skills development and deliver lasting results; stresses the need, in particular, to identify, within the new InvestEU and Digital Europe programmes as well as the Structural Funds, financial support for the digitisation of libraries, archives and museum centres, to increase and improve their use in education and culture;

Amendment 171 #

Motion for a resolution
Paragraph 16

16. Regrets that no over-arching digital skills strategy has been developed at EU level, while the implications of the digital transformation for the EU’s internal market are clear; believes that disparities among Member States illustrate the need for such a strategy;deleted

Amendment 172 #

Motion for a resolution
Paragraph 17

17. ~~Calls for~~Warns against the introduction of ~~the~~a generalised PISA ICT module ~~across~~in all Member States ~~to ensure that they are aiming for the same level of digital skills and to pinpoint any problems quickly; encourages Member States to share lessons and best practices~~, having regard to the results of previous results for PISA skills tests in the areas of mathematics, science and literacy; encourages Member States first to step up efforts to reduce the number of pupils that have difficulties in these subjects, keeping the 15% goal established in the Europe 2020 programme in mind;

Amendment 173 #

Motion for a resolution
Paragraph 17

17. Calls for the exploration of alternatives to the introduction of the PISA ICT module across Member States, to ensure that they are aiming for the same level of digital skills through more formative assessment rather than teaching for the test and to pinpoint any problems quickly; encourages Member States to share lessons and best practices;

Amendment 174 #

Robert ROCHEFORT

Motion for a resolution
Paragraph 17

17. Calls for the introduction of the PISA ICT module across Member States to ensure that they are aiming for the same level of digital skills and to pinpoint any problems quickly; encourages Member States to share lessons and best practices, in particular in the area of educational innovation;

Amendment 175 #

Motion for a resolution
Paragraph 17 a (new)

17a. Points out that data collection on digitisation in education and training institutions and on the use of digital technologies in learning are vital inputs to policymaking; recommends that the Commission and the Member States, therefore, in agreement with their respective ministries of education, launch a systematic collection of data on the real connectivity of schools and the arrangements for and quality of digital skills certificates;

Amendment 176 #

Motion for a resolution
Paragraph 18

18. Believes that the Digital Education Action Plan should ~~be viewed as the first step towards a fully-fledged EU strategy on digital education and skills, which can provide both a more coordinated policy framework~~not be prescriptive, given that school curriculae are a sole Member State competence, but that it can serve as a source of inspiration to the Member States and simultaneously be adaptable to changing realities; ~~call~~suggests, therefore, onthat the Commission toshould critically evaluate the 11 actions under the Plan to prepare for the 2020 mid-term review; recalls that a proper review should imply a willingness to focus only on the best- performing actions, to jettison those that are not delivering and to develop new actions as required; stresses that enhancing digital skills in the harder-to-reach adult population is currently a glaring gap in the Plan, as is the recognition of the harmful effects of digital technologies, in particular on young children;

Amendment 177 #

Motion for a resolution
Paragraph 18

18. Believes that the Digital Education Action Plan should be viewed as the first step towards a fully-fledged EU strategy on digital education and skills based on a lifelong learning approach, which can provide both a more coordinated policy framework and simultaneously be adaptable to changing realities; calls, therefore, on the Commission to critically evaluate the 11 actions under the Plan, including their social inclusiveness, to prepare for the 2020 mid-term review; recalls that a proper review should imply a willingness to focus only on the best- performing actions, to jettison those that are not delivering and to develop new actions as required; stresses that enhancing digital skills through collaborations with non-formal education providers and in the harder-to-reach adult population isare currently a glaring gaps in the Plan;

Amendment 178 #

Motion for a resolution
Paragraph 18 a (new)

18a. Calls, in connection with the Digital Education Action Plan, for special attention to be paid to measures to overcome the digital gender gap, for alternative avenues of access for women to STEAM subjects and skills to be tested and for projects in this area to be given long-term support;

Amendment 179 #

Motion for a resolution
Paragraph 18 a (new)

18a. Encourages greater synergy between EU Member states and the wider world in the field of internet education and active e-citizenship through various EU external actions mechanisms and programme including Erasmus Mundus;

Amendment 18 #

Motion for a resolution
Recital F a (new)

Fa. whereas, however, gaps in digital knowledge are often associated with general learning gaps, and the number of pupils with difficulties in mathematics and science in particular has increased between the 2012 and 2015 PISA assessments in most Member States, reaching about 22% for mathematics, and even approximately 40% in Bulgaria, Romania and Cyprus in 2015;

Amendment 180 #

Motion for a resolution
Paragraph 18 b (new)

18b. Calls on the Commission and the Member States to offer appropriate guidance on the legally secure application of derogations from copyright law in the education sphere and straightforward access to licences for public, non-profit- making establishments in the formal and informal education sphere, combined with rules specifying that the Member States are responsible for compensating publishers and rights-holders who make educational and teaching material available; takes the view that teachers and pupils need security when using digitally accessible resources and imparting and learning the skills which are fundamental to democratic Internet use, along with knowledge about data protection and modern copyright laws which attach just as much importance to the rights of creatives to fair remuneration as to the rights of individual and institutional users to engage in free online communication;

Amendment 181 #

Motion for a resolution
Paragraph 19 a (new)

19a. Recommends that Member States develop digital literacy programmes in Europe’s minority and regional languages and introduce language technology training and tools in the curricula of their schools, universities and vocational colleges; further stresses the fact that literacy remains a significant factor and an absolute prerequisite for progress in the digital inclusion of communities;

Amendment 182 #

Motion for a resolution
Paragraph 19 b (new)

19b. Stresses that the Member States should provide the support that educational institutions need in order to improve the digitalisation of languages in the EU; recommends that schools across the EU make use of digital technologies to increase the use of cross- border educational exchanges, through video conferences and virtual classrooms; stresses that schools across the EU could benefit from cross-border access to digital content;

Amendment 183 #

Motion for a resolution
Paragraph 19 c (new)

19c. Calls on the Member States to work with the Commission to ensure the SELFIE self-reflection tool is available in Member States’ regional and minority languages;

Amendment 19 #

Motion for a resolution
Recital F b (new)

Fb. whereas 40% of employers in the European Union are finding it difficult to recruit a workforce with the proper qualifications, and whereas this high proportion can be partly attributed to a lack of basic skills in the European workforce, given that, according to the OECD (2012) PIAAC study, among the working-age population of the European Union (16 to 65), only 43% had a medium or high level of reading and comprehension (literacy), a number that is significantly lower than that of the OECD (49%), and that, in addition, one in five Europeans had insufficient skills in reading and comprehension (literacy) and one in four in mathematics;

Amendment 2 #

Motion for a resolution
Citation 9

— having regard to the RCouncil recommendation of ~~the European Parliament and of the Council of 18 December 2006~~22 May 2018 on key competences for lifelong learning6 , _________________ 6 OJ ~~L 394, 30.12~~C 189, 4.6.200618, p. 10-13.

Amendment 20 #

Motion for a resolution
Recital F c (new)

Fc. whereas in spite of the predominance of technology in the daily life of the ‘Y’ generation, born after 1980, a study by the Educational Testing Services of the prestigious US-based University of Princeton noted that this generation showed the poorest level of all age groups in the United States in the basic skills - reading and comprehension (literacy), basic mathematics and problem-solving in a technology-rich environment - which shows that there is no causal link between the omnipresence of digital technologies and the acquisition of a high level of digital skills; whereas, in the same study, some European countries had the same or lower scores than the US for Generation Y skills in reading and comprehension (Italy and Spain) and problem-solving in a technological environment (Slovakia, Ireland and Poland);

Amendment 21 #

Motion for a resolution
Recital G

~~G. whereas the importance of digital skills, the current skills gap and disparities in digital skills across the Member States demand a joined-up policy response;~~deleted

Amendment 22 #

Motion for a resolution
Recital G

G. whereas the importance of digital skills, the ~~current~~ skills gap, which is particularly significant between men and women, but also between generations and different social categories, and disparities in digital skills across the Member States demand a joined-up policy response;

Amendment 23 #

Motion for a resolution
Recital G a (new)

G a. whereas it is essential to reclaim the internet as a common good and promote active e-citizenship;

Amendment 24 #

Motion for a resolution
Recital H

~~H. whereas it is essential that educational institutions prepare pupils and students for rapid economic and social changes brought about by rapid technological development;~~deleted

Amendment 25 #

Motion for a resolution
Recital H

H. whereas it is essential that educational institutions prepare pupils and students ~~for rapid economic and social cha~~to confront social and economic challenges brought about by rapid technological and social development;

Amendment 26 #

Liliana RODRIGUES, Momchil NEKOV, Eider GARDIAZABAL RUBIAL, Julie WARD

Motion for a resolution
Recital H

H. whereas it is essential that educational institutions prepare pupils and students for rapid economic and social changes brought about by rapid technological development, giving them adequate skills to be able to adapt to the challenges of the digital era, such as occupational literacy and media literacy;

Amendment 27 #

Motion for a resolution
Recital H

H. whereas it is essential that educational institutions prepare pupils and students for rapid economic and social changes brought about by rapid technological development, endowing them with skills suited to the challenges of the digital world;

Amendment 28 #

Liliana RODRIGUES, Momchil NEKOV, Eider GARDIAZABAL RUBIAL, Julie WARD

Motion for a resolution
Recital H a (new)

H a. whereas access to and the use of the internet and of technological and digital equipment have transformed social behaviour and relationships, especially among the younger sections of society;

Amendment 29 #

Motion for a resolution
Recital H a (new)

H a. whereas the goal that by 2025 all schools in the EU should have access to internet connections with download/upload speeds of 1 gigabit of data per second is yet to be reached;

Amendment 3 #

Liliana RODRIGUES, Momchil NEKOV, Eider GARDIAZABAL RUBIAL, Julie WARD

Motion for a resolution
Citation 18 a (new)

- having regard to the Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions of 2 May 2012 on European Strategy for a Better Internet for Children,

Amendment 30 #

Motion for a resolution
Recital H b (new)

H b. whereas excessive use of technological and digital equipment, such as computers and tablets, can cause health and well-being problems, including sleep deprivation, a sedentary lifestyle and addiction;

Amendment 31 #

Liliana RODRIGUES, Momchil NEKOV, Eider GARDIAZABAL RUBIAL

Motion for a resolution
Recital I

~~I. whereas a new and innovative approach should place technology at the heart of education;~~deleted

Amendment 32 #

I. whereas ~~a new and innovative approach should place technology at the heart of education~~there is a need to reconnect with tried and tested methods of teaching, in particular systematic learning and repeated exercises for mathematics and traditional methods for learning to read: the syllabic method, homework, and, if necessary, a repeated year if the pupil fails at school;

Amendment 33 #

Motion for a resolution
Recital I

I. whereas athe new ~~and innovative approach should place technology at the heart of education~~technologies require a different and innovative form of teaching and change the relationship between teachers and learners;

Amendment 34 #

Motion for a resolution
Recital I

I. whereas atechnology can offer new and innovative approach ~~should place~~es to teach~~nology at the heart of~~ing and should therefore have an adequate role in education;

Amendment 35 #

Motion for a resolution
Recital I

I. whereas a new and innovative approach ~~should~~can place digital technolog~~y at the heart of education~~ies and connectivity at the heart of holistic, humanist education which focuses on pupils;

Amendment 36 #

Motion for a resolution
Recital I

I. whereas a new and innovative approach should place technology at the heart of education, while maintaining the personal contact between students and teachers and prioritising the wellbeing and healthy development of children and adult learners;

Amendment 37 #

Motion for a resolution
Recital I

I. whereas a new and innovative approach should place technology ~~at the he~~in an age appropriate manner as an integral part of education;

Amendment 38 #

Motion for a resolution
Recital I a (new)

Ia. whereas, according to an OECD study of 15 September 2015, schools which have invested more heavily in new technologies than the other countries studied have not seen a significant improvement in school performance; whereas new technologies at school could even have helped to exacerbate existing inequalities between students, according to the OECD director of education Andreas Schleicher, quoted by the BBC (15.09.2015);

Amendment 39 #

Motion for a resolution
Recital I b (new)

Ib. whereas the most successful education systems, particularly in Asia (and in particular South Korea, Japan and Singapore), make limited use of new technologies in schools; whereas in contrast, in seven of the states studied, where the use of new technologies was the most intensive, there was a deterioration in school performance in reading, in particular in Australia, New Zealand and Sweden;

Amendment 4 #

Motion for a resolution
Citation 23 a (new)

- having regard to the Council recommendation of 20 December 2012 on the validation of non-formal and informal learning,

Amendment 40 #

Motion for a resolution
Recital J

J. whereas technologies shcould be better used to support new pedagogies that focus on learners as active participants with tools for inquiry-based learning and collaborative workspaces;

Amendment 41 #

Motion for a resolution
Recital J a (new)

Ja. whereas the ‘active participation’ of pupils should not change the teacher- pupil hierarchy and whereas, in this respect, the PISA tests include an assessment of the disciplinary climate in classes, which - according to the test - is a key condition for academic success; whereas France, in particular, has experienced a steady decline in the disciplinary climate in classes since the year 2000, and school results have deteriorated accordingly;

Amendment 42 #

Motion for a resolution
Recital J b (new)

Jb. whereas some of the best- performing states in the PISA tests, in particular South Korea and Singapore, are implementing educational methods based on strict hierarchy and discipline within classes, and this educational model should be reconsidered in Europe in view of the excellent academic results it yields;

Amendment 43 #

Liliana RODRIGUES, Momchil NEKOV, Eider GARDIAZABAL RUBIAL, Julie WARD

Motion for a resolution
Recital J c (new)

Jc. whereas the models generally invoked in support of ‘participatory’ teaching methods - the Scandinavian models, in particular Finland - have not necessarily proven effective, given that a comparison of Finland’s results in the PISA tests in 2012 and 2015 shows a notable decline in mathematics and science;

Amendment 44 #

Motion for a resolution
Recital K

K. whereas basic education in cyber hygiene, cyber safety and media literacy is necessary from an early age to help children become ~~critical consumer~~active citizens, make informed decisions and be aware of risks associated with the Internet, such as fake news, intimidation and online harassment;

Amendment 45 #

Motion for a resolution
Recital K

K. whereas basic education in cyber hygiene, cyber safety and media literacy ~~is necessary from an early age~~needs to be age-and development oriented to help children become critical ~~consum~~learners, make informed decisions and be aware of risks associated with the Internet;

Amendment 46 #

Motion for a resolution
Recital K

K. whereas basic education in cyber hygiene, cyber safety and media literacy ~~is necessary from an early age~~needs to be age and development oriented to help children become critical consumers, make informed decisions and be aware of risks associated with the Internet;

Amendment 47 #

Motion for a resolution
Recital K

K. whereas basic education in ~~cyber hygiene,~~ cyber safety and media literacy is necessary from an early age to help children become critical consumers, build resilience to disinformation, propaganda and filter bubbles, make informed decisions and be aware of risks associated with the Internet; whereas the skills needed for using digital technologies and the internet are key for the well-being and for the civic participation of all citizens;

Amendment 48 #

Motion for a resolution
Recital K

K. whereas basic education in cyber hygiene, cyber safety, data protection and media literacy is necessary from an early age to help children become critical c~~onsumers~~itizens, meaningfully participate to public life, make informed decisions and be aware of risks associated with the Internet;

Amendment 49 #

Remo SERNAGIOTTO

Motion for a resolution
Recital K

K. whereas basic education in cyber hygiene, cyber safety and media literacy is necessary from an early age to help children become critical ~~consum~~users, make informed decisions and be aware of risks associated with the Internet;

Amendment 5 #

Motion for a resolution
Recital A

A. whereas, with technology developing at an accelerating rate, the digital society and economy are now a fact of life, meaning that digital skills are e~~ssential~~ver more useful in a large number of jobs;

Amendment 50 #

Motion for a resolution
Recital K

K. whereas basic education in cyber hygiene, cyber safety and media literacy is necessary from an early age to help children become critical c~~onsumer~~itizens, make informed decisions and be aware of risks associated with the Internet;

Amendment 51 #

Motion for a resolution
Recital K

K. whereas basic education in cyber hygiene, cyber safety and media literacy is necessary from an early age to help children become critical consumers, content producers and shapers of a democratic digital society, make informed decisions and be aware of the opportunities and risks associated with the Internet;

Amendment 52 #

Motion for a resolution
Recital K

K. whereas basic education in cyber hygiene, cyber safety and media literacy is necessary from an early age to help children become critical consumers, make informed decisions and be aware of risks associated with the Internet, in particular cyber-bullying and access to pornography;

Amendment 53 #

Motion for a resolution
Recital K a (new)

Ka. whereas parents should be made aware of the risks associated with early use of the Internet and social networks, in particular access to pornography and cyber-bullying, but also the impact of exposure to screens on cognitive development and academic results;

Amendment 54 #

Motion for a resolution
Recital L

L. whereas digital learning can ~~be a more captivating, less passive, and more personalised way of teaching than~~not replace lecture- style teaching methods~~, providing platforms for collaboration and knowledge creation~~ and students’ consistent attendance of classes;

Amendment 55 #

Motion for a resolution
Recital L

L. whereas digital learning can be a ~~more captivating, less pass~~valid complement to lecture-style teaching methods, stimulating a more active, and ~~more~~ personalised way of teaching ~~than lecture- style teaching methods,~~and providing platforms for collaboration and knowledge creation;

Amendment 56 #

Motion for a resolution
Recital L

L. whereas quality innovative digital learning can be a more captivating, less passive, and more personalised way of teaching than lecture- style teaching methods, providing platforms for collaboration and knowledge creation;

Amendment 57 #

Liliana RODRIGUES, Momchil NEKOV, Eider GARDIAZABAL RUBIAL, Julie WARD

Motion for a resolution
Recital L a (new)

La. whereas a number of professors in the French universities and higher education institutions, in particular the President of the Association of Teachers of Economic and Commercial Preparatory Classes (France), advise against the ongoing use of computers and advocate a return to paper-based methods; whereas some prestigious institutions, like the preparatory classes at the Lycée Janson-de-Sailly, have banned the ongoing use of the computer in view of its negative impact on academic results caused by the low involvement of the student and the distraction caused by Wi- Fi, and whereas, for this reason, the use of computers in higher education should be minimised to what is strictly necessary for the academic content being covered and to encourage students to take notes in the traditional way;

Amendment 58 #

Motion for a resolution
Recital L a (new)

La. whereas we are seeing the growing commercial use of education by large digital companies, trying to influence teaching practices by introducing equipment, providing software and educational resources or providing training for teachers;

Amendment 59 #

Motion for a resolution
Recital M

M. whereas, to better deliver on the promise of technology, Member States need convincing strategies ~~to build teachers’ capacity and policymakers need to become better at building support for this agenda~~for the digitisation of teaching that take account of the harmful effect of exposure to new technologies, in particular screens, on cognitive development, mental health and academic results;

Amendment 6 #

Motion for a resolution
Recital A

A. whereas, with technology developing at an accelerating rate, the digital society and economy are now a fact of life, meaning that digital skills are essential for the successful professional realisation and personal development of all citizens;

Amendment 60 #

Liliana RODRIGUES, Momchil NEKOV, Eider GARDIAZABAL RUBIAL, Julie WARD

Motion for a resolution
Recital M

M. whereas, to better deliver on the promise of technology, Member States need convincing strategies to build teachers’ capacity and policymakers need to be~~come bett~~ stronger at building support for this agenda;

Amendment 61 #

Motion for a resolution
Recital M

M. whereas, to better deliver on the promise of technology, Member States need ~~convincing~~effective strategies to build teachers’ capacity and policymakers need to become better at building support for this agenda;

Amendment 62 #

Motion for a resolution
Recital M a (new)

Ma. whereas public libraries participate in the common effort of familiarizing citizens with digital skills, by providing open services for digital support in a social and helpful environment;

Amendment 63 #

Liliana RODRIGUES, Eider GARDIAZABAL RUBIAL, Julie WARD

Motion for a resolution
Recital N

N. whereas the fact that adults who are out of work or in jobs that do not require digital skills tend to fall quickly behind their more digitally proficient peers~~, thus hampering~~ probably reflects an overall lack of general skills, in particular basic skills such as mathematics and reading, which hampers their job prospects and exacerbat~~ing~~es social and economic disparities; whereas primary and secondary-level teaching should be improved to reduce the number of people leaving the school system with or without qualifications but without having obtained basic skills in the key disciplines;

Amendment 64 #

Motion for a resolution
Recital N a (new)

Na. whereas the progressive digitisation of work will result in the disappearance of many professions and an increase in unemployment; whereas the new professions that will emerge with digitisation may compensate for some of the lost jobs;

Amendment 65 #

Motion for a resolution
Recital N a (new)

Na. whereas digital technologies can facilitate access to knowledge and learning and their use enables all training facilities at various levels to be easily accessible and inclusive;

Amendment 66 #

Remo SERNAGIOTTO, Angel DZHAMBAZKI, Rupert MATTHEWS, Emma McCLARKIN

Motion for a resolution
Recital N a (new)

Na. whereas elderly and people with disabilities, without appropriate and targeted policies, are likely to suffer the most from the digital transformation;

Amendment 67 #

Motion for a resolution
Recital N a (new)

Na. whereas the share of men working in the digital sector is 3.1 times greater than the share of women;

Amendment 68 #

Motion for a resolution
Recital O

O. whereas lifelong learning opportunities tend to be far more available to already highly-skilled workers; whereas lifelong learning should be promoted as a way of boosting social mobility, in particular for low- or medium-skilled workers, which could help to increase motivation and productivity10; _________________ 10 Joint Employment Report 2018, https://eur-lex.europa.eu/legal- content/EN/TXT/?qid=1519897788119&ur i=CELEX%3A52017DC0674

Amendment 69 #

Motion for a resolution
Recital O a (new)

Oa. whereas 30% of higher education graduates in the European Union hold jobs that do not match their formal qualifications, and they are very often over-qualified, which can lead to a loss of productivity in the long term; whereas, therefore, professional reorientation or retraining schemes should also be introduced for workers with a higher education diploma with a view to tackling this phenomenon;

Amendment 7 #

Motion for a resolution
Recital A

A. whereas, with technology developing at an accelerating rate, the digital society and economy are now a fact of life, meaning that digital skills are essential for citizens to actively participate to public life and access to the labour market;

Amendment 70 #

Liliana RODRIGUES, Momchil NEKOV, Eider GARDIAZABAL RUBIAL, Julie WARD

Motion for a resolution
Recital P

P. whereas ongoing monitoring and assessment of digital skills proficiency both in organisations and among individuals ~~is a prerequisite for effective policy delivery~~could be a good way to develop suitable policies in this area;

Amendment 71 #

Motion for a resolution
Recital P a (new)

Pa. whereas women make up only 20% of professionals in the field of science and only 27% of engineering graduates1-A, only 29 out of 1 000 graduates, compared to 95 out of 1 000 for men, have a degree in ICT, only 3% of all female graduates hold a bachelor’s degree in this discipline (compared to almost 10% in the case of male graduates), and only 4 out of 1 000 women end up working in the ICT sector; _________________ 1-A https://ec.europa.eu/education/et- monitor-2017_en

Amendment 72 #

Motion for a resolution
Recital P a (new)

Pa. whereas digital learning strategies also need to take into account research on the detrimental effects that an early use of digital technology may have on the development of the brain of young children;

Amendment 73 #

Motion for a resolution
Recital P a (new)

Pa. whereas mastering basic transversal skills such as numeracy, critical thinking, social skills and intercultural skills is a fundamental prerequisite for the acquisition of digital skills;

Amendment 74 #

Motion for a resolution
Recital P b (new)

Pb. whereas digital learning strategies should take into account neurological research on the effects that an early use of digital technology may have on young children;

Amendment 75 #

Motion for a resolution
Recital P b (new)

Pb. whereas mastering basic skills is a fundamental prerequisite for acquiring of digital competence;

Amendment 76 #

Motion for a resolution
Recital P c (new)

Pc. whereas technological development is increasingly language- based and has consequences for growth and society; whereas there is an urgent need for more language-aware policies and for technological research and education on digital communication and language technologies and their relationship to society;

Amendment 77 #

Motion for a resolution
Paragraph 1

1. Underlines that digital skills acquisition requires a ~~‘cradle to grave’~~lifelong-learning approach anchored in ~~lifelong learning across~~ formal and non- formal education settings, with a policy response and targeted interventions appropriate to the needs of different age groups and learners;

Amendment 78 #

Motion for a resolution
Paragraph 1

1. Underlines that digital skills acquisition requires a ~~‘cradle to grave’~~coherent approach anchored in lifelong learning across formal and non-formal education settings, with a policy response and targeted interventions appropriate to the needs of different age groups and learners;

Amendment 79 #

Motion for a resolution
Paragraph 1

1. Underlines that digital skills acquisition requires a ‘cradle to grave’ approach anchored in lifelong learning across formal and non-formal education settings, with a policy response and targeted interventions appropriate to the needs of different age groups and learners, especially given that non-specialised digital skills are generally acquired spontaneously over the course of one’s professional life, in particular at the beginning - higher education students carrying out their first internships in companies, for example;

Amendment 8 #

Motion for a resolution
Recital A a (new)

A a. whereas digital competence is one of the key competences for lifelong learning, as defined in the Reference Framework in the Council Recommendation of 22 May 2018;

Amendment 80 #

Motion for a resolution
Paragraph 1

1. Underlines that digital skills acquisition requires a ‘cradle to grave’ approach anchored in lifelong learning across formal and non-formal education settings, with a policy response ~~and~~that also reflects the latest findings of neurological research on the effects of digital technology on brain development and provides targeted interventions appropriate to the needs of different age groups and learners;

Amendment 81 #

Motion for a resolution
Paragraph 1

1. Underlines that digital skills acquisition requires a ‘cradle to grave’ approach anchored in lifelong learning across formal ~~and~~ non-formal and informal education settings, with a policy response and targeted interventions appropriate to the needs of different age groups and learners;

Amendment 82 #

Motion for a resolution
Paragraph 1 a (new)

1a. Underlines the potential of digital technologies to support a shift towards more learner-centred pedagogical approaches if incorporated into the learning process in a planned and purposeful way; believes that learners need to be guided towards innovative, bottom-up practices of knowledge creation for genuine educational transformation to happen;

Amendment 83 #

Motion for a resolution
Paragraph 1 a (new)

1a. Highlights that inclusiveness and innovation should be the leading principles for education and training in the digital age; believes that digital technologies should not be reinforcing existing inequalities, but instead be used in order to close the digital divide;

Amendment 84 #

Motion for a resolution
Paragraph 1 b (new)

1b. Stresses that it is key to ensure a gender balanced approach in promoting ICT careers and that more female students and women should be supported in pursuing a career in the digital field;

Amendment 85 #

Motion for a resolution
Paragraph 1 c (new)

1c. Recommends that Member States in close cooperation with local communities and education and training providers to offer adults with a low level of digital skills access to upskilling pathways which provide them with the opportunity to acquire a minimum level of digital competence;

Amendment 86 #

Motion for a resolution
Paragraph 2

2. Stresses~~, therefore, that a transformation of the educational and training systems at all levels is necessary to meet the demands of th~~ that quality educational and training systems are fundamental to empower learners to play an active role in democratic life, supporting individual’s resilience, critical thinking, wellbeing, inclusion and innovation potential, as well as develop the skills and competences necessary to confront future soci~~ety~~al and labour market ~~of the future~~challenges;

Amendment 87 #

Motion for a resolution
Paragraph 2

2. Stresses, therefore, that a transformation of the educational and training systems at all levels is necessary ~~to meet the demands of the society and labour market of the future~~if we are to ensure that no European completes secondary or higher education without mastering the basic skills, in particular in the areas of reading, maths and sciences, that are key to finding a place on the labour market;

Amendment 88 #

Motion for a resolution
Paragraph 2

2. Stresses, therefore, that a transformation of the educational and training systems at all levels is necessary to meet the demands of the society and labour market of the future, recommends using interactive, participative and practical teaching methods tailored to learners’ age, educational levels, needs and interests, and to make full use of the opportunities offered by the information and communication technologies and the media, including social media;

Amendment 89 #

Motion for a resolution
Paragraph 2

2. Stresses, therefore, that a transformation of the educational and training systems at all levels is necessary to meet the demands of the society and labour market of the future, the latter to be developed further on the basis of stringent social and environmental standards, whilst guaranteeing the right to personal fulfilment through participation in education;

Amendment 9 #

Liliana RODRIGUES, Momchil NEKOV, Eider GARDIAZABAL RUBIAL, Julie WARD

Motion for a resolution
Recital B

B. whereas the innovative capacity of technology is conditioned by the ~~level~~training of a sufficient number of dhig~~ital skills of the population~~h-calibre specialists in the areas of science and technology, and by the quality of teaching in higher education in the Member States and professional training in these areas;

Amendment 90 #

Motion for a resolution
Paragraph 2 a (new)

2a. Believes that educational institutions cannot afford to neglect the all-round training of their students involving the cultivation and development of a critical and holistic outlook that allows them to assert themselves as active citizens and understands that critical thinking cannot be strengthened only by teaching digital skills, and that a comprehensive education is also needed;

Amendment 91 #

Remo SERNAGIOTTO, Angel DZHAMBAZKI, Rupert MATTHEWS, Emma McCLARKIN

Motion for a resolution
Paragraph 2 a (new)

2a. Underlines that a synergy between relevant digital skills and life skills, as well as the boosting of key competences (especially personal, social and entrepreneurial) needs to be sought;

Amendment 92 #

Motion for a resolution
Paragraph 2 a (new)

2a. Stresses the value of school autonomy to achieving innovation in education;

Amendment 93 #

Liliana RODRIGUES, Momchil NEKOV, Eider GARDIAZABAL RUBIAL, Julie WARD

Motion for a resolution
Paragraph 2 b (new)

2b. Recalls that, as the Commission acknowledges in its Action Plan for Digital Education, the necessary adaptation of educational institutions to new technologies and innovative pedagogical approaches should never be seen as an end in itself, but rather as a tool for improving the quality and inclusivity of education;

Amendment 94 #

Liliana RODRIGUES, Momchil NEKOV, Eider GARDIAZABAL RUBIAL, Julie WARD

Motion for a resolution
Paragraph 2 b (new)

2b. Stresses that, while recognising the need for more digital skills, the education and training systems must be at the forefront for promoting a responsible use of digital tools, as well as for protecting the physiological neurosensory and behavioural development of learners, especially during childhood;

Amendment 95 #

Motion for a resolution
Paragraph 2 c (new)

2c. Stresses that, in order to achieve better learning experiences and outcomes, digital tools must be adapted to the needs of students, that this is a way for students to become active citizens and not merely passive consumers of technology;

Amendment 96 #

Motion for a resolution
Paragraph 3

3. Regrets that~~, despite the potential of digitalisation for fostering and enhancing learning, the impact~~ the increased use of digital technologies oin education ~~itself has been limited~~has not proven useful to learning; expresses, in particular, its concern that investments in ICT in schools and training centres have not ~~yet resulted in the hoped-for transformation of educational practice~~led to a significant improvement in academic results, as the above-mentioned OECD study shows;

Amendment 97 #