2020/2243(INI) The European Education Area: a shared holistic approach
Lead committee dossier:
Progress: Procedure completed
| Role | Committee | Rapporteur | Shadows |
|---|---|---|---|
| Lead | CULT |
ŠOJDROVÁ Michaela ( EPP)
|
ROS SEMPERE Marcos ( S&D),
CICUREL Ilana ( Renew),
RIBA I GINER Diana ( Verts/ALE),
DA RE Gianantonio ( ID),
MELBĀRDE Dace ( ECR),
BARRENA ARZA Pernando ( GUE/NGL)
|
| Committee Opinion | EMPL |
CICUREL Ilana ( Renew)
|
Dominique BILDE ( ID),
Tatjana ŽDANOKA ( Verts/ALE),
Eugenia RODRÍGUEZ PALOP ( GUE/NGL),
Pierfrancesco MAJORINO ( S&D)
|
Lead committee dossier:
Legal Basis:
RoP 54, RoP 57
Legal Basis:
RoP 54, RoP 57Events
2022/03/25
EC - Commission response to text adopted in plenary
Documents
2021/11/11
EP - Results of vote in Parliament
Documents
2021/11/11
EP - Decision by Parliament
Details
The European Parliament adopted by 483 votes to 25, with 52 abstentions, a resolution on the European Education Area: a shared holistic approach.
The need for a European Education Area (EEA)
Parliament underlined the role of the EEA in increasing and improving the mobility of learners, teachers and knowledge, in fostering a sense of European belonging and civic awareness, in guaranteeing rights and values and in providing fair and equal opportunities. It called for an EEA with common European policy objectives that ensure quality, inclusive and accessible education, strengthen the exchange of good practice and provide an effective framework for European mobility.
The EEA should play a unique role in improving access to and quality of education across the Union and have a clearer geopolitical dimension so that the Union can use its educational strength strategically with its closest neighbours and partners.
A strategic framework to 2030 with effective governance
Members urged the Commission and Member States to establish, by the end of 2022, a concrete strategic framework for the EEA by 2030 , with a comprehensive steering, monitoring and evaluation mechanism. It welcomed the proposal for an EEA Steering Committee, which would lay the groundwork for a structured and systematic governance framework specifying the type of involvement that will be required from Member States, other levels of government, including local and regional authorities, and the European institutions.
Taking note of the different approaches on the EEA, which express a common wish to provide fresh impetus to the European project, Members underlined the need for more collaboration on education across Europe and beyond to develop common approaches and solutions to common challenges.
Parliament stressed the need to establish clear medium and long-term priorities with achievable targets and deadlines for action. It called for the urgent development of a common strategy and roadmap for implementation involving the EU institutions, Member States and all relevant stakeholders, including local and regional authorities and civil society, and defining responsibilities and opportunities.
Common strategic priorities and EU-level targets
Parliament recommended that all EU institutions and Member States are called on to agree on the same vision, priorities, targets and benchmarks regarding the EEA. Members, on the other hand, underlined the importance of establishing academic freedom and pedagogical autonomy as core principles of the EEA while stressing that inclusion should be a central dimension of the EEA and a prerequisite for achieving quality education for all.
They stressed the importance of:
- placing the learner at the centre of the learning process and adopting a tailor-made approach to vulnerable groups, such as people with disabilities or learning differences, such as those on the autism spectrum or those with high potential;
- improving the working conditions of teachers and educators and for them to be adequately remunerated;
- investing in the initial training of teachers and trainers, by giving their programmes a European dimension and providing for transnational mobility;
- establishing a common European system for the recognition, validation and certification of digital skills, qualifications and diplomas in order to bridge the digital divide in Europe.
Parliament supported the creation of a common framework for the shaping and development of teacher qualifications across the Member States. It supports the initiative of the Commission to set up teacher academies and suggests that an adequate name for them would be the ‘ Comenius Teacher Academies ’. European history and cultural heritage should be taught and a common framework on citizenship education with a European dimension should be developed according to Members.
Member States and the Commission should provide the requisite funding for the establishment, implementation and development of the EEA and the establishment of a dedicated financial instrument in the 2028-2034 multiannual financial framework with a view to developing the EEA further and facilitating the mutual recognition of qualifications. Parliament reiterated its call to allocate at least 10 % of the funding under the Recovery and Resilience Facility to education, including digital education.
Sector-specific measures and considerations
The resolution underlined the importance of learning foreign languages, and of English in particular. Research and innovation should be promoted in education as well as the study of cutting-edge technologies such as artificial intelligence (AI) and robotics.
On vocational training, the resolution called for the creation of a European apprentices statute.
Members called for the gender gap to be closed in education, including in education and careers in science, technology, engineering, the arts and mathematics (STEAM).
Documents
2021/11/10
EP - Debate in Parliament
Documents
2021/10/18
EP - Committee report tabled for plenary
Details
The Committee on Culture and Education adopted an own-initiative report by Michaela ŠOJDROVÁ (EPP, CZ) on the European Education Area: a shared holistic approach.
The need for a European Education Area (EEA)
The right to quality and inclusive education, training and lifelong learning is proclaimed in the European Pillar of Social Rights as its first principle. Moreover, Members considered that education and culture are key to achieving personal and social advancement and well-being, fostering European citizenship and driving job creation and ensuring that the EU is a globally competitive and resilient player. They stressed that the EEA is a unique opportunity to gain European added value through mobility programmes such as Erasmus+ and the European Solidarity Corps with which further synergies are requested.
Bridging institutional and stakeholder approaches
Members called on the Commission and the Member States to establish a concrete European Education Area Strategic Framework 2030 (EEASF 2030) by the end of 2022 and to commit to the type of participation required from Member States and other levels of government, including local and regional authorities, as well as the EU institutions, and to devise effective multi-level governance arrangements that respect the principle of subsidiarity, while aiming to generate European added value.
Taking note of the different approaches on the EEA, which express a common wish to provide fresh impetus to the European project , Members underlined the need for more collaboration on education across Europe and beyond in order to develop common approaches and solutions to common challenges. The Commission’s efforts to foster an EEA is appreciated, however, Members called for a more holistic approach which requires meaningful cooperation and coordination between all actors. They warned that Commission’s proposals are still mainly a strategic outline rather than a concrete policy roadmap. In this regard, Members suggested the establishment of clear mid- and long-term priorities with achievable targets and deadlines for the actions that should be adopted.
Moreover, Members emphasised the urgent need to develop a common implementation strategy and roadmap that includes the EU institutions, Member States and all the relevant stakeholders, including local and regional authorities and civil society, and defines their respective responsibilities and opportunities.
Common strategic priorities and EU-level targets
All EU institutions and Member States are called on to agree on the same vision, priorities, targets and benchmarks regarding the EEA. Members, on the other hand, underlined the importance of establishing academic freedom and pedagogical autonomy as core principles of the EEA. They stressed the importance of improving working conditions and the need for teachers and educators to be adequately remunerated for their work. Stressing the need for a greater European dimension in education as well as improved teacher training, Members support the creation of a common framework for the shaping and development of teacher qualifications across the Member States. The report also supports the initiative of the Commission to set up teacher academies and suggests that an adequate name for them would be the ‘Comenius Teacher Academies’ . European history and cultural heritage should be taught and a common framework on citizenship education with a European dimension should be developed according to Members.
In addition, the report called for a common system of recognition, validation and certification of digital skills, qualifications and credentials, to reduce gaps in digital competences across Europe.
Member States and the Commission should provide the requisite funding for the establishment, implementation and development of the EEA and the establishment of a dedicated financial instrument in the 2028-2034 multiannual financial framework with a view to developing the EEA further and facilitating the mutual recognition of qualifications. The report reiterated its call to allocate at least 10 % of the funding under the Recovery and Resilience Facility to education, including digital education.
Sector-specific measures and considerations
The report underlined the importance of learning foreign languages, and of English in particular. Research and innovation should be promoted in education as well as the study of cutting-edge technologies such as artificial intelligence (AI) and robotics.
On vocational training, the report called for the creation of a European apprentices statute .
Members called for the gender gap to be closed in education, including in education and careers in science, technology, engineering, the arts and mathematics (STEAM).
Documents
2021/10/11
EP - Vote in committee
2021/09/08
EP - Committee opinion
Documents
2021/06/10
EP - Amendments tabled in committee
Documents
2021/04/23
EP - Committee draft report
Documents
2021/04/09
EP - CICUREL Ilana (Renew) appointed as rapporteur in EMPL
2021/02/11
EP - Referral to associated committees announced in Parliament
2020/12/10
EP - ŠOJDROVÁ Michaela (EPP) appointed as rapporteur in CULT
2020/11/26
EP - Committee referral announced in Parliament
Documents
- Commission response to text adopted in plenary: SP(2022)48
- Results of vote in Parliament: Results of vote in Parliament
- Decision by Parliament: T9-0452/2021
- Debate in Parliament: Debate in Parliament
- Committee report tabled for plenary: A9-0291/2021
- Committee opinion: PE689.863
- Amendments tabled in committee: PE693.784
- Committee draft report: PE680.925
- Committee draft report: PE680.925
- Amendments tabled in committee: PE693.784
- Committee opinion: PE689.863
- Commission response to text adopted in plenary: SP(2022)48
Activities
- Michaela ŠOJDROVÁ
Plenary Speeches (2)
- Marcel KOLAJA
Plenary Speeches (2)
- Andrea BOCSKOR
Plenary Speeches (1)
- Angel DZHAMBAZKI
Plenary Speeches (1)
- Stanislav POLČÁK
Plenary Speeches (1)
- Theodoros ZAGORAKIS
Plenary Speeches (1)
- Josianne CUTAJAR
Plenary Speeches (1)
- Sandra PEREIRA
Plenary Speeches (1)
- Stelios KYMPOUROPOULOS
Plenary Speeches (1)
- Eugenia RODRÍGUEZ PALOP
Plenary Speeches (1)
- Mick WALLACE
Plenary Speeches (1)
- Eugen JURZYCA
Plenary Speeches (1)
- Vlad-Marius BOTOŞ
Plenary Speeches (1)
- Tomasz FRANKOWSKI
Plenary Speeches (1)
- Dace MELBĀRDE
Plenary Speeches (1)
- Pierfrancesco MAJORINO
Plenary Speeches (1)
- Gianantonio DA RE
Plenary Speeches (1)
- Elżbieta KRUK
Plenary Speeches (1)
- Ilana CICUREL
Plenary Speeches (1)
- Ladislav ILČIĆ
Plenary Speeches (1)
Votes
L'espace européen de l'éducation: une approche globale commune - The European Education Area: a shared holistic approach - Der europäische Bildungsraum: ein gemeinsamer, ganzheitlicher Ansatz - A9-0291/2021 - Michaela Šojdrová - Proposition de résolution (ensemble du texte) #
2021/11/11 Outcome: +: 483, 0: 52, -: 25
PPE
The Left
NI| Amendments | Dossier |
| 403 |
2020/2243(INI)
2021/05/11
EMPL
182 amendments...
Amendment 1 #
Draft opinion Citation 1 a (new) — having regard to the Charter of Fundamental Rights of the European Union, and in particular Articles 14 and 15 thereof,
Amendment 10 #
Draft opinion Citation 2 b (new) — having regard to the Horizon Europe 2021-2027 funding programme,
Amendment 100 #
Draft opinion Paragraph 2 2. Highlights the importance of ensuring inclusive and quality education, and promoting lifelong learning, including vocational education and training (VET), for all across the Union, to ensure equal opportunities in the labour market; welcomes
Amendment 101 #
Draft opinion Paragraph 2 2. Highlights the importance of ensuring learner-centred inclusive
Amendment 102 #
Draft opinion Paragraph 2 2. Highlights the importance of ensuring in
Amendment 103 #
Draft opinion Paragraph 2 – subparagraph 1 (new) Takes the view that the key determinant of the success of the project to achieve a European Education Area by 2025 will be whether it can offer better education and training opportunities and so create better employment opportunities for young people in the post-pandemic phase; emphasises, against that backdrop, the need to establish clear political and financial coordination with both the enhanced Youth Guarantee scheme, in order to lend fresh impetus to the efforts to combat the NEET phenomenon and long-term unemployment, and the Local Pacts for Skills, so as to ensure that education and training are tailored to local circumstances, and to support local authorities and firms in restructuring and repurposing production in response to the challenges posed by digitalisation and the green revolution and re-establishing a clear link between a territory's manufacturing base and employment, in order to combat the brain drain and rural depopulation;
Amendment 104 #
Draft opinion Paragraph 2 a (new) 2 a. Insists on the valorisation of vocational education and training as a path of excellence leading to employment, fully integrated in the European Education Area and recognised on the labour market; welcomes, in this context, the initiative of Centres of Vocational Excellence and the development of a European approach to micro-credentials, modularisation and individual learning accounts; encourages the European Commission and Member States to work towards longer periods of mobility in vocational education and training, with a genuine European apprenticeship statute, and in partnership with the private sector; encourages the European Commission to work with Member States on an action plan to remove the remaining obstacles to European mobility, such as linguistic and administrative;
Amendment 105 #
Draft opinion Paragraph 2 a (new) 2 a. Underlines that the post-pandemic recovery and revitalisation of the European education policy has to be interconnected with social challenges and the Green and digital transitions, calls on the Commission and in particular the Member States to ensure equal access to quality education and to facilitate access to skills development for all, regardless of gender, racial, ethnic ar social origin, language, religion or belief, disability, age or sexual orientation, and including low- qualified/skilled adults and people with a migrant background; encourages the involvement of various educational stakeholders at local or regional level, in particular social services, civil society and non-formal education;
Amendment 106 #
Draft opinion Paragraph 2 a (new) 2 a. Calls on the Commission to encourage the Member States to thoroughly evaluate the learning curricula so they are up-to-date, future- proof and able to prepare the learners to match their skills with demands of the labour market, reflecting the plurality of societies and at the same time provide space in which the learners can shape their learning process adapted to individual needs of the learners, mainly those with disabilities and special needs or from disadvantaged background;
Amendment 107 #
Draft opinion Paragraph 2 a (new) 2 a. Recalls that there is still no definition of micro-credentials and their potential negative impact on access to employment and on the quality and duration of jobs; emphasises that micro- credentials can only be complementary to full qualifications and that micro- credentials should be both subject to social dialogue on professional qualifications and collective agreements and rigorously regulated and monitored;
Amendment 108 #
Draft opinion Paragraph 2 a (new) 2 a. Notes that the new initiatives that will see the light as a result of the Communication of 30 September 2020 should build upon systems and tools already developed such as the ECTS, the EQF, the Standards and Guidelines for Quality Assurance in the European Higher Education, and the qualifications framework adopted for the European Higher Education Area;
Amendment 109 #
Draft opinion Paragraph 2 a (new) 2 a. Calls on Member States to ensure that all VET graduates have access to the labour market and long-term professional perspectives;
Amendment 11 #
Draft opinion Citation 2 b (new) — having regard to the EU Gender Equality Strategy 2020-2025,
Amendment 110 #
Draft opinion Paragraph 2 b (new) 2 b. Calls for the European Education Area to support the Pact for Skills, requiring collective action of Member States, companies, social partners and other stakeholders; reiterates the need to unlock public and private investment in the up- and re-skilling of the European workforce; calls for more public-private partnerships in VET to strengthen the efficiency of educational systems and to match labour market needs, for instance in supporting teachers and trainers education, setting up training centres and contributing to research on labour market trends; urges Member States to support the private sector with education and training incentive measures;
Amendment 111 #
Draft opinion Paragraph 2 b (new) 2 b. Reiterates the need for adequate funding and investment geared to achieving the goals of the European Education Area, calls in this respect on the Member States to adopt a twofold approach and earmark resources for the educational sector under Flagship initiative 7 in their National Recovery and Resilience Plans for reskilling and up- skilling, as well as to commit in investing at least 10% of their GDP in education; whereby investment in education should be excluded from deficit calculations and economic governance reviews;
Amendment 112 #
Draft opinion Paragraph 2 b (new) 2 b. Calls on the Commission to encourage the Member States to put forward long-term strategic plans encompassing visions for the education system that is resilient to future challenges and potential crises and flexible also in terms of the fast technological changes and development of AI;
Amendment 113 #
Draft opinion Paragraph 2 c (new) 2 c. Calls on the Commission to encourage the Member States to engage in dialogue with civil society organisations, among others family associations, students’ organisations, academia, enterprises and all stakeholders working in the areas of education and training, up-skilling and re-skilling, to address the educational and training challenges faced by EU societies and the consequences of the Covid-19 pandemic on education systems, by formulating comprehensive and structured processes of cooperation and co-creation on such matters;
Amendment 114 #
Draft opinion Paragraph 3 3.
Amendment 115 #
Draft opinion Paragraph 3 3. Underlines that basic and cross- cutting skills, up- and re-skilling and lifelong learning are vital for sustainable growth, productivity, investment and innovation, and are therefore key factors for the competitiveness of businesses, especially small and medium-sized enterprises (SMEs). In this respect reminds that education policies are intrinsically linked to other EU policies and synergies need to be ensured with inter alia the European Pillar of Social Rights and the related action plan, the New Industrial Strategy for Europe, the New Skills Agenda and the European Digital Strategy;
Amendment 116 #
Draft opinion Paragraph 3 3. Underlines that basic and cross- cutting skills, up- and re-skilling and lifelong learning are vital for sustainable growth, productivity, adaptation to the transformations of the labour market, investment and innovation, and are therefore key factors for the competitiveness of businesses, especially small and medium-sized enterprises (SMEs); Highlights the opportunities brought by the informal ways of learning for example by volunteering or providing informal help and care in families as the formal recognition of these skills could help people to gain more opportunities on the labour market;
Amendment 117 #
Draft opinion Paragraph 3 3. Underlines that basic and cross- cutting skills, up- and re-skilling and lifelong learning in the context of the Green Deal and the Just Transition are vital for sustainable growth, productivity, investment and innovation, and are therefore key factors for the competitiveness of businesses, especially small and medium-sized enterprises (SMEs);
Amendment 118 #
Draft opinion Paragraph 3 3. Underlines that basic and cross- cutting skills, up- and re-skilling and lifelong, individualized learning are vital for sustainable growth, productivity, investment and innovation, and are therefore key factors for the competitiveness of businesses, especially small and medium-sized enterprises (SMEs);
Amendment 119 #
Draft opinion Paragraph 3 3. Underlines that basic and cross- cutting skills, up- and re-skilling and lifelong learning are vital for sustainable growth, productivity, investment and innovation, and are therefore key factors for the competitiveness of businesses, especially micro, small and medium-sized enterprises (MSMEs);
Amendment 12 #
Draft opinion Citation 2 c (new) — having regard to the Commission communication entitled ‘European Skills Agenda for sustainable competitiveness, social fairness and resilience’(COM(2020)0274) and to the accompanying Commission staff working documents(SWD(2020)0121) and (SWD(2020)0122),
Amendment 120 #
Draft opinion Paragraph 3 a (new) Amendment 121 #
Draft opinion Paragraph 3 a (new) 3 a. Stresses the necessity to attract, recruit and retain a qualified workforce; considers education and training, including VET and Technical and Vocational Education and Training (TVET), in future-oriented sectors, skills and competences, to be essential to support the shift to sustainable production and services; recalls in this context the responsibility of the private sector regarding investment in VET and personalized lifelong learning as well as decent working and employment conditions;
Amendment 122 #
Draft opinion Paragraph 3 a (new) 3 a. Stresses the need to boost the role of social partners by ensuring that the education and training policies encourage collective agreements regarding the definition and regulation of skills and continuing training, by consulting with social partners the competency needs and the update of the curricula of education and training systems, and by co-designing with workers’ representatives on-the-job training to adapt it to the needs of the working force;
Amendment 123 #
Draft opinion Paragraph 3 a (new) 3 a. Welcomes the Commission Communication on achieving the European Education Area by 2025; as of the opinion that the mutual recognition of trainings, volunteering programs, learning outcomes, qualifications and diplomas at all education levels, and progress in the recognition and validation of non-formal and informal learning, will help to overcome skills shortages and skills mismatches and enable adults to obtain full qualification;
Amendment 124 #
Draft opinion Paragraph 3 a (new) 3 a. Welcomes the recent changes in the platform EPALE and invites the European Education and Culture Executive Agency to assess how to further increase the visibility, continue the development and strengthen the impact of the adult learning community;
Amendment 125 #
Draft opinion Paragraph 3 b (new) 3 b. Emphasises that close cooperation and exchange of best practices between all relevant actors at local, regional, national and European level, involved in skills development is crucial to ensure that everyone can acquire the skills needed on the labour market and in society at large; supports the launch of the Pact for Skills, aiming to bring together all stakeholders which share the objective of upskilling and re-skilling Europe’s workforce; calls to put in place Local Pacts for Skills to better reach people from sectors hit the most by COVID-19 crisis and help them requalify to remain active in the labour market; calls on companies to ensure up- /reskilling their workforce and enhance the provision of apprenticeships in line with the European Framework for Quality and Effective Apprenticeships;
Amendment 126 #
Draft opinion Paragraph 3 b (new) 3 b. Highlights the need to ensure effective social dialogue on vocational education and training and adult learning to consolidate efficient governance of vocational training at all levels, as well as the need to respect full qualifications and recognition and validation of training, work experience, and non-formal and informal learning;
Amendment 127 #
Draft opinion Paragraph 3 b (new) 3 b. Notes that the European Framework for Quality and Effective Apprenticeships should be upheld; highlights, in this regard, the need for some Member States to address the lack of attractiveness and the prestige deficit of VET5a and dual education systems; _________________ 5aWhy vocational education matters more than you might think - OECD Education and Skills Today (oecdedutoday.com); Pintsuk-Christof, J and Moritsch S (2019), Training Needs of SMEs in the Skilled Crafts and Trades Regarding Dual Education. SME needs assessment report.
Amendment 128 #
Draft opinion Paragraph 3 c (new) 3 c. Underlines the importance for corporate investment in formal and informal training and in lifelong learning to ensure fair training and workforce transitions and the promotion of training and learning during working hours; points out that employees should be able to participate in the redistribution of company profits amongst others through investment in skills, and that companies should grant paid leaves with the right of return and means of subsistence with allowances to replace their earnings;
Amendment 129 #
Draft opinion Paragraph 3 c (new) 3 c. Calls on Member States to develop quality dual education systems and vocational systems based on flexible curricula, strong career guidance and connections to the labour market needs;
Amendment 130 #
3 d. Calls for the establishment of paid educational leave policies in line with the ILO Paid Educational Leave Convention to allow workers to attend training programs during work hours and at no personal cost in order to promote life long learning; calls on the Member States to ensure access to training to unemployed workers by granting subsidies such as unemployment benefits, so that also the unemployed and workers with atypical forms of employment have the opportunity to access education, training and lifelong learning; such benefits should include the training expenses and a training allowance to replace their lost earnings during the period of training;
Amendment 131 #
Draft opinion Paragraph 3 e (new) 3 e. Highlights that according to the OECD Education at a Glance2020 the teaching profession is 11% less paid in average than other professions with tertiary graduated; recalls the need to strengthen collective bargaining to ensure decent salaries and pensions and fair working conditions;
Amendment 132 #
Draft opinion Paragraph 4 4. Calls on the Commission and the Member States to facilitate and promote transparent mobility for all including persons with disabilities and special needs and persons from disadvantaged background through the full implementation of the Professional Qualifications Directive
Amendment 133 #
Draft opinion Paragraph 4 4. Calls on the Commission and the Member States to facilitate and promote transparent mobility through the full implementation of the Professional Qualifications Directive
Amendment 134 #
Draft opinion Paragraph 4 4. Calls on the Commission and the Member States to facilitate and promote transparent mobility through the full implementation of the Professional Qualifications Directive1 , and better use of tools such as the European Employment
Amendment 135 #
Draft opinion Paragraph 4 4. Calls on the Commission and the Member States to facilitate and promote transparent mobility through the full implementation of the Professional Qualifications Directive1, and better use of tools such as the European Employment Services (EURES) job mobility portal, the Europass online platform and the European Skills, Competences, Qualifications and Occupations (ESCO) classification system;
Amendment 136 #
Draft opinion Paragraph 4 4. Calls on the Commission and the Member States to facilitate and promote transparent mobility through the full implementation of the Professional Qualifications Directive1 , and better use of tools such as the European Employment Services (EURES) job mobility portal, the Europass online platform and the European Skills, Competences, Qualifications and Occupations (ESCO) classification system; highlights, in this context, the need to improve the recognition of third-country nationals’ competences on the Union’s labour market; stresses the need to promote centres of professional excellence and to enhance their relevance to skills development; _________________ 1Directive 2005/36/EC of the European Parliament and of the Council of 7 September 2005 on the recognition of professional qualifications, OJ L 255, 30.9.2005, p. 22.
Amendment 137 #
4. Calls on the Commission and the Member States to facilitate and promote transparent mobility through the full implementation of the Professional Qualifications Directive1, and better use of tools such as the European Employment Services (EURES) job mobility portal, the Europass online platform, which will be interoperable with the databases of job offers available at EURES, and the European Skills, Competences, Qualifications and Occupations (ESCO) classification system; highlights, in this context, the need to improve the recognition of third-country nationals’ competences on the Union’s labour market; _________________ 1Directive 2005/36/EC of the European Parliament and of the Council of 7 September 2005 on the recognition of professional qualifications
Amendment 138 #
Draft opinion Paragraph 4 4. Calls on the Commission and the Member States to facilitate and promote transparent mobility through the full implementation of the Professional Qualifications Directive1 , and
Amendment 139 #
Draft opinion Paragraph 4 4. Calls on the
Amendment 14 #
Draft opinion Citation 2 d (new) — having regard to the Council Recommendation on vocational education and training (VET) for sustainable competitiveness, social fairness and resilience (2020/C417/01),
Amendment 140 #
Draft opinion Paragraph 4 – point 1 (new) (1) Deplores the Commission's superficial approach to assessing current geopolitical phenomena, in particular when it refers to the 'retreat of the US from the multilateral order' or 'the rise of China', and calls for a more balanced and cautious assessment;
Amendment 141 #
Draft opinion Paragraph 4 – subparagraph 1 (new) Takes the view that the geopolitical dimension of training should above all take the form of a universal approach which offers every young person in the European Union, wherever they live, high-quality education and training that equips them with the knowledge and skills needed to foster their human and professional development in a context which is no longer exclusively local but global, thereby maximising their possibilities and their professional and life opportunities;
Amendment 142 #
Draft opinion Paragraph 4 a (new) 4 a. Recalls the need for further public investment in education to ensure fair and well-resourced education systems based on public service values and democratic governance; calls on the Member States to ensure that the upcoming recovery plans are committed to that objective and that the Just Transition Fund and ESF+ support integrated plans at local level to help upskilling and re-skilling especially for the most vulnerable groups -including people at risk of becoming unemployed- to ensure every person in vulnerable sectors can requalify and develop new skills to remain active in the labour market and benefit from the green and digital transitions;
Amendment 143 #
Draft opinion Paragraph 4 a (new) 4 a. Stresses the need to improve the recognition of skills of third-country nationals in order to facilitate their access to education and to quality employment in the Union, through simplification and acceleration of recognition and validation processes; underlines that specific attention should be paid to migrants in this context, also with the aim of social inclusion, as well as to victims of multiple discrimination, such as migrant women or third country nationals with disabilities;
Amendment 144 #
Draft opinion Paragraph 4 a (new) 4 a. Encourages Member States to take up the 2018 Council Recommendation on key competences for lifelong learning to promote opportunities for young learners to undertake at least one practical entrepreneurial experience during their school years;
Amendment 145 #
Draft opinion Paragraph 4 a (new) 4a. Calls on the Commission to ensure the inclusion of the European competence framework for climate change and sustainable development in the ESCO classification, rather than introducing a new framework;
Amendment 146 #
Draft opinion Paragraph 4 b (new) 4 b. Emphasises that in addition to the European graduate tracking initiative it is necessary to monitor and gather information on emerging skills trends and developments, in order to facilitate the digital and green transition and to respond to their subsequent effects on the labour market;
Amendment 147 #
Draft opinion Paragraph 4 b (new) 4b. Calls on the Commission to draw up a proposal to facilitate the free movement of students throughout the Union, reducing difficulties arising from the absence of automatic validation for annual learning outcomes;
Amendment 148 #
Draft opinion Paragraph 4 c (new) 4c. Calls on Member States to take action to improve the efficiency and effectiveness of expenditure on education and training;
Amendment 149 #
Draft opinion Paragraph 5 5.
Amendment 15 #
Draft opinion Citation 2 d (new) — having regard to Council Recommendation of 22 May 2018 on Key Competences for Lifelong Learning (2018/C189/01),
Amendment 150 #
Draft opinion Paragraph 5 5. Stresses the opportunities created by digital work to achieve the inclusion of all in the labour market; highlights, in this regard, the need to provide access to the development of digital skills, as well as competences in science, technology,
Amendment 151 #
Draft opinion Paragraph 5 5. Stresses the opportunities created by digital work to achieve the inclusion of all in the labour market; highlights, in this regard, the need to provide access to high- speed internet, high-quality software and digital equipment for all as a necessary precondition for the development of digital skills, as well as competences in science, technology, engineering and mathematics (STEM)
Amendment 152 #
Draft opinion Paragraph 5 5. Stresses the opportunities created by digital work to achieve the inclusion of all in the labour market; highlights, in this regard, the need to provide access to the development of digital skills, as well as competences in science, technology, engineering and mathematics (STEM), and cross-cutting soft skills such as critical thinking, creativity and entrepreneurship, to everyone; underlines that special attention must be paid to
Amendment 153 #
Draft opinion Paragraph 5 a (new) 5 a. Underlines the importance of ensuring that teachers and educators receive appropriate, flexible, high-quality training with a special focus on digital literacy and digital skills, to improve and develop specific digital competences throughout their careers; stresses in this regard the importance of providing financial support for training courses designed for teachers and educators; recalls that training courses should also take into account the multicultural and multilingual environments in which teachers and educators work;
Amendment 154 #
Draft opinion Paragraph 5 a (new) 5 a. Recalls that education systems should not only embrace the knowledge and skills but should also enhance the well-being and physical health of the learners; calls therefore for the close attention to be paid to the overal health and physical condition of the learners, with the special focus on the growing problem of civilization diseases, increasing number of children with disabilities and special needs, problems connected to stress, psychological problems or addictions;
Amendment 155 #
Draft opinion Paragraph 5 a (new) 5a. In addition, deplores the persistence of the digital divide in the Union, as some Europeans have insufficient IT equipment or an internet network which is inadequate for the new opportunities offered by digital working; therefore calls on the Commission to reduce this disparity in access to technology and the internet by reinforcing, for example, the synergies of European funds such as FSE+, FEDER or the Recovery and Resilience facility;
Amendment 156 #
Draft opinion Paragraph 5 a (new) 5 a. Encourages the relevant authorities to develop policies to recognise and reward entrepreneurship among higher education faculty (i.e. academic entrepreneurship), such as the development of open science, licensing of academic inventions, intellectual property rights or the founding of start-ups, with a view to further contributing to the development of an entrepreneurial mind- set among students;
Amendment 157 #
Draft opinion Paragraph 5 a (new) 5a. Stresses that the Commission, in drawing up its agenda for the transformation of higher education, must avoid encouraging any measures regarding educational content or the organisation of education systems, including counselling services, so as not to encroach upon the prerogatives of the Member States under primary legislation;
Amendment 158 #
Draft opinion Paragraph 5 a (new) 5a. Underlines that the European Union must not encourage the brain drain, whether among the Member States or from non-EU countries;
Amendment 159 #
Draft opinion Paragraph 5 a (new) 5 a. Stresses that the digitalisation of education and work must only be complementary to face-to-face learning and working routine, and not a replacement of it;
Amendment 16 #
Draft opinion Citation 2 e (new) — having regard to the Commission communication entitled ‘Digital Education Plan 2021-2027. Resetting education and training for the digital age’, (COM(2020)0624) and to the accompanying Commission staff working document (SWD(2020)0209),
Amendment 160 #
Draft opinion Paragraph 5 b (new) 5 b. Regrets that the Covid-19 crisis has deepened the youth unemployment in the European Union; Stresses the need to step up in the efforts to improve the employment rate of recent graduates and to prevent the youth unemployment i.a. through the reinforced Youth Guarantee; Recalls the need for a special attention to be paid to the employment perspectives of young people with disabilities, young people from disadvantaged background but also to young parents, especially mothers who suffer disproportionate marginalisation on the labour market, specifically upon returning to work from maternity or parental leave;
Amendment 161 #
Draft opinion Paragraph 5 b (new) 5 b. Calls on Member States to involve teachers, learners, parents and civil society organisations in the future implementation of the upcoming Council Recommendation on the enabling factors for successful digital education, with a view to ensuring inclusive and accessible education and closing the gap between the most disadvantaged and those with sufficient resources;
Amendment 162 #
Draft opinion Paragraph 5 b (new) 5 b. Highlights the importance of improving and encouraging TVET paths;
Amendment 163 #
Draft opinion Paragraph 5 c (new) 5 c. Stresses the need for enhanced language teaching and learning; recalls that language learning is an important factor shaping a person's professional development and is also essential for the successful social inclusion of migrants and their access to education and the labour market;
Amendment 164 #
Draft opinion Paragraph 5 d (new) 5 d. Calls on Member States to ensure decent remuneration for trainees and apprentices, especially for in work-based learning; calls on social partners to conclude specific collective agreements in this regard;
Amendment 165 #
Draft opinion Paragraph 6 Amendment 166 #
Draft opinion Paragraph 6 Amendment 167 #
Draft opinion Paragraph 6 6. Regrets the persistent gender employment and pay gap;
Amendment 168 #
Draft opinion Paragraph 6 6. Regrets the persistent gender employment and pay gap; highlights, in this regard, the need to tackle gender stereotypes and to increase and support women’s representation in education, training and employment in STEM subjects and occupations
Amendment 169 #
Draft opinion Paragraph 6 6. Regrets the persistent gender employment and pay gap; highlights, in this regard, the need to tackle gender stereotypes and to increase women’s representation in education, training and employment in STEM subjects and occupations
Amendment 17 #
Draft opinion Citation 2 e (new) — having regard to Council Recommendation of 24 November 2020 on vocational education and training (VET) for sustainable competitiveness, social fairness and resilience (2020/C 417/01),
Amendment 170 #
Draft opinion Paragraph 6 6. Regrets the persistent gender employment and pay gap; highlights, in this regard, the need to tackle gender stereotypes, to introduce joint European measures to penalise firms which blatantly exploit their female workforce and to increase women’s
Amendment 171 #
Draft opinion Paragraph 6 6. Regrets the persistent gender employment and pay gap as well as the consequent gender pension gap; highlights, in this regard, the need to
Amendment 172 #
Draft opinion Paragraph 6 – point 1 (new) (1) Takes the view that the Erasmus programme offers young Europeans a formative educational and personal experience and that it should therefore be made accessible to all young people aged over 16, and not remain a privilege reserved for university students, in particular through the involvement of secondary schools and vocational training establishments, and that it should be properly funded so as not to create disparities in opportunity linked to the economic and social circumstances of students' families;
Amendment 173 #
Draft opinion Paragraph 6 – subparagraph 1 (new) Points out that the quality of the education young people receive also hinges on the opportunities for improving their skills and the in-service training offered to teachers of all kinds and at all levels, and calls therefore for Erasmus to be developed into an opportunity for professional improvement for all European teachers, including those in secondary schools, and for teachers to be encouraged and given financial support to complete a period of work abroad;
Amendment 174 #
Draft opinion Paragraph 6 a (new) 6a. Warmly welcomes the objectives of the EU's new strategic framework for lifelong learning and training, which was the subject of a Council Resolution of 19 February 2021; welcomes the five strategic priorities identified in the resolution, which includes in particular specific proposals to make lifelong apprenticeships and mobility a reality for all;
Amendment 175 #
Draft opinion Paragraph 6 a (new) 6 a. Calls on the European Commission to support all Member States so that the goals set by the Erasmus + Program, which is key to achieving the European Education Area in 2025, can be implemented without unnecessary administrative barriers and that the provisions of national law allow for the effective implementation of its targets;
Amendment 176 #
Draft opinion Paragraph 6 a (new) 6 a. Emphasises, the need for a structured dialogue and consultation of stakeholders, including public authorities at local, regional, national and European level, economic and social partners, employers, and diaspora networks when considering the future development in education;
Amendment 177 #
Draft opinion Paragraph 6 a (new) 6a. Stresses that the involvement of women in various educational and professional fields should not be achieved by imposing gender mainstreaming in schools and colleges;
Amendment 178 #
Draft opinion Paragraph 6 b (new) 6b. Welcomes the commitment of the Portuguese Presidency of the Council to launching an online platform aimed at facilitating data sharing among the Member States concerning the challenges linked to unemployment faced by young people as a result of the pandemic;
Amendment 179 #
Draft opinion Paragraph 6 b (new) Amendment 18 #
Draft opinion Citation 2 f (new) — having regard to the Commission communication entitled ‘A New Industrial Strategy for Europe’ (COM/2020/0102),
Amendment 180 #
Draft opinion Paragraph 6 c (new) 6c. Stresses that, with regard to educational options, the freedom of families should be respected with regard to choice of study for children or older students of both sexes;
Amendment 181 #
Draft opinion Paragraph 6 d (new) 6d. Endorses the request to the Council to make compliance with heading 4.3 of the European Education Area a key commitment with regard to the acquisition of professional skills and qualifications in Europe;
Amendment 182 #
Draft opinion Paragraph 6 e (new) 6e. Stresses the need to include in the European Education Area a section devoted to the personal development and social integration of children with special needs in centres staffed by specially trained teachers and suitably equipped to achieve the best results in this respect.
Amendment 19 #
Draft opinion Citation 2 g (new) — having regard to Decision (EU) 2018/646 of the European Parliament and of the Council of 18 April 2018 on a common framework for the provision of better services for skills and qualifications (Europass) and repealing Decision No 2241/2004/EC,
Amendment 2 #
Draft opinion Citation 2 — having regard to the European Pillar of Social Rights, in particular its principles 1, 4, 5 and
Amendment 20 #
Draft opinion Citation 2 h (new) — having regard to Eurofound research on the impact of digitalisation on skills use and skills development,
Amendment 21 #
Draft opinion Citation 2 i (new) — having regard to the Cedefop study entitled ‘Empowering adults through upskilling and reskilling pathways’, volumes 1 and 2,
Amendment 22 #
Draft opinion Citation 2 j (new) — having regard to Cedefop’s report entitled ‘Skills forecast - trends and challenges to 2030',
Amendment 23 #
Draft opinion Recital A A. whereas everyone has the right to inclusive and quality education, training and lifelong learning in order to acquire and maintain the skills that will enable them to develop their professional and personal potential to the fullest extent; whereas the right to receive education and training in the mother tongue, including regional languages, has to be respected even during the COVID19 pandemic, especially in early education years;
Amendment 24 #
Draft opinion Recital A A. whereas everyone has the right to inclusive
Amendment 25 #
Draft opinion Recital A A. whereas everyone of any age group and socio-economic background has the right to inclusive and quality education, training, up-skilling, re-skilling and lifelong learning in order to acquire and maintain the skills that will enable them to develop their p
Amendment 26 #
Draft opinion Recital A A. whereas everyone has the right to inclusive and quality education, training and lifelong learning in order to acquire and maintain the skills that will enable them to develop their professional and personal potential to the fullest extent as well as to live with dignity and independence;
Amendment 27 #
Draft opinion Recital A A. whereas everyone has the right to inclusive and quality education, training and lifelong learning in order to acquire and maintain the skills and competences that will enable them to develop their professional and personal potential to the fullest extent;
Amendment 28 #
Draft opinion Recital A A. whereas everyone has the right to
Amendment 29 #
Draft opinion Recital A a (new) Amendment 3 #
Draft opinion Citation 2 — having regard to the European Pillar of Social Rights, in particular its principles 1, 4, 5 and
Amendment 30 #
Draft opinion Recital A a (new) Aa. whereas the Commission communication on achieving the European Education Area by 2025 is based chiefly on data compiled prior to the pandemic, which therefore do not take account of the devastating educational, occupational, economic and social impact which the pandemic has had on young people;
Amendment 31 #
A a. whereas education, training and lifelong learning is not only an individual but also a social responsibility, as low level of basic skills and low participation of adults in training activities reduce their work opportunities in the labour market, generating social and economic inequalities and contributing to high levels of poverty;
Amendment 32 #
Draft opinion Recital A a (new) Aa. whereas worker mobility based on market needs or the impossibility of living with dignity in one's own country must in no way be encouraged, and whereas the right to live in one's own country must remain an aim to be achieved and a project to be defended;
Amendment 33 #
Draft opinion Recital A b (new) Amendment 34 #
Draft opinion Recital A b (new) A b. whereas the Covid-19 pandemic has disclosed a wide gap between digital skills of people and labour market demands; whereas the focus on the digital skills will remain prominent also after the pandemic; whereas on average two in five Europeans aged 16-74 are lacking these skills1b; _________________ 1bEurostat: Do young people in the EU have digital skills? https://ec.europa.eu/eurostat/web/product s-eurostat-news/-/EDN-20200715-1
Amendment 35 #
Draft opinion Recital A c (new) A c. whereas the Covid-19 pandemic has had a severe impact on the labour market; whereas the unfavourable economy prospect influences the unemployment rate that rose from 6.5% to 7.5% over the course of the year 2020 and mainly young people entering the workforce at the time of the pandemic have had difficulties to secure their first jobs1c;whereas young parents had to support their children’s education and care in addition to their own work which created additional difficulties for their equal participation to the labour market; _________________ 1cEurostat: Society and work, https://ec.europa.eu/eurostat/web/covid- 19/society-work
Amendment 36 #
Draft opinion Recital A c (new) Ac. whereas prior to the pandemic the problem of academic failure, involving the young people who abandon their studies and those who fall behind or have problems completing them in time, affected one young person in five, casting the European education system in a worrying light, in that this phenomenon makes it difficult to find a good job and can lead, in a significant number of cases, to poverty and social marginalisation and exclusion;
Amendment 37 #
Draft opinion Recital B B. whereas a qualified
Amendment 38 #
Draft opinion Recital B B. whereas a qualified mobile workforce is key for a globally competitive economy that provides quality jobs; whereas the strengthened cooperation between universities and other education institutions as well as the recognition of qualifications, learning and
Amendment 39 #
Draft opinion Recital B B. whereas a qualified mobile workforce is key for a globally competitive economy that provides quality jobs; whereas people with low skills and qualifications are at greater risk of unemployment, poverty, and social exclusion; whereas the recognition of qualifications and learning periods is a crucial prerequisite for the free movement of learners, educators and the workforce within the
Amendment 4 #
Draft opinion Citation 2 a (new) — having regard to the International Labour Organisation (ILO) Paid Educational Leave Convention of 1974,
Amendment 40 #
Draft opinion Recital B B. whereas a qualified mobile workforce is key for a globally
Amendment 41 #
Draft opinion Recital B B. whereas a qualified mobile workforce is key for a globally competitive economy that provides quality jobs; whereas the recognition of qualifications and learning periods is a crucial prerequisite for the free movement of learners, educators, volunteers and the workforce within the EU;
Amendment 42 #
Draft opinion Recital B B. whereas a qualified mobile workforce is key for a globally competitive economy that provides stable, quality jobs; whereas the recognition of qualifications and learning periods is a crucial prerequisite for the free movement of learners, educators and the workforce within the EU;
Amendment 43 #
Draft opinion Recital B a (new) Ba. whereas some of the indicators employed by the Commission, such as employability and the period which elapses between completion of studies and the first employment contract, are not effective and suitable parameters to assess the quality of the education and training young people have received and the quality of the employment secured, because they take no account of key factors, such as the duration of the employment contract and the level of salary, which are in fact central to the process of monitoring young people's access to so-called high-quality jobs, a prerequisite for achieving independence from their families and making long-term life plans;
Amendment 44 #
Draft opinion Recital B a (new) B a. whereas the European Education Area (EEA), spurred by the past crises, has been a driving force for a socially-just society, prosperity and the economy and has contributed to fostering common European values1a; _________________ 1aKushnir,I. (2021). The Role of the European Education Area in European Union Integration in Times of Crises. European Review, 1- 21.doi:10.1017/S1062798721000016
Amendment 45 #
Draft opinion Recital B b (new) B b. whereas the results of dual VET across Member States has been uneven, and many national systems in Europe lack the institutional capacity for this type of skill formation;2a _________________ 2aŠćepanović, V., & Martín Artiles, A. (2020). Dual training in Europe: a policy fad or a policy turn? Transfer: European Review of Labour and Research, 26(1), 15–26. https://doi.org/10.1177/102425891989831 7
Amendment 46 #
Draft opinion Recital B c (new) B c. whereas the OECD Programme for International Assessment of Adult Competencies shows a constant high share of adults and teenagers with insufficient basic skills;3a _________________ 3aCouncil Recommendation of 22 May 2018 on key competences for lifelong learning ST/9009/2018/INIT
Amendment 47 #
Draft opinion Recital B d (new) B d. whereas progress over the past decade in adult learning participation has been slow and very uneven across Member States and the target for 2020 has not been reached;4a _________________ 4aEducation and Training Monitor (2020), European Commission
Amendment 48 #
Draft opinion Recital C C. whereas investing in education, training and the effective use of skills will be crucial not only to ensure equal opportunities in the labour market, but also in social life as well as for the EU’s economic and social prosperity, particularly in the light of the green and digital transitions, demographic change and globalisation, which are changing the nature of work, the content of jobs and the skills and qualifications required;
Amendment 49 #
Draft opinion Recital C C. whereas investing in education, training and the effective use of skills will be crucial for the
Amendment 5 #
Draft opinion Citation 2 a (new) — having regard to the Europe 2020 Strategy for smart, sustainable and inclusive growth,
Amendment 50 #
Draft opinion Recital C C. whereas investing in education, lifelong training and the effective use of skills will be crucial for the EU’s economic and social prosperity, particularly in the light of the green and digital transitions, demographic change
Amendment 51 #
Draft opinion Recital C C. whereas investing in education, training and the effective use of skills, including soft-skills, will be crucial for the EU’s economic and social prosperity, particularly in the light of the green and digital transitions, demographic change and globalisation, which are changing the nature of work, the content of jobs and the skills and qualifications required;
Amendment 52 #
Draft opinion Recital C C. whereas investing in education, training and the effective use of skills will be crucial for the
Amendment 53 #
Draft opinion Recital C C. whereas investing in education, training and the effective use of skills
Amendment 54 #
Draft opinion Recital C C. whereas investing in education, training and the effective use of skills will be crucial for the EU’s economic and social prosperity, particularly in the light of the green and digital transitions
Amendment 55 #
Draft opinion Recital C a (new) C a. whereas the pandemic represents an opportunity to rethink the future of education and training towards the creation of a more resilient, inclusive educational system that better prepares learners and a workforce capable of responding to the needs of future of the planet and the multiple global challenges of today; whereas the European Green Deal recognises the role of schools, training institutions and universities in enacting the changes needed for a successful Green transition;
Amendment 56 #
Draft opinion Recital C a (new) Ca. whereas the Commission communication on achieving the European Education Area fails to provide details of a clear and binding mechanism linking the strategy to specific funding and monitoring systems under either the Multiannual Financial Framework 2021- 2027 or the Next Generation EU programme;
Amendment 57 #
Draft opinion Recital C a (new) C a. whereas the COVID-19 pandemic has drastic consequences for the EU social market economy and the changing nature of our labour market needs; whereas education and training, up- skilling and re-skilling, is essential for leveraging opportunities and addressing the challenges generated by the crisis;
Amendment 58 #
Draft opinion Recital C a (new) Ca. whereas simplifying administration, transparency with regard to the training courses on offer and combating abuses in the professional training sector are sine qua non conditions for improving the situation in professional training and education;
Amendment 59 #
Draft opinion Recital C a (new) C a. whereas in addition to crucial basic skills, it is also important to focus on mastering language skills as well as cross- cuttings kills such as critical thinking, entrepreneurship, creativity, intercultural and interreligious competences, team work or media literacy;
Amendment 6 #
Draft opinion Citation 2 a (new) — having regard to the UN Convention on the Rights of the Child (CRC),
Amendment 60 #
Draft opinion Recital C a (new) C a. whereas Article 165 of the TFEU states that the content of teaching and the organisation of education systems, and their cultural and linguistic diversity, is the responsibility of the Member States;
Amendment 61 #
Draft opinion Recital C a (new) C a. whereas the European Pillar of Social Rights Action Plan sets out as a target that at least 60% of all adults should participate in training every year;
Amendment 62 #
Draft opinion Recital C a (new) C a. whereas in 2018, Member States investment average of 4.6% of total GDP on education 1a; _________________ 1a https://op.europa.eu/webpub/eac/educatio n-and-training-monitor-2020/en/
Amendment 63 #
Draft opinion Recital C b (new) Cb. whereas the main beneficiaries of the Next Generation EU programme should, as its name implies, be young people, who should be offered the broadest possible range of educational, training and employment opportunities, in keeping with a long-term vision for European recovery based on the involvement of and active contributions from the young generations;
Amendment 64 #
Draft opinion Recital C b (new) C b. whereas the COVID crisis exacerbated existing divides and inequalities in access to education and skills; whereas these have a significant impact on citizen’s employment prospects, earnings and inclusion in society; whereas policies aimed at building inclusive educational systems and labour markets should be intersectional;
Amendment 65 #
Draft opinion Recital C b (new) C b. whereas significant funding has, since 2016, been allocated to the European Parliament Ambassador School Programme; whereas this programme supposedly aims to teach schoolchildren in a 'neutral' way about the EU;
Amendment 66 #
Draft opinion Recital C b (new) C b. whereas development of specific targets and benchmarks as well as the system of monitoring of their implementation is crucial for achieving the European Education Area by 2025;
Amendment 67 #
Draft opinion Recital C b (new) C b. whereas multilingualism and language skills are a key aspect of social inclusion and labour market integration;
Amendment 68 #
Draft opinion Recital C c (new) Cc. whereas the Commission proposal includes no mechanism for proper, effective coordination between the European Education Area and other initiatives fundamental to the future of young people, such as the enhanced Youth Guarantee scheme and the Local Pacts for Skills;
Amendment 69 #
Draft opinion Recital C c (new) C c. whereas digital skills but also non- formal and informal skills have taken increased importance for citizens to actively participate in the labour market and society as a whole; including media literacy, critical and innovative thinking;
Amendment 7 #
Draft opinion Citation 2 a (new) — having regard to the UN Sustainable Development Goal 4,
Amendment 70 #
C c. whereas the Covid-19 pandemic and the lockdown measures have restricted spaces in which children can interact and develop their social skills in school, peer, and extended family networks;
Amendment 71 #
Draft opinion Recital C c (new) C c. whereas there has been a concerning increase in the use of public funds to counteract Euroscepticism across Europe, including in the sphere of education;
Amendment 72 #
Draft opinion Recital C c (new) Amendment 73 #
Draft opinion Recital C d (new) Cd. whereas less than 5% of European students have access to the Erasmus programme, which in reality is accessible only to university students whose families are in a position to meet at least part of the cost of this vital educational and life experience;
Amendment 74 #
Draft opinion Recital C d (new) C d. whereas training and education should aim primarily to achieve formation of learners and value the integral development and growth of every person, with a special attention to all facets of the individual and without restricting the objectives of education solely to employability;
Amendment 75 #
Draft opinion Recital C d (new) C d. whereas according to the European Commission by 2025 at least four in five VET graduates should be employed and three in five should benefit from on-the job training3a; _________________ 3a https://ec.europa.eu/info/sites/default/files /3_en_document_travail_service_part1_v3 _en_0.pdf
Amendment 76 #
Draft opinion Recital C e (new) C e. whereas, besides a strong focus on STEM subjects in up-skilling and re- skilling programmes, similar attention should be given to humanities and social sciences, since they can, among others, contribute to the social dimension of the green and digital twin transition and lead to a human-centred approach to the digital and scientific areas;
Amendment 77 #
Draft opinion Paragraph 1 Amendment 78 #
Draft opinion Paragraph 1 1. Welcomes the Commission communication of 30 September 2020 entitled ‘Achieving the European Education Area by 2025’ (COM(2020)0625) which encompasses six dimensions – quality, inclusion and gender equality, the green and digital transitions, teachers and trainers, higher education and the geopolitical dimension – and a set of targets with the aim of improving outcomes and ensuring resilient and future- looking education systems; emphasises, however, that the Commission proposal is based on pre-pandemic data and therefore fails to take account of all the damage done to young Europeans by the pandemic, painting an overly optimistic picture which, in particular, ignores the degree to which widened economic and social disparities may affect young generations' study, work and life opportunities;
Amendment 79 #
Draft opinion Paragraph 1 1. Welcomes the Commission communication of 30 September 2020 entitled ‘Achieving the European Education Area by 2025’ (COM(2020)0625) which encompasses six dimensions – quality, inclusion and gender equality, the green and digital transitions, teachers and trainers, higher education and the geopolitical dimension – and a set of targets with the aim of improving outcomes and ensuring resilient and future- looking education systems; Reminds that the creation of the European Education Area by 2025 is a way to harness the full potential of education and culture as drivers for economic growth and job creation as well as improved social cohesion;
Amendment 8 #
Draft opinion Citation 2 b (new) — having regard to the Commission communication entitled ‘achieving the European Education Area by 2025’, (COM(2020)0625) and to the accompanying Commission staff working document (SWD(2020)0212),
Amendment 80 #
Draft opinion Paragraph 1 1. Welcomes the Commission communication of 30 September 2020 entitled ‘Achieving the European
Amendment 81 #
Draft opinion Paragraph 1 1.
Amendment 82 #
Draft opinion Paragraph 1 a (new) 1 a. Insists on considering education and training as a common investment for not only the recovery, resilience and competitiveness of the Union, but also for ensuring its social cohesion and allow all people to find their life-course; welcomes the efforts of the European Commission and Member States to ensure pedagogical continuity during the COVID-19 crisis; highlights the need for greater cooperation and exchange of practice at the Union level on common opportunities and challenges related to education and training; urges the European Commission to ensure via Next Generation EU and Member States in their national recovery and resilience plans, to devote a substantial part of resources and reform to education, training and research; calls for a modernised and fully-fledged governance system for the implementation of the European Education Area, building on the ET 2020 framework;
Amendment 83 #
Draft opinion Paragraph 1 a (new) 1a. Considers that boosting existing education and training programmes along the lines of the Erasmus+ programme, which promotes learning mobility throughout Europe and beyond, is key to making the idea of a European Education Area a reality; therefore welcomes the increased Erasmus+ budget for 2021- 2027 and the new measures aimed in particular at making access to the programme fairer and more inclusive, reducing inequalities based on disability, boosting professional training and reducing territorial disparities by simplifying administrative procedures; welcomes in particular the programme's Key Action 1, which supports learner mobility, among other things, with the aim of ensuring learners' improved employability and a greater feeling of entrepreneurship;
Amendment 84 #
Draft opinion Paragraph 1 a (new) 1 a. Points out that the COVID-19 crisis stressed the critical importance of very high-capacity internet connectivity for education; underlines that all connectivity and equipment gaps should be tackled as soon as possible using EU funding as well as Member States’ and private funding; underlines that following the COVID-19 pandemic remote learning could become part of a modern blended learning approach, namely an integrated, hybrid learning method that combines traditional learning methods, i.e. direct contact with the trainer, with remote, computer-based activities;
Amendment 85 #
Draft opinion Paragraph 1 a (new) 1a. Calls on the Commission to assess the impact of the European Education Area on the basis of qualitative, and not merely quantitative, indicators, including in particular the type of employment contract, its duration and the level of salary, which are parameters of fundamental importance in determining the quality of the education and training received and in predicting more realistically young people's scope for human and professional development and the risk of suffering poverty or social exclusion;
Amendment 86 #
Draft opinion Paragraph 1 a (new) 1a. Points out that, under the Treaty on the Functioning of the European Union (Article 165), the Union is required to fully respect the responsibility of the Member States for the content of teaching and the organisation of education systems, while the European Parliament in particular, in accordance with its terms of reference deriving from this article, must not seek in any way to harmonise Member State laws and regulations in the field of education;
Amendment 87 #
Draft opinion Paragraph 1 a (new) 1 a. Recalls that in order to harness the full potential of the European Education Area, the key areas in which the European Union can support and complement the effort of the Member States in line with the principle of subsidiarity need to be clearly identified and implemented in compliance with the targets and benchmarks developed in cooperation with the Member States, academic institutions and other relevant stakeholders, including families and family associations;
Amendment 88 #
Draft opinion Paragraph 1 a (new) 1 a. Calls on the Commission to respect the competencies of the Member States to organise and manage their education systems, as outlined in Article 165 of the TFEU;
Amendment 89 #
Draft opinion Paragraph 1 b (new) Amendment 9 #
Draft opinion Citation 2 b (new) — having regard to the United Nations Convention on the Rights of Persons with Disabilities (CRPD),
Amendment 90 #
Draft opinion Paragraph 1 b (new) 1b. Welcomes the new professional mobility action, Erasmus Pro, which gives learners and apprentices the opportunity to spend 3 to 12 months abroad to develop their professional and linguistic competences; calls on the Commission and the Member States to support learners and businesses in their participation in this cross-border qualification action; stresses the need to launch a massive communication campaign to promote this opportunity to the public;
Amendment 91 #
Draft opinion Paragraph 1 b (new) 1 b. Regrets that EU funding is directed towards teaching programmes that raise awareness, and promote the supposed benefits, of the EU to schoolchildren; stresses that EU funded programmes of this nature can never truly be neutral; considers these pro-EU propaganda programmes to be a clear breach of Article 165 of the TFEU and calls, therefore, for the funding of these programmes to be immediately suspended;
Amendment 92 #
Draft opinion Paragraph 1 b (new) 1b. Stresses the importance of reducing the percentage of 15-year-olds underachieving in reading, mathematics and science by 2025, this being a key objective not achieved by the previous EU strategic framework for cooperation in education and training (ET 2020), while remaining essential to enable the young people concerned to go on to obtain professional qualifications and skills;
Amendment 93 #
Draft opinion Paragraph 1 b (new) 1 b. Highlights that the successful transition towards the European Education Area requires a comprehensive ecosystem of support for all relevant parties including education institutions, employers, expert communities, non- governmental sector and charitable organisations;
Amendment 94 #
Draft opinion Paragraph 1 c (new) 1c. Welcomes the creation of transnational centres of excellence which aim primarily to develop platforms for European and national-level cooperation, with the objective of strengthening professional training initiatives;
Amendment 95 #
Draft opinion Paragraph 1 d (new) Amendment 96 #
Draft opinion Paragraph 2 2. Highlights the importance of ensuring inclusive and quality education, and promoting lifelong learning, including vocational education and training (VET), for all across the Union, to ensure equal opportunities in the labour market; welcomes, in this context, the development of a European approach to micro- credentials and individual learning accounts; emphasises that the measures taken to achieve these objectives should be properly funded, under either the new budget for the period 2021-2027 or the Next Generation EU programme, which, as it focuses on building a Europe for future generations, should make young people its main beneficiaries, given that no economic recovery will realistically be possible without the active contribution of young generations; points out that, for that reason, National Recovery and Resilience Plans should primarily be assessed on the basis of their effectiveness in investing and generating opportunities for young people in the areas of education, training and high-quality employment;
Amendment 97 #
Draft opinion Paragraph 2 2. Highlights the importance of ensuring inclusive
Amendment 98 #
Draft opinion Paragraph 2 2. Highlights the importance of ensuring the right to inclusive and quality education supported by sustainable public investment, and promoting lifelong learning, including vocational education and training (VET)
Amendment 99 #
Draft opinion Paragraph 2 2. Highlights the importance of ensuring inclusive and quality education, and promoting re-skilling, up-skilling and lifelong learning, including vocational education and training (VET)
source: 692.688
2021/06/10
CULT
221 amendments...
Amendment 1 #
Motion for a resolution Citation 3 a (new) — having regard to the first Principle of the European Pillar of Social Rights,
Amendment 10 #
Motion for a resolution Citation 8 f (new) — having regard to Council Recommendation of 22 May 2018 on Key Competences for Lifelong Learning (2018/C 189/01),
Amendment 100 #
Motion for a resolution Paragraph 9 9. Emphasises the urgent need to develop a common implementation strategy and roadmap that includes the European institutions, Member States and all relevant stakeholders, and defines their respective responsibilities; believes that establishment of an EEA platform can promote progress in this regard;
Amendment 101 #
Motion for a resolution Paragraph 9 9. Emphasises the urgent need to develop a common implementation strategy and roadmap that includes the European institutions, Member States and all relevant stakeholders including local and regional authorities and civil society, and defines their respective responsibilities;
Amendment 102 #
Motion for a resolution Paragraph 9 9. Emphasises the urgent need to develop a common implementation strategy and roadmap that includes the European institutions, Member States, including regional authorities, and all relevant stakeholders, and defines their respective responsibilities;
Amendment 103 #
Motion for a resolution Paragraph 9 a (new) 9 a. Considers the importance of fostering a whole-school approach to the European Education Area; calls therefore on the Commission to cooperate closely with all relevant actors to find innovative ways to place the learner at the centre of the learning process with a view to developing education systems and programmes which foster the transversal, social and sustainable skills needed to face future challenges; invites the Commission to consult student associations, pedagogical support experts, care givers to learners with special needs and other relevant stakeholders in developing the European Universities and the Centres of Vocational Excellence;
Amendment 104 #
Motion for a resolution Subheading 3 Turning vision into reality: common strategic priorities, funding and EU-level targets
Amendment 105 #
Motion for a resolution Paragraph 10 10. Stresses the potential of using European policy coordination tools to achieve the common objectives of an EEA; considers the importance of fostering the whole-school approach, ensuring the promotion of the idea that all education stakeholders, including non-formal and informal learning and youth work must collaborate, placing the learner at the centre of the learning process, and sharing expertise and practice to ensure that the transversal skills needed for the 21st century challenges for all learners are fostered; acknowledges the potential of these arenas of learning to enhance accessibility and to foster the key competences such as citizenship education, sustainability and digital competences that are key elements for the European Education Area;
Amendment 106 #
Motion for a resolution Paragraph 10 10. Stresses the potential of using European policy coordination tools as part of the means to achieve the common objectives of an EEA;
Amendment 107 #
Motion for a resolution Paragraph 10 10. Stresses the potential of using European policy coordination tools to achieve the common objectives of an EEA, including by means of the Open Method of Coordination and the European Semester;
Amendment 108 #
Motion for a resolution Paragraph 10 a (new) 10 a. Considers the breadth of expertise on transformative education, transversal skills, sustainable social, economic and environmental development that non- formal and informal education providers have been providing to disadvantaged learners; encourages synergies with these education stakeholders, for the purpose of sharing learning methodologies and mainstreaming education for sustainable development and sustainable lifestyles, culture and arts, human rights, equality, promotion of a culture of peace and non- violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development;
Amendment 109 #
Motion for a resolution Paragraph 10 a (new) 10 a. Reminds that the EU fiscal rules will apply again to governments from 2023 and, as a consequence, any spending needs to be proportional to Member States' long term ability to have balanced budgets and service debt interest payments;
Amendment 11 #
Motion for a resolution Citation 8 g (new) Amendment 110 #
Motion for a resolution Paragraph 11 11. Calls for all EU institutions and Member States to agree on the same vision, priorities, targets and benchmarks regarding
Amendment 111 #
Motion for a resolution Paragraph 11 11. Calls for all EU institutions and Member States to agree on the same vision, priorities, targets and benchmarks regarding an EEA, while acknowledging existing diversities in Europe, in particular regional and local situations;
Amendment 112 #
Motion for a resolution Paragraph 12 12. Highlights inclusiveness as a central dimension of an EEA and a prerequisite for achieving quality education for all, ensuring that no
Amendment 113 #
Motion for a resolution Paragraph 12 12. Highlights inclusiveness of the most marginalised communities including women in all their diversity, racial and ethnic minorities, LGBTIQ+ people, persons with disabilities, refugees and migrants, as a central dimension of an EEA and a prerequisite for achieving quality education for all, ensuring that no
Amendment 114 #
Motion for a resolution Paragraph 12 12. Highlights inclusi
Amendment 115 #
Motion for a resolution Paragraph 12 12. Highlights inclusiveness as a central dimension of an EEA and a
Amendment 116 #
Motion for a resolution Paragraph 12 12. Highlights inclusiveness, in particular for persons with disabilities, as a central dimension of an EEA and a prerequisite for achieving quality education for all, ensuring that no talent is left behind;
Amendment 117 #
Motion for a resolution Paragraph 12 12. Highlights inclusiveness as a central dimension of an EEA and a prerequisite for achieving quality education for all, ensuring that no
Amendment 118 #
12 a. Urges Member States, in the allocation of their resources and investments in education, to adopt an approach that is sensitive to social inclusion, emphasising increased equity, integration and social justice, supporting the most marginalised, vulnerable and disadvantaged; insists, in relation to all levels of governance, on the promotion and support of practices such as mentoring and of intergenerational solidarity to reduce inequalities, exclusion, early school leaving or youth unemployment;
Amendment 119 #
Motion for a resolution Paragraph 12 a (new) 12 a. In this sense, emphasis must be placed on the education systems of the Member States in order to improve the quality of education and care for children from early childhood, to make quality and inclusive education available to every child, regardless of their social, ethnic or cultural background, at all levels of education, in order to ensure that education reflects the needs of the market and, last but not least, to improve preparedness on the part of teachers, including in terms of their financial remuneration.
Amendment 12 #
Motion for a resolution Citation 8 h (new) — having regard to the Commission proposal of 22 May 2018 for a Council Recommendation on High Quality Early Childhood Education and Care Systems (COM(2018)0271),
Amendment 120 #
Motion for a resolution Paragraph 12 b (new) 12 b. Calls for a common, rights based, child- sensitive and inclusive approach in the EEA to empower persons with disabilities, learning and thinking differences, such as those on the autism spectrum or with high potential; calls on Member States to support individual learning paths and the acquisition of competences for dealing with persons with specific pedagogical needs, especially for teachers and leaders of educational institutions;
Amendment 121 #
Motion for a resolution Paragraph 13 13. Supports with vigilance the use of quantitative indicators and benchmarks to allow the continuous comparison and monitoring of Member States’ progress towards common objectives and to incentivise further policy actions, while at the same time
Amendment 122 #
Motion for a resolution Paragraph 13 13. Supports the use of quantitative indicators and benchmarks, especially by means of the European Semester process, to allow the continuous comparison and monitoring of Member States’ progress towards common objectives and to incentivise further policy actions, while at the same time reiterating the need for supplementary qualitative indicators and benchmarks;
Amendment 123 #
Motion for a resolution Paragraph 13 a (new) 13 a. Points out that without reliable and frequent statistical data, the observing of the overall trends across Member States and, by extension, of achieving EEA related targets, is not possible; highlights the need to improve the quality as well as to increase the frequency of such data gathering; notes, within this context, the importance of national statistical offices and the Eurostat;
Amendment 124 #
Motion for a resolution Paragraph 13 a (new) 13 a. Calls for at least 10% of the recovery and resilience facility's funding to be allocated to education and for the provision of adequate funding for the establishment, implementation and development of the European Education Area; Encourages Member States to earmark funds to contribute towards the development of the EEA;
Amendment 125 #
Motion for a resolution Paragraph 13 a (new) 13 a. Calls on the Commission and Member States to set and achieve ambitious and realistic targets, without reducing those previously envisaged;
Amendment 126 #
Motion for a resolution Paragraph 13 b (new) 13 b. Calls for achieving the objective that all young Europeans completing upper secondary education have a sufficient knowledge of two languages in addition to their mother tongue;
Amendment 127 #
Motion for a resolution Paragraph 13 c (new) 13 c. Calls for the Council's benchmarks for the proportion of low achievers and early school leavers to be made more ambitious by 2025, reducing the first benchmark from the current 15% to 10% and the second from the current 10% to 5%;
Amendment 128 #
Motion for a resolution Paragraph 13 d (new) 13 d. Calls on Member States to invest at least 10% of their gross domestic product in education in order to enable the implementation and achievement of a new European Education Area and to invest in the future of their people;
Amendment 129 #
Motion for a resolution Paragraph 13 e (new) 13 e. Calls on the Commission and Member States to monitor the achievement of the target set by the European Skills Agenda to achieve 50% of the adult population participating in learning activities by 2025;
Amendment 13 #
Motion for a resolution Citation 8 i (new) — having regard to the Commission proposal of 22 May 2018 for a Council Recommendation on a comprehensive approach to the teaching and learning of languages (COM(2018)0272),
Amendment 130 #
Motion for a resolution Paragraph 14 14. Calls for synergies between the EEA, the European Research Area and the European Higher Education Area as well as the European Youth Work agenda to be exploited and for a further strengthening of the Erasmus+
Amendment 131 #
Motion for a resolution Paragraph 14 14. Calls for synergies and cooperation between the EEA, the European Research Area and the European Higher Education Area
Amendment 132 #
Motion for a resolution Paragraph 14 14. Calls for synergies between the EEA, the European Research Area and the European Higher Education Area to be created and exploited and for a further strengthening of the Erasmus+, Horizon Europe, European Solidarity Corps, Digital Europe, and Citizens, Equality, Rights and Values programmes for the benefit of all teachers and learners;
Amendment 133 #
Motion for a resolution Paragraph 14 a (new) 14 a. Emphasises that European censuses, data collection and research on territorial needs and educational practices across the Union are an essential priority for education systems and Member States to identify common educational challenges and solutions; urges the European Commission and Member States to develop common and participatory research on education with a well-defined budget line and mandate within the remit of EU competences;
Amendment 134 #
Motion for a resolution Paragraph 14 a (new) 14 a. Underlines the importance of establishing academic freedom in tertiary education as a core principle of an EEA;
Amendment 135 #
15.
Amendment 136 #
Motion for a resolution Paragraph 15 15. Aims to foster media and information literacy, digital literacy and critical thinking at all stages
Amendment 137 #
Motion for a resolution Paragraph 15 15. Aims to foster inclusion, equality, media literacy and
Amendment 138 #
Motion for a resolution Paragraph 15 15. Aims to foster
Amendment 139 #
Motion for a resolution Paragraph 15 a (new) 15 a. Aims to foster soft skills and life skills such as 'learning to learn' competences, including readiness to discard one’s own convictions when they contradict new experimental findings and learners’ understanding of the impact of their local level action on the environment and on their fellow European citizens, for the purpose of providing all learners with the capacity to adapt to the ever-changing, fast-paced 21st century society;
Amendment 14 #
Motion for a resolution Citation 8 j (new) — having regard to Council Recommendation of 26 November 2018 on promoting automatic mutual recognition of higher education and upper secondary education diplomas and the outcomes of learning periods abroad (2018/C 444/01),
Amendment 140 #
Motion for a resolution Paragraph 15 a (new) 15 a. Insists on the role of the EEA in reinforcing European citizenship and democratic participation; regrets civic education is not systematically taught in all Member States; encourages the European Commission and Member States in this respect to work towards a common strategy and flagship initiative;
Amendment 141 #
Motion for a resolution Paragraph 16 16. Calls for a common framework on the development of digital competences and on learning about the EU throughout all appropriate levels and areas of education; prioritising the development of basic digital skills above the development of advanced digital skills, and of significantly reducing digital competences gaps across Europe rather than further exacerbating them via the insistence on new, more advanced digital competences;
Amendment 142 #
Motion for a resolution Paragraph 16 16. Calls for a common framework on the development of digital competences and on learning about the EU throughout all appropriate levels and areas of education; stresses the need for better, more innovative unified system of recognition, validation and certification - and therefore portability - of digital skills, qualifications and credentials for students;
Amendment 143 #
Motion for a resolution Paragraph 16 16. Calls for a common framework devising that defines the minimum quantitative thresholds on the development of digital competences
Amendment 144 #
Motion for a resolution Paragraph 16 16. Calls for a common framework on the development of digital competences
Amendment 145 #
Motion for a resolution Paragraph 16 16. Calls for
Amendment 146 #
Motion for a resolution Paragraph 16 a (new) 16 a. Urges the Union to recognise connectivity and digital infrastructure as a fundamental right, allowing access for all, to a quality network and affordable subscription; calls on Member States to ensure that all learners, especially children, benefit from basic digital equipment;
Amendment 147 #
Motion for a resolution Paragraph 16 a (new) 16 a. Calls upon the full recognition of studies across the European Union at all level of education allowing better mobility of pupils and students at European level;
Amendment 148 #
Motion for a resolution Paragraph 16 b (new) 16 b. Supports the creation of a new micro-credential system at European level improving mobility for students and professors;
Amendment 149 #
Motion for a resolution Paragraph 17 17. Stresses the importance of enhancing the promotion, competences and motivation in the education profession, especially supported through the improved recognition of educators’ value to society and by bolstering pedagogical autonomy; urges Member States, in cooperation with the European Commission, to invest in the initial education of teachers and trainers, especially on including a European dimension and transnational mobility in their curricula; welcomes the European Commission’s plans on the European Teachers Award and guidance for national career frameworks; stresses the need for increased mentoring support or induction at the beginning of careers; calls for a further strengthening of EU programmes such as Erasmus+ and the teachers academies as support and funding schemes for teachers' pedagogical competence and transnational mobility; calls for the further development of the E-Twinning and School Education Gateway initiatives;
Amendment 15 #
Motion for a resolution Citation 8 k (new) — having regard to Council Recommendation of 22 May 2019 on High Quality Early Childhood Education and Care Systems (2019/C 189/02),
Amendment 150 #
Motion for a resolution Paragraph 17 17. Stresses the importance of enhancing competences and motivation in the education profession, especially
Amendment 151 #
Motion for a resolution Paragraph 17 17. Stresses the importance of enhancing competences and motivation in the education profession, especially supported through the improved recognition of
Amendment 152 #
Motion for a resolution Paragraph 17 17. Stresses the importance of improving working conditions and enhancing competences and motivation in the education profession, especially supported through the
Amendment 153 #
Motion for a resolution Paragraph 17 a (new) Amendment 154 #
Motion for a resolution Paragraph 17 a (new) 17 a. Encourages the European Commission and Member States to put in place disaster mitigation strategies for the education sector, in partnership and consultation with all stakeholders; insists on the importance of European concerted action in times of crisis, such as with the COVID 19 pandemic;
Amendment 155 #
Motion for a resolution Paragraph 17 a (new) 17 a. Urges for closer collaboration of the EU with other organisations and institutions such as UNESCO and the OECD and for actively using existing educational research and studies with a view to supporting Member States in identifying effective policy reforms;
Amendment 156 #
Motion for a resolution Paragraph 17 b (new) 17 b. Stresses the importance of the Union taking the lead in digital education by facilitating access to innovations and technologies for teachers, learners and parents; calls, in this regard, for new initiatives in education by making full use of new technologies such as AI and robotics, which will also raise awareness about the opportunities and challenges associated with them in educational settings; highlights, therefore, the need for Occupational Classification Frameworks across Member States to be aligned with the evolution of technology, especially in the field of artificial intelligence;
Amendment 157 #
Motion for a resolution Paragraph 18 18. Underlines the need for Member States to take action to support the development of linguistic competences in primary and secondary education
Amendment 158 #
Motion for a resolution Paragraph 18 18. Underlines the need for Member States to take action to support the development of linguistic competences in primary and secondary education, to embrace the Council of Europe’s goal of ‘plurilingualism’ and to achieve the benchmark of all pupils having a sufficient knowledge of English at the end of lower secondary education; calls upon the European Union to finance schools providing rare European language skills especially the native languages of those Europeans now living in other European countries;
Amendment 159 #
Motion for a resolution Paragraph 18 18. Underlines the need for Member States to take action to support the development of linguistic competences in primary and secondary education, to embrace the Council of Europe’s goal of ‘plurilingualism’ and to achieve the benchmark of all pupils having a sufficient knowledge of
Amendment 16 #
Motion for a resolution Citation 8 l (new) — having regard to Council Recommendation of 22 May 2019 on a comprehensive approach to the teaching and learning of languages (2019/C 189/03),
Amendment 160 #
Motion for a resolution Paragraph 18 18. Underlines the need for Member States to take action to support the development of linguistic competences at all levels, including in primary and secondary education, to embrace the Council of Europe’s goal of ‘plurilingualism’ and to achieve the benchmark of all pupils having a sufficient knowledge of English at the end of lower secondary education;
Amendment 161 #
Motion for a resolution Paragraph 18 a (new) 18 a. Calls on the Commission to develop tools to allow Member States to implement the Council's recommendation on a comprehensive approach to the teaching and learning of languages, and to monitor progress made in this area since the adoption of this recommendation; in this respect, calls on the Member States to collect comparable data on language learning;
Amendment 162 #
Motion for a resolution Paragraph 18 a (new) 18 a. Deems it fundamental for EEA to take a more prominent role in promoting understanding, study and research of cutting edge technologies such as AI;
Amendment 163 #
Motion for a resolution Paragraph 19 19. Stresses the importance of Commission and Member State action in higher education, such as reinforcing the Bologna Process, strengthening the international dimension of the EEA, including partners from the global south, and furthering the European Student Card, including through embracing the synergies offered by existing EU programmes;
Amendment 164 #
Motion for a resolution Paragraph 19 a (new) 19 a. Notes that whilst higher education in the EU remains high-class and globally competitive, in certain areas it is failing to deliver; states with great concern that none of the EU-based higher education institutions are amongst the top 10 world universities for computer science studies;1a is troubled that the EU as a whole does not have sufficient supply of specialised AI undergraduate programmes, with some countries lacking such studies at the relevant level altogether;2a is of the view that the EEA in synergy with the relevant EU funding programmes, notably Digital Europe and Horizon Europe, must facilitate the development of AI specific undergraduate study programmes across all Member States as a matter of urgency and, more broadly, map out and give forward guidance on the future trends so as to ensure that higher education is synchronised with the needs of the labour market; _________________ 1a The Times Higher Education World University Rankings 2021 2aLopez-Combo, M. et al (2020) Academic Offer of Advanced Digital Skills in 2019-20. International Comparison: Focus on Artificial Intelligence, Higher Performance Computing, Cybersecurity and Data Science, European Commission.
Amendment 165 #
Motion for a resolution Paragraph 19 a (new) 19 a. Acknowledges the central role of European Universities in contributing to European identity, knowledge and evidence based society, digital and green transitions, sustainability, long-term resilience and societal engagement; calls for further efforts towards a European strategy for Universities, including a European approach to micro-credentials and the full completion and alignment to the Bologna process; notes the role of universities of the third age in providing seniors with lifelong learning opportunities and stimulating intergenerational solidarity;
Amendment 166 #
Motion for a resolution Paragraph 19 a (new) 19 a. Calls on the Commission to establish a European Online University platform consisting of an online hub with content about the available online programmes in the European Universities, digital resources for higher education, available scholarships and EU funds for education and an online community of educators and learners sharing experiences and best practices on digital and online education at university level;
Amendment 167 #
Motion for a resolution Paragraph 19 b (new) 19 b. Calls the European Commission and Member States to fully deploy the Copenhagen process and create a standalone European Education and Training Area, with the objective of improving the quality and coherence of VET in Europe and to facilitate the long term mobility of VET learners and trainers; asks the European Commission and Member States to work towards the creation of a European apprentices statute triggered during mobility; welcomes the initiative of European Centres of Vocational Excellence structuring the sector at European level;
Amendment 168 #
Motion for a resolution Paragraph 19 b (new) Amendment 169 #
Motion for a resolution Paragraph 19 c (new) 19 c. Underlines the importance of Member States and European Union being able to guarantee, especially in early childhood, even in a COVID-19 context, that students have access to in- person learning, since it is this type of teaching that ensures the acquisition of the skills that will allow them to progress throughout their lives: personal relationships, study skills, empathy, cooperation, etc;
Amendment 17 #
Motion for a resolution Citation 8 m (new) — having regard to the Council Conclusion of 17 May 2021 on equity and inclusion in education and training in order to promote educational success for all (8693/21),
Amendment 170 #
Motion for a resolution Paragraph 19 d (new) 19 d. Calls Member States to professionalise early childhood education and care staff in order to properly recognise and value their work, which is indispensable for the education of children;
Amendment 171 #
Motion for a resolution Paragraph 20 20. Considers that effective portability of educational attainment credentials is a necessary prerequisite to further promote intra-EU mobility and strengthen the single market as well as a cornerstone for the EEA; calls on the Commission and Member States to facilitate the expansion of automatic mutual recognition of learning outcomes and study periods abroad, including in VET; believes that such mutual recognition framework has to gradually be expanded beyond the EU, especially with geographically close countries;
Amendment 172 #
Motion for a resolution Paragraph 20 20. Urges the EEA to be the final milestone in the recognition of diplomas and qualifications across the Union; Calls on the Commission and Member States to
Amendment 173 #
Motion for a resolution Paragraph 20 20. Calls on the Commission and Member States to facilitate the expansion of automatic mutual recognition of learning outcomes and study periods abroad, including in VET, non-formal exchanges and volunteering;
Amendment 174 #
Motion for a resolution Paragraph 20 20. Calls on the Commission and Member States to
Amendment 175 #
Motion for a resolution Paragraph 20 a (new) 20 a. Stresses that non-formal and informal competences play a key role in our society, education and labour market; calls the European Commission and Member States to promote a common vision and recognition of soft skills across the Union; urges for a European framework on civic and social competences, that values, promotes and recognises the benefits of practices such as mentoring and the supervision of youth activities, to be established;
Amendment 176 #
Motion for a resolution Paragraph 20 a (new) 20 a. Calls for adequate solutions and proper funding in order to ensure that VET education can be effectively delivered; underlines the crucial role that VET plays in providing reskilling and upskilling opportunities through a lifelong learning approach; stresses, therefore, the need for compatibility between Member States regarding the recognition of VET qualifications;
Amendment 177 #
Motion for a resolution Paragraph 20 a (new) 20 a. Outlines the need for targeted civic education and learning about European values – such as human dignity, democracy, the rule of law, human rights and equality – in order to foster a European civic culture and a sense of European community complementing local, regional, national and global dimensions;
Amendment 178 #
Motion for a resolution Paragraph 20 a (new) 20 a. Reiterates the importance of the recognition of vocational education and training and calls on the Member States which have not yet done so to implement correctly and fully the Council Recommendation and the European Skills Agenda on the Member States;
Amendment 179 #
Motion for a resolution Paragraph 20 b (new) 20 b. Underlines that early school leavers still represent around 10% of young people in the EU and only 83% have completed upper secondary education; calls on the Commission to set more ambitious targets for early school leavers, and to consider measures to improve support in this field;
Amendment 18 #
Motion for a resolution Citation 8 n (new) — having regard to the Council Conclusions of 17 May 2021 on the European Universities initiative – Bridging higher education, research, innovation and society: Paving the way for a new dimension in European higher education (8658/21),
Amendment 180 #
Motion for a resolution Paragraph 20 b (new) 20 b. Underlines the need for further efforts in improving the European framework of cooperation and support mechanisms related to education for people with special needs and disabilities;
Amendment 181 #
Motion for a resolution Paragraph 20 c (new) 20 c. Asks for recognition of non-formal and informal learning and for equipping young people with soft and life skills, such as 'learning to learn' competences, because of the importance of these skills for personal development: personal relationships, study skills, empathy, cooperation, etc;
Amendment 182 #
Motion for a resolution Paragraph 20 d (new) 20 d. Calls on Member States to include and promote educational content to support the ecological transition and raise pupils' awareness of the Green Deal; calls on the Council to include detailed content and detailed implementation guides in its forthcoming Recommendation on education for environmental sustainability foreseen for 2021;
Amendment 183 #
Motion for a resolution Paragraph 20 e (new) 20 e. Calls on the Member States to include culture and arts in education curricula, establishing synergies with Creative Europe;
Amendment 184 #
Motion for a resolution Paragraph 20 f (new) Amendment 185 #
Motion for a resolution Paragraph 20 g (new) 20 g. Calls on the Commission to support Member States in fighting gender stereotypes and discrimination, in improving gender diversity, cultural diversity and ethnic diversity, and in eliminating all forms of harassment, discrimination and violent misconducts; highlights, in this respect, the need to change mind sets and to reduce cultural tolerance of sexism and sexual harassment through introducing educational programmes and materials, including textbooks and debates on this topic in schools;
Amendment 186 #
Motion for a resolution Paragraph 20 h (new) 20 h. Calls on the Commission to support Member States in fighting bullying and cyber-bullying, through the creation of good practices at EU level and the development of guidelines to effectively tackle bullying; stresses the need to raise public awareness of the potential risks online and calls for an appropriate role for basic cyber safety in school curricula;
Amendment 187 #
Motion for a resolution Paragraph 21 21. Calls on the Commission and the Member States to establish a concrete European Education Area Strategic Framework 2030 (EEASF 2030) by
Amendment 188 #
Motion for a resolution Paragraph 21 21. Calls on the Commission and the Member States to establish a concrete European Education Area Strategic Framework 2030 (EEASF 2030) by the end of 2022 with a comprehensive steering, monitoring and evaluation mechanism, in line with UN Sustainable Development Goal 4 to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’ and particularly SDG Target 4.7 to 'ensure all learners acquire knowledge and skills needed to promote sustainable development';
Amendment 189 #
Motion for a resolution Paragraph 21 21. Calls on the Commission and the Member States to establish a concrete European Education Area Strategic Framework 2030 (EEASF 2030) by the end of 2022 with a comprehensive steering, monitoring and evaluation mechanism, in line with UN Sustainable Development Goal 4 to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’ and the first principle of the European Pillar of Social Rights;
Amendment 19 #
Motion for a resolution Citation 9 a (new) — having regard to the first Principal of the European Pillar of Social Rights,
Amendment 190 #
Motion for a resolution Paragraph 21 a (new) 21 a. Welcomes the proposal for a steering committee for the EEA, allowing a structured and systematic governance framework; regrets the proposed consultative and informal nature and would rather see a clear mandate be given to the steering committee in respect of subsidiarity; underlines the importance of the participation of the European Parliament in EEA governance;
Amendment 191 #
Motion for a resolution Paragraph 21 a (new) 21 a. Reminds that education must be one of the priorities of the Recovery and Resilience Facility; Encourages the Member States to dedicate at least 10 % of the Facility’s funding to education; Invites Member States to correlate their Recovery and Resilience Facilities in the matter of the programmes and investments in the field of education, initiated through the Facility;
Amendment 192 #
Motion for a resolution Paragraph 22 22. Urges the Commission and
Amendment 193 #
Motion for a resolution Paragraph 22 22. Urges the Commission and the Member States to clarify the type of participation required from
Amendment 194 #
Motion for a resolution Paragraph 23 23. Seeks clarity on the level of involvement expected from stakeholders, education sectors that have been underrepresented so far, and relevant civil society actors; stresses that the governance framework should involve all relevant stakeholders working in all arenas of learning. This also includes the involvement of youth workers and youth organisations specifically;
Amendment 195 #
Motion for a resolution Paragraph 23 23. Seeks clarity on the level of involvement expected from stakeholders, education sectors that have been underrepresented so far, and relevant civil society actors; supports the co-creation process of performant educational systems that involve strong partnerships between the educators, learners, local authorities, parents and the private sector;
Amendment 196 #
Motion for a resolution Paragraph 23 23. Seeks clarity on the level of involvement expected from stakeholders
Amendment 197 #
Motion for a resolution Paragraph 23 23. Seeks
Amendment 198 #
Motion for a resolution Paragraph 23 a (new) 23 a. Asks the European Commission and Member States to come up with a clear European education budget line, in the next multi-annual framework, for the governance and implementation of EEA initiatives;
Amendment 199 #
Motion for a resolution Paragraph 24 24. Calls on the Commission to establish an EEA Platform as an interactive public gateway to support Member States and stakeholders in exchanging information and promoting cooperation and exchange of good practices;
Amendment 2 #
Motion for a resolution Citation 4 — having regard to the United Nations 2030 Agenda for Sustainable Development, and specifically to its target 4,
Amendment 20 #
Motion for a resolution Citation 10 a (new) — having regard to the Opinion of the European Committee of the Regions – Achieving the European Education Area by 2025 (COR 2020/04756)1a, _________________ 1a OJ C 175, 7.5.2021, p. 6–9.
Amendment 200 #
Motion for a resolution Paragraph 24 24. Calls on the Commission to establish an EEA Platform that is accessible in all European languages, both official and co-official, as an interactive public gateway to support Member States and stakeholders in exchanging information and promoting cooperation and exchange of good practices;
Amendment 201 #
Motion for a resolution Paragraph 24 a (new) 24 a. Believes that this initiative on a new European Education Area is a good opportunity to review the competences of the European Union in training and education; calls for the possibility of a revision of the European Union treaties to review these competences, in order to have a global vision and to grant greater support to achieve quality education throughout the European territory;
Amendment 202 #
Motion for a resolution Paragraph 24 a (new) 24 a. Calls for the establishment of a dedicated financial instrument in MFF 2028-2034 with a view to providing EU funding for building the European Education Area and to facilitate mutual recognition of qualifications;
Amendment 203 #
Motion for a resolution Paragraph 25 25. Underlines the need for a European dimension in education by strengthening a distinct European perspective in students’ curricula and teachers’ training, including with support from Jean Monnet actions and teacher academies; proposes that these teacher academies be called ‘Comenius Teacher Academies’; supports the creation of a framework for shaping and developing common qualifications for teachers across Member States, especially in the field of digital education;
Amendment 204 #
Motion for a resolution Paragraph 25 25. Underlines the need for a European dimension in education by strengthening a distinct European perspective in students’ curricula and teachers’ training, with regards to all teachers, trainers & learners from both formal & non-formal organisations including with support from Jean Monnet actions and teacher academies; proposes that these teacher academies be called ‘Comenius Teacher Academies’;
Amendment 205 #
Motion for a resolution Paragraph 25 25. Underlines the need for a European dimension in education by strengthening a distinct European perspective in students’ curricula and teachers’ training, including with support from Jean Monnet actions and teacher academies;
Amendment 206 #
Motion for a resolution Paragraph 25 25. Underlines the need
Amendment 207 #
Motion for a resolution Paragraph 25 a (new) 25 a. Calls for a European education policy in fields where such cooperation is needed, especially in tackling the issue of inequalities and gaps between and within Member States, using the enhanced cooperation mechanism offered by the European treaties and the positive evolutions provided by the new forms of cooperation in the fields of health and defence;
Amendment 208 #
Motion for a resolution Paragraph 26 26. Emphasises the need to provide learners with knowledge about European
Amendment 209 #
Motion for a resolution Paragraph 26 26. Emphasises the need to provide learners with comprehensive knowledge about the diverse European history and cultural heritage, both tangible and intangible, and to foster a critical European memory and historical consciousness; believes that targeted funding and initiatives to increase research on European history as well as promotion of public history are necessary;
Amendment 21 #
Motion for a resolution Citation 10 a (new) — having regard to the Council Recommendation of 22 May 2018 on promoting common values, inclusive education and the European dimension of teaching,
Amendment 210 #
Motion for a resolution Paragraph 26 26. Emphasises the need to provide learners with knowledge about European history and cultural heritage, both tangible and intangible, and to foster a critical European memory and historical
Amendment 211 #
Motion for a resolution Paragraph 26 26. Emphasises the need to provide learners with knowledge about European history and cultural heritage, both tangible and intangible, and to foster a critical European memory and historical consciousness, taking into account the legacy of colonialism and its continued influence throughout European society and beyond;
Amendment 212 #
Motion for a resolution Paragraph 26 26. Emphasises the need to provide learners with knowledge about European history and cultural and artistic heritage, both tangible and intangible, and to foster a critical European memory and historical consciousness;
Amendment 213 #
Motion for a resolution Paragraph 26 a (new) 26 a. Welcomes the Council’s recognition of citizenship education’s key role in fostering democratic attitudes; stresses the need to familiarise learners with the European integration process, the institutions and policies of the EU, the rights emerging from EU citizenship and how to actively participate in the EU’s democratic processes; calls on the Commission to develop an indicative common curriculum on EU citizenship in order to foster a better understanding, among others, of the functioning of the EU, of the existing EU participatory mechanisms, of the histories and cultures of Member States, their European rights and obligations, as well as objective and critical thinking on the benefits of the European Union; considers that more investment is needed in training and capacity building programmes for educators on citizenship education;
Amendment 214 #
Motion for a resolution Paragraph 26 b (new) 26 b. Asks the Commission to explore the establishment of a European Agency for Citizenship education in charge of improving access to and the quality of citizenship education in all EU member states and support the development of a European dimension of citizenship education, for all age groups, ethnic and socioeconomic backgrounds;
Amendment 215 #
Motion for a resolution Paragraph 27 27.
Amendment 216 #
Motion for a resolution Paragraph 27 27. Stresses the need to familiarise
Amendment 217 #
Motion for a resolution Paragraph 27 27. Stresses the need to further familiarise learners with European politics, including the European integration process, the institutions and policies of the EU, the rights emerging from EU citizenship and how to actively participate in the EU’s democratic processes;
Amendment 218 #
Motion for a resolution Paragraph 27 a (new) 27 a. Stresses the need for research and innovation to be promoted in education; emphasizes the importance of education in training future researchers and in supporting innovation;
Amendment 219 #
Motion for a resolution Paragraph 27 a (new) 27 a. Underlines the importance of the Conference on the Future of Europe to discuss the way forward on European education challenges and policy development;
Amendment 22 #
Motion for a resolution Citation 10 b (new) — having regard to the Paris Declaration of 17 March 2015 on Promoting citizenship and the common values of freedom, tolerance and non- discrimination through education,
Amendment 220 #
Motion for a resolution Paragraph 27 b (new) 27 b. Underlines the need to invest more in education formats about the European Union at school and university level by strengthening existing networks and developing new curricula adapted for this type of training; emphasises the need for a European strategy for citizenship education designed to improve training about European citizenship;
Amendment 221 #
Motion for a resolution Paragraph 27 c (new) 27 c. Underlines the key role played by youth organizations, professors, trade unions and parents associations in supporting a European dimension to education; calls for the Erasmus program to act more intensively in building a European dimension to education;
Amendment 23 #
Motion for a resolution Citation 11 a (new) — having regard to the 2021 Eurydice Report on Teachers in Europe, careers, development and well-being,
Amendment 24 #
Motion for a resolution Citation 11 a (new) — having regard to the 2020 study ‘Towards a European Education – Critical perspectives on challenges ahead’,
Amendment 25 #
Motion for a resolution Citation 12 a (new) — having regard to the 2021 study requested by the Committee on Culture and Education entitled ‘Education and youth in post-COVID-19 Europe - crisis effects and policy recommendations,
Amendment 26 #
Motion for a resolution Citation 15 a (new) — having regard to the opinion of the Committee of the Regions of 19 March 2021 on Achieving the European Education Area by 2025,
Amendment 27 #
Motion for a resolution Citation 16 a (new) — having regard to the Council Recommendation of 22 May 2018 on key competences for lifelong learning1a, _________________ 1ahttps://eur-lex.europa.eu/legal- content/EN/TXT/PDF/?uri=CELEX:3201 8H0604(01)&from=EN
Amendment 28 #
Motion for a resolution Citation 17 a (new) — having regard to the European Parliament report on shaping digital education policy,
Amendment 29 #
Motion for a resolution Recital A A. whereas
Amendment 3 #
Motion for a resolution Citation 4 a (new) — having regard to the UN Sustainable Development Goal 4 and in particular target 4.7,
Amendment 30 #
Motion for a resolution Recital A A. whereas the EU single market and other EU policies have contributed to the natural development of a European educational space, historically underpinned by the traditions of European humanism, fundamental rights and values;
Amendment 31 #
Motion for a resolution Recital A A. whereas the
Amendment 32 #
Motion for a resolution Recital A a (new) A a. whereas a European educational space, historically underpinned by the traditions of European humanism has developed in a fragmented manner over time;
Amendment 33 #
Motion for a resolution Recital A a (new) A a. whereas the organisation of education systems and the content of teaching remain a competence of Member States;
Amendment 34 #
Motion for a resolution Recital B B. whereas the ultimate goal is building a bottom-up European Education Area with common European policy objectives, requiring existing obstacles to be removed, European tools to be utilised and supporting policies at national and European levels to be developed, designed with the future of the planet in mind and encompassing the key roles to be played by education systems in addressing the climate crisis and enabling a successful digital transformation and Green transition;
Amendment 35 #
Motion for a resolution Recital B B. whereas the ultimate goal is building a bottom-up European Education Area with common European vision and policy objectives, guaranteeing quality, inclusive and accessible education, reinforcing the exchange of good practices, ensuring an effective framework for European mobility, requiring existing obstacles to be removed, European tools to be utilised and supporting policies at national and European levels to be developed;
Amendment 36 #
Motion for a resolution Recital B B. whereas the ultimate goal
Amendment 37 #
Motion for a resolution Recital C C. whereas education needs to be conceptualised broadly as ‘lifelong learning’, ranging from pre-primary to tertiary education, including non-formal and informal modes, and being aimed at acquiring transversal skills in order to maintain and acquire skills that enable them to develop to their fullest potential personally and professionally, to participate fully in society and successfully manage the transition into the labour market;
Amendment 38 #
Motion for a resolution Recital C C. whereas the fundamental right to education needs to be conceptualised broadly as ‘lifelong learning’, ranging from pre-primary to tertiary education, including vocational education and training as well as non-formal and informal modes of education, and being aimed at acquiring transversal skills;
Amendment 39 #
Motion for a resolution Recital C a (new) C a. whereas private average global rate of return for education remains high and stable over the decades;1a _________________ 1a Psacharopoulos, G. and H. A. Patrinos (2018) Returns to Investment in education: A Decennial Review of the Global Literature, World Bank Group, April 2018. Available at: https://openknowledge.worldbank.org/bits tream/handle/10986/29672/WPS8402.pdf
Amendment 4 #
Motion for a resolution Citation 5 a (new) — having regard to the Council Recommendation of 22 May 2018 on promoting common values, inclusive education, and the European dimension of teaching,
Amendment 40 #
Motion for a resolution Recital D D. whereas the challenges the EU and its Member States are currently faced with
Amendment 41 #
Motion for a resolution Recital D D. whereas the economic, social and political challenges the EU and its Member States are faced with today, including lack of competitiveness, climate change, various forms of extremism and populism, and the COVID-
Amendment 42 #
Motion for a resolution Recital D D. whereas the challenges the EU and its Member States are faced with today, including climate change, various forms of extremism and populism, disinformation and conspiracy, the undermining of evidence-based education and the COVID- 19 pandemic, require appropriate educational answers and concerted European action;
Amendment 43 #
Motion for a resolution Recital D D. whereas the challenges the EU and its Member States are faced with today, including climate change, digital transformation, various forms of extremism and populism, and the COVID- 19 pandemic, require appropriate educational answers and concerted European action;
Amendment 44 #
Motion for a resolution Recital E E. whereas the realities of educational infrastructure, expertise and access to resources vary within and across Member States,
Amendment 45 #
Motion for a resolution Recital E E. whereas the realities of educational infrastructure, expertise and resources vary within and across Member States and between different levels and types of education, and whereas those differences have become further pronounced during the COVID-19 pandemic;
Amendment 46 #
Motion for a resolution Recital E E. whereas the realities of educational infrastructure, expertise and resources vary within and across Member States, and whereas those differences have become further pronounced during the COVID-19 pandemic, in particular in the digital sphere;
Amendment 47 #
Motion for a resolution Recital E E. whereas the realities of educational infrastructure,
Amendment 48 #
Motion for a resolution Recital E a (new) E a. Whereas across the Union, Member States, educational institutions and stakeholders had to face common challenges during the different stages of the COVID-19 pandemic, such as ensuring crisis management, pedagogical continuity, quality and accessible distance learning, hybrid mobility, innovative teaching, teachers and parental support, and the social and emotional wellbeing of learners; whereas all the education sector has been negatively impacted by the pandemic, in particular vocational education and training;
Amendment 49 #
Motion for a resolution Recital F F. whereas Parliament has called on Member States to prioritise investments in education and training, valuing education spending as an investment in our common future;
Amendment 5 #
Motion for a resolution Citation 8 a (new) — having regard to the Commission communication of 17 January 2018 entitled ‘Building a stronger Europe: the role of youth, education and culture policies’,
Amendment 50 #
Motion for a resolution Recital F F. whereas the European Parliament has called on Member States to prioritise investments in education and training, valuing education spending as an investment in our common future rather than an expense; whereas the European Parliament has called investment in education and training to be a substantial part of Member States’ Recovery plans and the European Commission’s Next Generation EU instrument; ;
Amendment 51 #
Motion for a resolution Recital F F. whereas Parliament has called on Member States to prioritise investments in education and training,
Amendment 52 #
Motion for a resolution Recital F F. whereas Parliament has called on Member States to prioritise investments in education and training, valuing education spending as an investment in our common future, in order to have a more sustainable, digital and socially cohesive society;
Amendment 53 #
Motion for a resolution Recital F a (new) F a. whereas the teaching profession is going through a vocational crisis while being the beating heart of the European Education Area and related educational strategies; whereas there is a need for improved recognition of the profession and more continuous training of motivated and competent teachers and trainers; whereas many were not equipped with the pedagogical and digital skills that the COVID-19 pandemic required; whereas there is considerable variation between Member States in teachers’ initial education and induction, working conditions, remuneration, appraisal, career and continuing professional development; whereas in 2018, only 40.9% of teachers in the EU have been mobile at least once as a student, teacher or both1a; _________________ 1a2021 Eurydice Report on Teachers in Europe, careers, development and well- being.
Amendment 54 #
Motion for a resolution Recital G G. whereas progress has been made in building a European Higher Education Area, arising from the long-term efforts of the Bologna Process; whereas European universities need support with their transformative agendas and alliances; whereas they play a central role in creating synergies between education, research and innovation, and substantially contribute to European excellence and its geopolitical power;
Amendment 55 #
Motion for a resolution Recital G G. whereas progress has been made in building a European Higher Education Area, arising from the long-term efforts of the Bologna Process, and using it as a reference to learn from the mistakes made in its implementation;
Amendment 56 #
Motion for a resolution Recital G a (new) G a. whereas there is a clear lack of recognition of vocational education and training as a path of choice and excellence, on equal footing with other educational pathways, also contributing the Union's geopolitical influence; whereas there is a need for a common understanding and definition of VET learners across Europe; whereas there are too many remaining obstacles to long- term mobility for apprentices notwithstanding the progress made under the Copenhagen process;
Amendment 57 #
Motion for a resolution Recital H H. whereas Member States have not
Amendment 58 #
Motion for a resolution Recital H H. whereas Member States
Amendment 59 #
Motion for a resolution Recital H a (new) H a. whereas high quality data collection and statistics on education and training are among the pre-requisites to better understand the relevant challenges across the Union and divergences within it as well as to help address them;
Amendment 6 #
Motion for a resolution Citation 8 b (new) Amendment 60 #
Motion for a resolution Recital H a (new) H a. whereas education faces new digital challenges and that digital technologies are reshaping society, making basic digital skills and digital literacy now essential for all citizens;
Amendment 61 #
Motion for a resolution Recital H a (new) H a. whereas the European Education Area provides an important opportunity for increased international cooperation amongst both formal and informal education facilitators;
Amendment 62 #
Motion for a resolution Recital H a (new) H a. whereas Member States have not fully achieved the requirement of the 2021 Council Recommendation on the Validation of Non-formal and Informal Learning;
Amendment 63 #
Motion for a resolution Recital H b (new) H b. whereas, whilst stressing the importance of in-person learning, digital education and a sufficient level of digital skills should be seen as part of a future oriented education, not as a subset or an alternative to existing ways of learning and teaching; whereas over two-thirds of Europeans (42%) lack even basic digital skills, with significant disparities within and between Member States; whereas the Skills Agenda aims to ensure that 70 % of 16- to 74-year-olds have basic digital skills by 2025, an average increase of two percentage points per year as against an annual increase of 0,75 percentage points between 2015 and 2019;
Amendment 65 #
Motion for a resolution Paragraph 1 1. Emphasises the importance of quality, accessible, affordable and inclusive education and that the European Education Area (EEA) initiative should provide more and better opportunities for every single European citizen to study, train and work abroad, and cultivate an environment where skills and diplomas are recognised and valued throughout Europe; welcomes the Council Conclusions on equity and inclusion in education and training in order to promote educational success for all and urges Member States to implement the recommendations included therein;
Amendment 66 #
1. Emphasises the importance of quality education founded upon the principle of inclusiveness and accessibility for all and that the European Education Area (EEA) initiative should provide more and better opportunities for every
Amendment 67 #
Motion for a resolution Paragraph 1 1. Emphasises the importance of quality and accessible education and that the European Education Area (EEA) initiative should provide more
Amendment 68 #
Motion for a resolution Paragraph 1 a (new) Amendment 69 #
Motion for a resolution Paragraph 2 2. Stresses the role of the EEA in
Amendment 7 #
Motion for a resolution Citation 8 c (new) — having regard to the Commission proposal of 17 January 2018 for a Council Recommendation on Promoting common values, inclusive education, and the European dimension of teaching (COM(2018)0023),
Amendment 70 #
Motion for a resolution Paragraph 2 2. Stresses the role of the EEA in fostering a sense of European belonging and in providing economic opportunities by addressing existing educational challenges, bearing in mind that high- quality and inclusive education should be accessible for everyone throughout life;
Amendment 71 #
Motion for a resolution Paragraph 2 2. Stresses the role of the EEA in fostering a sense of European belonging and in providing economic opportunities by addressing existing and forthcoming educational challenges, including insufficient levels of digital education and training across the EU;
Amendment 72 #
Motion for a resolution Paragraph 2 2. Stresses the role of the EEA in fostering a sense of European belonging and civic awareness, and in providing economic opportunities by addressing existing educational
Amendment 73 #
Motion for a resolution Paragraph 2 2. Stresses the role of the EEA in fostering a sense of European
Amendment 74 #
Motion for a resolution Paragraph 3 3. Considers education a
Amendment 75 #
Motion for a resolution Paragraph 3 3. Considers education a driver for European economic and social prosperity, and for ensuring that the EU is a globally competitive and resilient player and leading the green and digital transitions; insists therefore on the EEA to rely on the new European strategies for youth and skills;
Amendment 76 #
Motion for a resolution Paragraph 3 3. Considers education a driver for
Amendment 77 #
Motion for a resolution Paragraph 3 3. Considers education a driver for European economic and social prosperity, and for ensuring that the EU is a globally
Amendment 78 #
Motion for a resolution Paragraph 3 a (new) 3 a. Considers the need for increased collaboration on education across Europe and beyond, to ensure that common answers to common, cross-border challenges, such as the climate crisis, the skills mismatches, the academic achievement gaps, can be developed;
Amendment 79 #
Motion for a resolution Paragraph 3 a (new) 3 a. Calls for a clearer and stronger geopolitical dimension of the EEA, to allow the Union to strategically use its educational power with its closest neighbours and partners;
Amendment 8 #
Motion for a resolution Citation 8 d (new) — having regard to the Commission proposal of 17 January 2018 for a Council Recommendation on Key Competences for Lifelong Learning (COM(2018)0024),
Amendment 80 #
Motion for a resolution Paragraph 3 a (new) 3 a. Underlines the need to further strengthen European cooperation on education to develop common approaches and answers to common challenges;
Amendment 81 #
Motion for a resolution Paragraph 4 4. Calls for the numerous opportunities for ‘European added value’ afforded through education to be seized, especially through mobility and the sharing of best practices, with the Erasmus+ and the European Solidarity Corps programmes playing a particularly important role, continuing the increase in its budget and number of participants; emphasizes, in this respect, the importance of increasing opportunities for young people in informal and non-formal learning as well as in vocational education and training;
Amendment 82 #
Motion for a resolution Paragraph 4 a (new) 4 a. Stresses the importance of encouraging and supporting educational mobility; notes the importance of cultivating an environment where skills and qualifications are recognised throughout Europe;
Amendment 83 #
Motion for a resolution Paragraph 4 b (new) 4 b. Reiterates the significance of massive open online courses (MOOCs) as a necessary element to promote upskilling and reskilling of the workforce in an interactive and accessible manner; believes that the EEA should promote uptake and development of MOOCs and reflect such objectives in the European approach to micro-credentials;
Amendment 84 #
Motion for a resolution Paragraph 4 c (new) 4 c. Notes that there is currently no single, agreed definition covering the "microcredentials" term; as such considers that uniform EU-wide standards need to be defined in order to effectively promote their mutual recognition among Member States as well as to ensure that employers trust their value;
Amendment 85 #
Motion for a resolution Subheading 2 Bridging institutional
Amendment 86 #
Motion for a resolution Paragraph 5 5. Takes note of the variety of visions of, and approaches to, an EEA, which express a common wish to provide a new impetus for the ‘European project’; believes that the EU's role should primarily be focused on bridging the existing gaps and promoting solutions with transnational dimensions, while the educational content and methods of teaching remain a national competence;
Amendment 87 #
Motion for a resolution Paragraph 5 5. Takes note of the variety of visions of, and approaches to, an EEA, which express a common wish to provide a new impetus for the ‘European project’, taking education as the cornerstone for its achievement;
Amendment 88 #
Motion for a resolution Paragraph 5 5. Takes note of the variety of visions of, and approaches to, an EEA, which express a common wish to provide a new impetus for common standards in education across the Union and for the ‘European project’ itself;
Amendment 89 #
Motion for a resolution Paragraph 6 6. Appreciates the Commission’s efforts to foster an EEA, while noting the need for a more holistic approach, requiring meaningful cooperation and coordination between all actors and stakeholders
Amendment 9 #
Motion for a resolution Citation 8 e (new) — having regard to Council Recommendation of 22 May 2018 on promoting common values, inclusive education, and the European dimension of teaching (2018/C 195/01),
Amendment 90 #
Motion for a resolution Paragraph 6 6. Appreciates the Commission’s efforts to foster an EEA, while noting the need for a more holistic approach, requiring meaningful cooperation and coordination between all actors and stakeholders across national, regional &; local authorities;
Amendment 91 #
Motion for a resolution Paragraph 6 a (new) 6 a. Insists that the EEA should serve as the backbone and stimulus for more and stronger partnerships between stakeholders of, or related to, the education sector; recalls public-private partnerships are crucial, without undermining the essential role of the State; calling all actors of society to take part in overcoming the educational challenges of our society;
Amendment 92 #
Motion for a resolution Paragraph 6 a (new) 6 a. Highlights the diversity of the stakeholders that include the education and training community, social partners, trade unions, youth organisations, youth workers and civil society;
Amendment 93 #
Motion for a resolution Paragraph 7 7. Cautions that the Commission’s proposals are still mainly a strategic outline rather than a concrete policy roadmap, and thus suggests setting clear
Amendment 94 #
Motion for a resolution Paragraph 7 7. Cautions that the Commission’s proposals are still mainly a strategic outline rather than a concrete policy roadmap, and thus suggests setting clear priorities including the establishment of a governance body that is inclusive of civil society and facilitates a sustained and meaningful dialogue with relevant actors and realistic deadlines for the actions that should be adopted, including clearly defined interim deliverables;
Amendment 95 #
Motion for a resolution Paragraph 7 7.
Amendment 96 #
Motion for a resolution Paragraph 8 8. Welcomes the Council’s response to the Commission’s proposals, in particular its focus on the importance of vocational education and training (VET) and lifelong learning opportunities; stresses that due to digitalisation and other trends, VET systems need to become even more learner-centred and adaptive to align with the changing world of work and future challenges;
Amendment 97 #
Motion for a resolution Paragraph 8 8. Welcomes the Council’s response to the Commission’s proposals, in particular its focus on the importance of vocational education and training (VET) and lifelong learning opportunities; underlines, in this respect, the importance of creating different flexible and modular pathways to learning to enable learners to combine and build on different learning experiences and opportunities;
Amendment 98 #
Motion for a resolution Paragraph 8 a (new) 8 a. Considers that the EEA must not only promote, but actively support lifelong learning through targeted initiatives in order to make it truly accessible to everyone, most notably by targeting people in the EU's rearmost regions, those with low skillset at risk of technological unemployment and persons with disabilities, among others;
Amendment 99 #
Motion for a resolution Paragraph 9 9. Emphasises the urgent need to develop a common implementation strategy and roadmap that includes the European institutions, Member States and all relevant stakeholders, a
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