2011/2180(INI)
Contribution of the European institutions to the consolidation and progress of the Bologna process
Contribution of the European institutions to the consolidation and progress of the Bologna process 2011/2180(INI)
Lead committee dossier: CULT/7/06788
Legal basis: RoP 048
| CULT | IMCO | ITRE | |
| Lead Rapporteur | BERLINGUER Luigi (S&D) | ||
| Opinion Rapporteur(s) | MCCLARKIN Emma (ECR) |
Legal basis: RoP 048
Procedure completed
2011/2180(INI) Contribution of the European institutions to the consolidation and progress of the Bologna process
Lead committee dossier: CULT/7/06788
Legal Basis RoP 048
| Role | Committee | Rapporteur | Shadows |
|---|---|---|---|
| Lead | CULT | BERLINGUER Luigi (S&D) | ZVER Milan (EPP), VATTIMO Gianni (ALDE), BENARAB-ATTOU Malika (Verts/ALE), MIGALSKI Marek Henryk (ECR), VERGIAT Marie-Christine (GUE/NGL) |
| Opinion | IMCO | MCCLARKIN Emma (ECR) | |
| Opinion | ITRE |
Legal Basis RoP 048
Subjects
Activites
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2012/03/13
Text adopted by Parliament, single reading
- T7-0072/2012
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2012/03/12
Debate in Parliament
-
2012/02/09
Committee report tabled for plenary, single reading
-
A7-0035/2012
summary
The Committee on Culture and Education adopted the own-initiative report by Luigi BERLINGUER (S&D, IT) on the contribution of the European institutions to the consolidation and progress of the Bologna Process. Members begin by recalling that the Bologna Process is intended to enable compatible systems of higher education in Europe and to do away with the barriers which still prevent people from moving to another country in order to study or work. Accordingly, they call for a strengthening at EU level of support for the Bologna Process, in particular as regards: · the mutual recognition of academic qualifications, · the harmonisation of academic standards; · the promotion of mobility, the social dimension and employability, and the elimination of administrative obstacles. The report calls on Member States to reiterate their commitment to the Process, recalling the key role of the latter in European Higher Education Area (EHEA), by strengthening the system of funding in order to achieve the growth targets set in the Europe 2020 Strategy. Governance: Members call for the development of an effective, bottom-up approach, fully involving all key actors such as universities, trade unions, professional organisations, research institutions, the business sector and, first and foremost, teachers, students, student organisations and university staff. They call for a commitment on the part of universities to new teaching and new professional and lifelong training strategies making optimum use of new technologies and recognising the importance of complementary forms of learning such as non-formal education. Member States and the EU are called upon to financially support universities in their efforts to change and develop their education practices. The report recommends other measures: · teacher training programmes should be strengthened and expanded; · increased public investment in higher education, especially aimed at countering the economic crisis with growth based on enhanced skills and knowledge; · improved quality of and access to education and services, particularly scholarships, since budget reductions have a negative impact on attempts to strengthen the social dimension of education; · the development of new, targeted and flexible funding mechanisms and to promote European-wide grants with a view to supporting growth, excellence and the particular and diverse vocations of universities. Consolidation: in general, Members consider that the Bologna Process and the Erasmus programme have boosted student mobility and have the potential to contribute to enhanced labour mobility, but they regret that mobility rates still remain relatively low. Welcoming a new generation of educational programmes through enhanced funding, based on social criteria, and the opening of the programme to a larger number of students, Members insist, nevertheless, that in no case must mobility create discrimination against students with limited financial resources. They call on Member States to fulfil the commitment to full portability of loans and grants, and significantly improve financial support for mobile students that matches the increases in new EU programmes. In turn, the EU is asked: · to consider how existing legislation on the rights to freedom of movement can be enhanced through guaranteeing portability of loans and grants; · to consolidate a system of quality assurance at both European and Member State level in order to guarantee mutual trust and facilitate recognition of academic qualifications. Other, more specific measures, are also suggested, such as the following: · particular attention to be paid to the specific nature of humanities curricula, · every programme in every subject should provide cross-cutting key competences such as critical thinking, communication, and entrepreneurial skills; · further support for national and European measures to guarantee equitable inclusion, fair access to study, successful progression and a sustainable support system for all students; · the process of creating careers advisory centres offering free services to students should be accelerated; · the elimination of administrative obstacles ; · more effective cooperation between universities, Member States and economic and social actors in order to enhance the prospects for future graduates; · measures to promote employability, such as lifelong learning, and the development of a broader range of skills suitable for the labour market must be top priorities; · ensuring the availability of a sufficient number of traineeships for students. Members call on national governments and the Commission to develop a system of structured cooperation in order to deliver joint degrees, within clusters of disciplines, with recognition across the EU by improving the performance of, and financial support for, Erasmus Mundus and the future education and training programme. With regard to research, Members believe that better cooperation between the EHEA and the European Research Area is a potential source for enhancing Europes innovativeness and development. They highlight the contribution of the 7th EU Framework Programme for Research, the Competitiveness and Innovation Framework Programme and the European Research Area to facilitating the mobility of EU researchers and unleashing the innovation and competitiveness potential of the EU. The report also calls for an effective strategy to be set up to support lifelong learning programmes, especially for company-based lifelong learning, so that workers have the opportunity to expand their training and skills. It calls on higher education institutions and universities to offer more flexibility in programs based on learning outcomes, the recognition of non-formal and informal learning, and services to support learning pathways. European action: welcoming the Commission's proposal to increase significantly the funds devoted to European education and training programmes, the committee calls on the Commission to devote a significant proportion of these funds to supporting the modernisation of higher education and the modernisation of university infrastructures. It encourages the Commission to find solutions that enable access to these programmes also for students experiencing financial difficulties. Members also call on Member States and the EU to determine whether courses of study could include a compulsory training period to be completed at a university in a Member State other than the students home country. With regard to the recognition of qualifications, Members call, as part of the revision of the Professional Qualifications Directive, for a comparison of national minimum training requirements and for more regular exchanges between the Member States, competent authorities and professional bodies. They suggest in particular, hat the recognition of credits obtained under the Erasmus Programme by partner universities should be a compulsory element for all institutions participating in student exchanges supported by EU funding in order to strengthen the European Credit Transfer and Accumulation System. More generally, Members call on the Commission, Member States and higher education institutions to develop a comparative table that would indicate the number of ECTS credits awarded for courses. They also call for development of an effective strategy for the full harmonisation of academic titles throughout the European Union with possible reverse recognition (including older academic titles) since the establishment of the Bologna Process. As well as the recognition of qualifications, Members call for the following measures: · cooperation among universities to be organised more systematically and strengthened; · universities in the signatory states recognise practical traineeships completed as part of the mobility programmes supported by the European Commission; · enhanced transparency of the information provided to students before the beginning of a given exchange regarding the number of credits to be awarded; · the development of common platforms in order to provide a core of knowledge and skills defined by professionals and higher education institutions; · improved networking, coordination and communication between EU universities; · encouraging cooperation, including through financial incentives, on transnational curricula, joint degrees and mutual recognition; · increasing the number of ERASMUS placement partnerships in practice; · providing updated and comparable data on the basis of which to monitor the implementation of the EHEA and, to that end, to remove the obstacles and resolve the problems associated with the implementation of the process, and not to penalise those institutions which have not yet implemented the planned reforms. Members also propose a series of measures regarding education cooperation with countries outside the EU: (i) strengthen cooperation and research programmes, and to develop new ones, based on mutual interests with third-country universities, particularly those in conflict zones; (ii) the establishment of a Euro-Mediterranean Higher Education Area; (iii) the creation of unified university brands at regional level in order to strengthen university prestige at international level. Members trust that the stocktaking exercise at the 2012 ministerial meeting in Bucharest will result in a clear roadmap for establishing a fully functioning European Higher Education Area by the 2020 deadline. They insist that cross-sectoral proposals concerning ICT training, vocational and lifelong learning and work placements must be put forward.
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A7-0035/2012
summary
- 2012/01/24 Vote in committee, 1st reading/single reading
-
2011/12/06
Deadline Amendments
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2011/10/26
Committee draft report
- PE472.247
- 2011/09/15 Committee referral announced in Parliament, 1st reading/single reading
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2011/09/07
EP officialisation
Documents
- Committee draft report: PE472.247
- Committee report tabled for plenary, single reading: A7-0035/2012
- Decision by Parliament, 1st reading/single reading: T7-0072/2012
Votes
A7-0035/2012 - Luigi Berlinguer - Am 1
2012/03/13
| Position | Total | ALDE | ECR | EFD | GUE/NGL | NI | PPE | S&D | Verts/ALE | correctional |
| For | 38 | 4 | 0 | 0 | 25 | 2 | 4 | 3 | 0 | 0 |
| Against | 629 | 71 | 42 | 25 | 0 | 18 | 248 | 171 | 54 | 3 |
| Abstain | 10 | 1 | 0 | 1 | 3 | 4 | 0 | 0 | 1 | 0 |
A7-0035/2012 - Luigi Berlinguer - Amendment 1
2012/03/13
| Position | Total | ALDE | ECR | EFD | GUE/NGL | NI | PPE | S&D | Verts/ALE | correctional |
| For | 38 | 4 | 0 | 0 | 25 | 2 | 4 | 3 | 0 | 0 |
| Against | 629 | 71 | 42 | 25 | 0 | 18 | 248 | 171 | 54 | 3 |
| Abstain | 10 | 1 | 0 | 1 | 3 | 4 | 0 | 0 | 1 | 0 |
A7-0035/2012 - Luigi Berlinguer - § 2/3
2012/03/13
| Position | Total | ALDE | ECR | EFD | GUE/NGL | NI | PPE | S&D | Verts/ALE | correctional |
| For | 522 | 76 | 0 | 14 | 0 | 8 | 250 | 173 | 1 | 0 |
| Against | 146 | 0 | 43 | 11 | 29 | 10 | 0 | 0 | 53 | 1 |
| Abstain | 8 | 0 | 0 | 1 | 0 | 6 | 0 | 0 | 1 | 0 |
A7-0035/2012 - Luigi Berlinguer - § 26
2012/03/13
| Position | Total | ALDE | ECR | EFD | GUE/NGL | NI | PPE | S&D | Verts/ALE | correctional |
| For | 626 | 77 | 44 | 19 | 0 | 11 | 247 | 174 | 54 | 0 |
| Against | 32 | 0 | 0 | 0 | 27 | 5 | 0 | 0 | 0 | 0 |
| Abstain | 18 | 0 | 0 | 7 | 2 | 8 | 0 | 0 | 0 | 0 |
A7-0035/2012 - Luigi Berlinguer - § 30
2012/03/13
| Position | Total | ALDE | ECR | EFD | GUE/NGL | NI | PPE | S&D | Verts/ALE | correctional |
| For | 578 | 75 | 0 | 17 | 0 | 14 | 248 | 171 | 53 | 0 |
| Against | 84 | 0 | 44 | 9 | 27 | 1 | 0 | 3 | 0 | 0 |
| Abstain | 11 | 0 | 0 | 0 | 0 | 9 | 0 | 1 | 0 | 0 |
A7-0035/2012 - Luigi Berlinguer - § 56/2
2012/03/13
| Position | Total | ALDE | ECR | EFD | GUE/NGL | NI | PPE | S&D | Verts/ALE | correctional |
| For | 524 | 77 | 0 | 14 | 0 | 9 | 249 | 172 | 3 | 1 |
| Against | 146 | 0 | 43 | 11 | 28 | 11 | 0 | 1 | 52 | 2 |
| Abstain | 5 | 0 | 0 | 1 | 0 | 4 | 0 | 0 | 0 | 0 |
A7-0035/2012 - Luigi Berlinguer - § 61
2012/03/13
| Position | Total | ALDE | ECR | EFD | GUE/NGL | NI | PPE | S&D | Verts/ALE | correctional |
| For | 521 | 78 | 0 | 13 | 1 | 8 | 249 | 171 | 1 | 0 |
| Against | 147 | 0 | 44 | 13 | 29 | 10 | 0 | 0 | 51 | 0 |
| Abstain | 10 | 0 | 0 | 0 | 0 | 6 | 0 | 2 | 0 | 0 |
A7-0035/2012 - Luigi Berlinguer - § 66
2012/03/13
| Position | Total | ALDE | ECR | EFD | GUE/NGL | NI | PPE | S&D | Verts/ALE | correctional |
| For | 517 | 76 | 0 | 10 | 0 | 8 | 250 | 172 | 1 | 0 |
| Against | 145 | 0 | 44 | 10 | 26 | 12 | 0 | 0 | 53 | 0 |
| Abstain | 11 | 0 | 0 | 6 | 0 | 4 | 0 | 0 | 0 | 0 |
A7-0035/2012 - Luigi Berlinguer - Recital K/2
2012/03/13
| Position | Total | ALDE | ECR | EFD | GUE/NGL | NI | PPE | S&D | Verts/ALE | correctional |
| For | 571 | 76 | 0 | 12 | 0 | 9 | 249 | 173 | 52 | 1 |
| Against | 104 | 0 | 44 | 12 | 28 | 15 | 2 | 0 | 3 | 0 |
| Abstain | 2 | 0 | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 0 |
A7-0035/2012 - Luigi Berlinguer - Considérant K/2
2012/03/13
| Position | Total | ALDE | ECR | EFD | GUE/NGL | NI | PPE | S&D | Verts/ALE | correctional |
| For | 571 | 76 | 0 | 12 | 0 | 9 | 249 | 173 | 52 | 1 |
| Against | 104 | 0 | 44 | 12 | 28 | 15 | 2 | 0 | 3 | 0 |
| Abstain | 2 | 0 | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 0 |
A7-0035/2012 - Luigi Berlinguer - CULT Committee resolution
2012/03/13
| Position | Total | ALDE | ECR | EFD | GUE/NGL | NI | PPE | S&D | Verts/ALE | correctional |
| For | 572 | 73 | 2 | 15 | 0 | 8 | 247 | 172 | 55 | 1 |
| Against | 89 | 0 | 40 | 10 | 27 | 12 | 0 | 0 | 0 | 2 |
| Abstain | 8 | 0 | 0 | 1 | 2 | 4 | 0 | 0 | 1 | 1 |
A7-0035/2012 - Luigi Berlinguer - Résolution commission CULT
2012/03/13
| Position | Total | ALDE | ECR | EFD | GUE/NGL | NI | PPE | S&D | Verts/ALE | correctional |
| For | 572 | 73 | 2 | 15 | 0 | 8 | 247 | 172 | 55 | 1 |
| Against | 89 | 0 | 40 | 10 | 27 | 12 | 0 | 0 | 0 | 2 |
| Abstain | 8 | 0 | 0 | 1 | 2 | 4 | 0 | 0 | 1 | 1 |
| Amendments | Dossier |
| 249 |
2011/2180(INI) Contribution of the European institutions to the consolidation and progress of the Bologna process
2011/09/12
CULT
218 amendments...
Amendment 1 #
Motion for a resolution Citation 1 a (new) - having regard to the Universal Declaration of Human Rights, and in particular Article 26 thereof1,
Amendment 2 #
Motion for a resolution Citation 1 b (new) - having regard to the Charter of Fundamental Rights of the European Union, and in particular Article 14 thereof,
Amendment 3 #
Motion for a resolution Citation 2 Amendment 4 #
Motion for a resolution Citation 23 a (new) – having regard to the Final report of the International conference on Funding of Higher Education held in Yerevan, Armenia, 8-9 September 20112,
Amendment 5 #
Motion for a resolution Recital A A. whereas the goals of the Bologna
Amendment 6 #
Motion for a resolution Recital A A. whereas the goal of the Bologna Process – to enable compatible systems of higher education in Europe – is still valid and the
Amendment 7 #
Motion for a resolution Recital A A. whereas the goal of the Bologna Process – to enable compatible systems of higher education in Europe – is still valid and the strengthening of the process – e.g. through a dialogue between the different levels of the educational system in order to develop curricula to be built on each preliminary levels – is serving the goals of growth based on knowledge and innovation within the Europe 2020 strategy, particularly in the current economic crisis;
Amendment 8 #
Motion for a resolution Recital A a (new) Aa. whereas the success of the Bologna Process is strongly dependent on the preliminary levels of the educational system, i.e. whether or not it is able to tackle inequalities based on early childhood disadvantages and to provide equal access to quality education also for children living with different disabilities;
Amendment 9 #
Motion for a resolution Recital A a (new) Amendment 10 #
Motion for a resolution Recital A b (new) Ab. whereas, in view of their threefold function (education, research and innovation), universities have a vital part to play in the future of the Union and the education of its citizens, and whereas the role of higher education is to provide a learning environment, open to everyone without discrimination, that promotes autonomy, creativity and optimum use of knowledge;
Amendment 11 #
Motion for a resolution Recital A c (new) Ac. whereas the university is a major aspect of European heritage, now almost a thousand years old, whose significance as a force for progress in society cannot be reduced to its contribution to the economy and whose development cannot be made solely contingent on economic needs;
Amendment 12 #
Motion for a resolution Recital A d (new) Ad. whereas the right to education is a fundamental Union value, and whereas it is the responsibility of the Member States to ensure that that value is put into practice; whereas it is important to support universities financially, first and foremost through the provision of sufficient public funding, while at the same time guaranteeing their autonomy; whereas the European Union has a key role to play in the establishment of the European Higher Education Area by supporting the Member States' efforts and cooperation in this field;
Amendment 13 #
Motion for a resolution Recital B B. whereas the three-degree structure is applied
Amendment 14 #
Motion for a resolution Recital B B. whereas the three-degree structure is applied – in
Amendment 15 #
Motion for a resolution Recital B B. whereas the three-degree structure is applied – in
Amendment 16 #
Motion for a resolution Recital B B. whereas the three-degree structure is applied – in some cases successfully – in most of the Bologna countries, despite the difficulties encountered, although in many cases there are important exemptions for courses such as medicine, where full implementation of the three-degree Bologna model would not be appropriate;
Amendment 17 #
Motion for a resolution Recital B B. whereas the three-degree structure is applied – in some cases successfully – in most of the Bologna countries, despite the difficulties encountered; whereas it is acknowledged that the three-year bachelor degree is the best option for Bologna implementation;
Amendment 18 #
Motion for a resolution Recital C Amendment 19 #
Motion for a resolution Recital C C. whereas the commitment to push forward the reform should not be pursued via fragmented action
Amendment 20 #
Motion for a resolution Recital C C. whereas the commitment to push forward the reform should not be pursued via fragmented action
Amendment 21 #
Motion for a resolution Recital C C. whereas the commitment to push forward the reform should not be pursued via fragmented action and without adequate financial support; whereas the cuts in public spending on education being made in certain Member States are not helping to promote the necessary reforms;
Amendment 22 #
Motion for a resolution Recital D D. whereas mobility must be available to all and is the cornerstone of the higher education reform; whereas student mobility may ultimately help to foster professional mobility;
Amendment 23 #
Motion for a resolution Recital D D. whereas mobility must be available to all and is the cornerstone of the higher education reform; whereas there are still significant obstacles to mobility, in the form of social rights, the financial capacity of the individuals concerned and sociocultural stereotypes, with the result that only 2 % of students take advantage of mobility;
Amendment 24 #
Motion for a resolution Recital D D. whereas mobility must be available to all and is the cornerstone of the higher education reform; whereas, however, accessibility for all must also be kept in mind throughout the process;
Amendment 25 #
Motion for a resolution Recital D a (new) Da. whereas the Member States need to make further efforts to guarantee the mutual recognition of diplomas, which is crucial for the success of the process;
Amendment 26 #
Motion for a resolution Recital E E. whereas the social dimension must be strengthened a
Amendment 27 #
Motion for a resolution Recital E E. whereas the social dimension
Amendment 28 #
Motion for a resolution Recital E E. whereas the social dimension must be strengthened as a necessary condition for the development of the Bologna Process, especially as regards making the right to study economically accessible to all;
Amendment 29 #
Motion for a resolution Recital E E. whereas the social dimension – e.g. the supportive measures for vulnerable groups – must be strengthened as a necessary condition for
Amendment 30 #
Motion for a resolution Recital F F. whereas
Amendment 31 #
Motion for a resolution Recital F F. whereas universities
Amendment 32 #
Motion for a resolution Recital F F. whereas universities, public administrations and enterprises
Amendment 33 #
Motion for a resolution Recital F F. whereas universities, public administrations and enterprises must be strongly committed to the issue of employability – i.e. based on the regional dialogues of the respective stakeholders education and training should be adapted to the demands of the labour market;
Amendment 34 #
Motion for a resolution Recital F F. whereas universities, public administrations and enterprises must be strongly committed to the issue of employability; whereas academic learning is central to the full realisation of individual potential;
Amendment 35 #
Motion for a resolution Recital G Amendment 36 #
Motion for a resolution Recital G G. whereas education is
Amendment 37 #
Motion for a resolution Recital G G. whereas education is a public responsibility of the Member States, and whereas the EU institutions
Amendment 38 #
Motion for a resolution Recital G a (new) Ga. whereas education falls within the principle of subsidiarity, yet employability is a European Union responsibility and harmonization of education and degrees is a precondition for its achievement;
Amendment 39 #
Motion for a resolution Recital G a (new) Ga. whereas the Bologna Process shall not have retroactive effects on students who already started their degree following the pre-Bologna plan;
Amendment 40 #
Motion for a resolution Paragraph 1 1. Calls for a strengthening at EU level
Amendment 41 #
Motion for a resolution Paragraph 1 1. Calls for a strengthening at EU level of support for the Bologna Process, in particular as regards the harmonisation of academic standards, the recognition of academic qualifications
Amendment 42 #
Motion for a resolution Paragraph 1 1. Calls for a strengthening at EU level of support for the Bologna Process, in particular as regards the mutual recognition of academic qualifications, and the promotion of mobility and employability;
Amendment 43 #
Motion for a resolution Paragraph 1 1. Calls for a strengthening at EU level of support for the Bologna Process, in particular as regards the recognition of academic qualifications, and the promotion of mobility and employability and the analysis of the state of implementation of the Bologna principles;
Amendment 44 #
Motion for a resolution Paragraph 1 1. Calls for a strengthening at EU level of support for the Bologna Process, in particular as regards the recognition of academic qualifications, and the promotion of mobility and employability and the analysis of the state of implementation of the Bologna principles;
Amendment 45 #
Motion for a resolution Paragraph 1 1. Calls for a strengthening at EU level of support for the Bologna Process, in particular as regards the recognition of academic qualifications,
Amendment 46 #
Motion for a resolution Paragraph 1 1. Calls for a strengthening at EU level of support for the Bologna Process, in particular as regards the recognition of academic qualifications, and the promotion of mobility
Amendment 47 #
Motion for a resolution Paragraph 1 1. Calls for a strengthening at EU level of support for the Bologna Process, in particular as regards the recognition of academic qualifications, and the promotion of mobility and employability; considers that the Member States should reiterate their commitment in this regard and the EU should guarantee that the necessary resources are available to achieve this objective;
Amendment 48 #
Motion for a resolution Paragraph 1 1. Calls for a strengthening at EU level of support for the Bologna Process, in particular as regards the recognition of academic qualifications, and the promotion of mobility and employability; calls on the EU to reinforce the system of financing for this in order to achieve the growth targets set in the Europe 2020 Strategy;
Amendment 49 #
Motion for a resolution Paragraph 2 2. Notes that the establishment of a European Higher Education Area (EHEA) is a
Amendment 50 #
Motion for a resolution Paragraph 2 2. Notes that the European Higher Education Area (EHEA)
Amendment 51 #
Motion for a resolution Paragraph 2 2. Notes that the European Higher Education Area (EHEA)
Amendment 52 #
Motion for a resolution Paragraph 2 2. Notes that the European Higher Education Area (EHEA) is a major achievement
Amendment 53 #
Motion for a resolution Paragraph 2 a (new) 2a. Highlights that the Bologna Process EHEA and ERA play a key role within Europe 2020 strategy;
Amendment 54 #
Motion for a resolution Paragraph 2 a (new) 2a. Highlights that the Bologna Process and EHEA play a key role within Europe 2020 strategy;
Amendment 55 #
Motion for a resolution Paragraph 2 a (new) 2a. Maintains that the Bologna Process and the European Higher Education Area (EHEA) have a key role to play in the Europe 2020 strategy and points out that the alliance between teaching and research is crucial inasmuch as it is a distinctive feature of European higher education;
Amendment 56 #
Motion for a resolution Paragraph 3 Amendment 57 #
Motion for a resolution Paragraph 3 3. Highlights the fact that the priorities set up within the Bologna process represent the conditions necessary to guarantee that every student enrolled in a European university has the right to graduate and to see his qualification recognised in any EU country
Amendment 58 #
Motion for a resolution Paragraph 3 3. Highlights the fact that the priorities set up within the Bologna process represent the conditions necessary to guarantee that every student enrolled in a European university has the right to graduate and to see his qualification recognised in any EU country
Amendment 59 #
Motion for a resolution Paragraph 3 3. Highlights the fact that the priorities set up within the Bologna process represent the conditions necessary to guarantee that every student enrolled in a European university has the
Amendment 60 #
Motion for a resolution Paragraph 3 3. Highlights
Amendment 61 #
Motion for a resolution Paragraph 3 3. Highlights the fact that the priorities set up within the Bologna process
Amendment 62 #
Motion for a resolution Paragraph 3 3. Highlights the fact that the priorities set up within the Bologna
Amendment 63 #
Motion for a resolution Paragraph 3 3. Highlights the fact that the priorities set up within the Bologna process represent the conditions necessary to guarantee that every student enrolled in a European university has the right to quality education, to graduate and to see his qualification recognised in any EU country, with the goal of creating a genuine European University Citizenship;
Amendment 64 #
Motion for a resolution Paragraph 3 3. Highlights the fact that the priorities set up within the Bologna process represent the conditions necessary to guarantee that every student enrolled in a European university has the right to graduate and to see his qualification recognised in any EU country, with the goal of creating a genuine sense of European University Citizenship;
Amendment 65 #
Motion for a resolution Paragraph 4 4. Calls for the development of an effective, bottom-up approach, fully involving all key actors such as universities, trade unions
Amendment 66 #
Motion for a resolution Paragraph 4 4. Calls for the development of an effective, bottom-up approach, fully involving all key actors such as universities,
Amendment 67 #
Motion for a resolution Paragraph 4 4. Calls for the development of an effective, bottom-up approach, fully involving all key actors such as public universities, trade unions, the business sector and, first and foremost, teachers and students;
Amendment 68 #
Motion for a resolution Paragraph 4 4. Calls for the development of an effective, bottom-up approach, fully involving all key actors such as universities, trade unions, professional organisations, research institutions, the business sector and, first and foremost, teachers and students;
Amendment 69 #
Motion for a resolution Paragraph 4 4. Calls for the development of an effective, bottom-up approach, fully involving all key actors such as universities, trade unions, the business sector and, first and foremost, teachers, students, and student organisations;
Amendment 70 #
Motion for a resolution Paragraph 4 4. Calls for the development of an effective, bottom-up approach, fully involving all key actors such as universities, trade unions, the business sector and, first and foremost, teachers
Amendment 71 #
Motion for a resolution Paragraph 4 a (new) 4a. Notes that some European Universities are reluctant to make sufficient efforts for achieving a consolidated EHEA while being part of the EHEA is the only path for some of them to achieve higher level of competitiveness and quality of the knowledge they produce;
Amendment 72 #
Motion for a resolution Paragraph 5 5. Calls for a commitment on the part of universities to new teaching and training strategies
Amendment 73 #
Motion for a resolution Paragraph 5 5. Calls
Amendment 74 #
Motion for a resolution Paragraph 5 5. Calls for a commitment o
Amendment 75 #
Motion for a resolution Paragraph 5 5. Calls for a commitment on the part of universities to new teaching and training strategies making optimum use of new technologies aimed at a learning-centred university system, as well as the promotion of science, research and innovation;
Amendment 76 #
Motion for a resolution Paragraph 5 5. Calls for a commitment on the part of universities to new teaching and training strategies aimed at a learning-centred university system that supports student-centred learning;
Amendment 77 #
Motion for a resolution Paragraph 5 5. Calls for a commitment on the part of universities to new teaching and training strategies aimed at a learning-centred university system which provides the theoretical and practical knowledge which students will need in their working lives;
Amendment 78 #
Motion for a resolution Paragraph 5 5. Calls for a commitment on the part of universities to new teaching and training strategies aimed at a
Amendment 79 #
Motion for a resolution Paragraph 5 5. Calls for a commitment on the part of universities to new teaching and training strategies aimed at a learning-centred university system and to the continuous professional and methodological development of their academic staff;
Amendment 80 #
Motion for a resolution Paragraph 5 5. Calls for a commitment on the part of universities to new teaching and training strategies aimed at a learning-centred university system; suggests that such strategies should take properly into account the importance of complementary forms of learning such as non-formal education systems;
Amendment 81 #
Motion for a resolution Paragraph 5 5. Calls for a commitment on the part of universities to new teaching and training strategies aimed at a learning-centred university system and calls for Member States and the EU to financially support development of guidance on best-practices and the institutions in their efforts to train and support staff in changing education practices;
Amendment 82 #
Motion for a resolution Paragraph 5 a (new) 5a. Stresses that ECTS credits should be developed with a view to enhancing students' knowledge of their chosen subjects, not solely as a range of general skills meeting the needs of the market;
Amendment 83 #
Motion for a resolution Paragraph 5 a (new) 5a. Urges that teacher training programmes should be strengthened and expanded, taking account of the possibilities offered by lifelong learning and new technologies;
Amendment 84 #
Motion for a resolution Paragraph 5 a (new) 5a. Stresses that the opening of the European Universities to the needs of the global economy and the further consolidation of the EHEA should be considered as efforts of European universities to help Europe overcome the period of general economic insecurity and to put Europe back on path of sustainable development and growth;
Amendment 85 #
Motion for a resolution Paragraph 6 Amendment 86 #
Motion for a resolution Paragraph 6 6.
Amendment 87 #
Motion for a resolution Paragraph 6 6. Calls for the development of the universities' ‘third mission’ to society, to be also considered when rewarding excellence and developing multidimensional ranking criteria;
Amendment 88 #
Motion for a resolution Paragraph 6 6. Calls for the development of the universities' ‘third mission’ to society to be also considered when rewarding excellence and developing multidimensional ranking criteria;
Amendment 89 #
Motion for a resolution Paragraph 6 6. Calls for the development of the universities’ ‘third mission’ to society, which should also be considered in connection with the multidimensional criteria to be devised for the purposes of classification and the recognition of excellence;
Amendment 90 #
Motion for a resolution Paragraph 6 a (new) 6a. Calls for increased public investments in to higher education, especially aimed to counter the economic crisis with growth based on enhanced skills and knowledge, and responding to higher student demand with improved access to student support;
Amendment 91 #
Motion for a resolution Paragraph 7 7.
Amendment 92 #
Motion for a resolution Paragraph 7 7. Calls
Amendment 93 #
Motion for a resolution Paragraph 7 7. Calls for the identification of new, targeted and flexible funding mechanisms with a view to supporting growth, excellence and the particular and diverse vocations of public universities;
Amendment 94 #
Motion for a resolution Paragraph 7 7. Calls for the identification of new, targeted and flexible funding mechanisms with a view to supporting growth, excellence and the particular and diverse vocations of universities; this mechanisms should include European-wide grants that promote students' excellence;
Amendment 95 #
Motion for a resolution Paragraph 7 a (new) 7a. Recalls that especially in the times of the crisis it is important to continue the public investment into education in order to ensure the quality and access to education;
Amendment 96 #
Motion for a resolution Paragraph 7 a (new) 7a. Calls on the Member States to continue to play their leading role to the full in enhancing the quality of higher education and financing public universities;
Amendment 97 #
Motion for a resolution Paragraph 7 a (new) 7a. Calls, therefore, on the Member States to consider the possibility of freezing enrolment fees given that, particularly in the current period of economic and social crisis, they are an obstacle to higher education for the majority; calls on the EU institutions and the Member States to increase their education budgets, particularly as regards scholarships;
Amendment 98 #
Motion for a resolution Paragraph 7 a (new) 7a. Highlights that the further implementation of the Bologna goals demands diverse means of financing from different public and private sources;
Amendment 99 #
Motion for a resolution Paragraph 7 a (new) 7a. Stresses the need to develop a multi- fund approach, defined by clear and effective rules, aimed at coping with the future EU financing model;
Amendment 100 #
Motion for a resolution Paragraph 8 8. Calls on the EU, the Member States and universities to improve information for students, academics and staff in order to foster structured mobility flows; calls for a strengthening of the services of Erasmus through
Amendment 101 #
Motion for a resolution Paragraph 8 8. Calls on the EU, the Member States and universities to improve information for students, academics and staff in order to foster structured mobility flows; calls for a strengthening of the services of Erasmus
Amendment 102 #
Motion for a resolution Paragraph 8 8. Calls on the EU, the Member States and universities to
Amendment 103 #
Motion for a resolution Paragraph 8 8. Calls on the EU, the Member States and universities to improve information for students, academics and staff in order to foster structured mobility flows; calls for a strengthening of the services of Erasmus through better funding,
Amendment 104 #
Motion for a resolution Paragraph 8 8. Calls on the EU, the Member States and public universities to improve information for students, academics and staff in order to foster structured mobility flows; calls for a strengthening of the services of Erasmus through better funding, improved credit recognition and greater flexibility of the time frame allowed;
Amendment 105 #
Motion for a resolution Paragraph 8 8. Calls on the EU, the Member States and universities to improve information for students, academics and staff in order to foster structured mobility flows and to extend areas of action and partnerships between teaching establishments; calls for a strengthening of the services of Erasmus through better funding, improved credit recognition and greater flexibility of the time frame allowed;
Amendment 106 #
Motion for a resolution Paragraph 8 8. Calls on the EU, the Member States and universities to improve information for students, academics and staff in order to foster structured mobility flows; welcomes the introduction of the Erasmus programme for postgraduate students and calls for a strengthening of the services of Erasmus as a whole through better funding, improved credit recognition and greater flexibility of the time frame allowed;
Amendment 107 #
Motion for a resolution Paragraph 8 8. Calls on the EU, the Member States and universities to improve information for students, academics and staff in order to foster structured mobility flows; calls for a strengthening of the services of Erasmus and the new generation of educational programmes through better funding, improved credit recognition and greater flexibility of the time frame allowed;
Amendment 108 #
Motion for a resolution Paragraph 8 8. Calls on the EU, the Member States and universities to improve information for students, academics and staff in order to foster structured mobility flows; calls for a strengthening of the services of Erasmus through better funding, improved credit recognition
Amendment 109 #
Motion for a resolution Paragraph 8 a (new) 8a. Calls on Member States to fulfil the commitment to full portability of loans and grants, and significantly improve financial support for mobile students matching the increases in new EU programmes; asks the EU to consider existing legislation on how the rights to freedom of movement can be enhanced through guaranteeing portability of loans and grants;
Amendment 110 #
Motion for a resolution Paragraph 8 a (new) 8a. Calls on the EU to take immigration from Africa, Asia, and Latin America more fully into account for the purpose of laying down rules providing for recognition of school qualifications obtained in countries of origin;
Amendment 111 #
Motion for a resolution Paragraph 9 9. Asks the EU, in order to guarantee mutual trust, to consolidate a system of quality assurance at both European and Member State level;
Amendment 112 #
Motion for a resolution Paragraph 9 9. Asks the EU, in order to guarantee mutual trust, to consolidate a system of quality assurance at both European and Member State level; asks the Member States to implement their national qualification assurance systems;
Amendment 113 #
Motion for a resolution Paragraph 9 9. Asks the EU, in order to guarantee mutual trust, to consolidate a system of quality assurance at both European and Member State level;
Amendment 114 #
Motion for a resolution Paragraph 9 9. Asks the EU, in order to guarantee mutual trust, to
Amendment 115 #
Motion for a resolution Paragraph 9 9. Asks the EU, in order to guarantee mutual trust, to consolidate a system of quality assurance at
Amendment 116 #
Motion for a resolution Paragraph 9 9. Asks the EU, in order to guarantee mutual trust, to consolidate a system of quality assurance both at
Amendment 117 #
Motion for a resolution Paragraph 9 9. Asks the EU, in order to guarantee mutual trust, to consolidate a system of quality assurance at both European and Member State level; asks the Member States to implement their national qualification assurance systems
Amendment 118 #
Motion for a resolution Paragraph 9 9. Asks the EU, in order to guarantee mutual trust and facilitate recognition of academic qualifications, to consolidate a system of quality assurance at both European and Member State level; asks the Member States to implement their national qualification assurance systems; calls on Member States to sign up to the European Quality Assurance Register;
Amendment 119 #
Motion for a resolution Paragraph 9 a (new) 9a. Draws attention to the different grading scales in the Member States and to the need for appropriate conversion of ECTS points into grades;
Amendment 120 #
Motion for a resolution Paragraph 10 10.
Amendment 121 #
Motion for a resolution Paragraph 10 10.
Amendment 122 #
Motion for a resolution Paragraph 10 10. Urges all the Bologna countries to implement national qualification frameworks linked to the Qualifications Framework of the EHEA and to develop and
Amendment 123 #
Motion for a resolution Paragraph 10 a (new) 10a. Highlights that a thorough implementation of the EQF in each individual Member State is crucial for achieving a functional common EHEA;
Amendment 124 #
Motion for a resolution Paragraph 11 Amendment 125 #
Motion for a resolution Paragraph 11 11.
Amendment 126 #
Motion for a resolution Paragraph 11 11. Calls for a strong financial support for agreements on common core curricula, which guarantee well
Amendment 127 #
Motion for a resolution Paragraph 11 11. Calls for a strong financial support for agreements on common core curricula, which guarantee well
Amendment 128 #
Motion for a resolution Paragraph 11 11. Calls for strong financial support for agreements on common core curricula, which guarantee well defined learning outcomes, inter alia by exploring the methodology approach developed by Tuning and through the experience of the ‘Tuning Academy’; calls for particular attention to be paid to the specific
Amendment 129 #
Motion for a resolution Paragraph 11 11. Calls on the Commission for strong financial support for agreements on common core curricula, which guarantee well defined learning outcomes, inter alia by exploring the methodology approach developed by Tuning; calls for particular attention to be paid to the specific problems of humanities curricula;
Amendment 130 #
Motion for a resolution Paragraph 11 11. Calls for strong financial support for agreements on common core curricula, which guarantee well defined learning outcomes, inter alia by exploring the methodology approach developed by Tuning; calls for particular attention to be paid to the specific problems of humanities curricula; stresses the need to involve the academic community as a whole, particularly students, teachers and researchers, in developing the various stages of university education;
Amendment 131 #
Motion for a resolution Paragraph 11 a (new) 11a. Calls for the support at national and European level of the humanities in public university curricula, as a stronghold for democracy and a vehicle for the achievement of the European cohesion;
Amendment 132 #
Motion for a resolution Paragraph 12 Amendment 133 #
Motion for a resolution Paragraph 12 12. Asks for further support for national and European measures to guarantee
Amendment 134 #
Motion for a resolution Paragraph 12 12. Asks for further support for national and European measures to guarantee equitable inclusion and fair access
Amendment 135 #
Motion for a resolution Paragraph 12 12. Asks for further support for national and European measures to guarantee equitable inclusion and fair access for students from under-represented groups and for those experiencing financial difficulties;
Amendment 136 #
Motion for a resolution Paragraph 12 12. Asks for further support for national and European measures to guarantee equitable inclusion and fair access for students from under-represented groups and socially disadvantaged backgrounds; urges the Member States to strengthen their support systems for this purpose;
Amendment 137 #
Motion for a resolution Paragraph 12 12. Asks for further support for national and European measures to guarantee equitable inclusion and fair access for students from under-represented groups, and successful progression and completion by providing just and equally accessible funding and support systems for all students as well as targeted support to under-represented groups where appropriate;
Amendment 138 #
Motion for a resolution Paragraph 12 12. Asks for further support for national and European measures to guarantee equitable inclusion
Amendment 139 #
Motion for a resolution Paragraph 12 12. Asks for further support for national and European measures to guarantee equitable inclusion and fair access for students from under-represented groups, which must include inter alia all the supportive arrangements with regards to the different needs of the members of the respective groups – concerning their entry, studies, and graduation – in order to reduce the drop-out rate;
Amendment 140 #
Motion for a resolution Paragraph 12 a (new) 12a. Recommends that the process of creating careers advisory centres offering free services to students be accelerated;
Amendment 141 #
Motion for a resolution Paragraph 12 a (new) 12a. Asks for the equivalent inclusion of the humanities in the European Research Area (ERA);
Amendment 142 #
Motion for a resolution Paragraph 12 а (new) 12а. Calls on the Commission and Member States to encourage mutual recognition by eliminating the administrative obstacles to this;
Amendment 143 #
Motion for a resolution Paragraph 13 13. Draws attention to the particular needs of the bachelor’s degree, its curricula and its
Amendment 144 #
Motion for a resolution Paragraph 13 13. Draws attention to the particular needs of the Bachelor’s degree, its curricula and its employability
Amendment 145 #
Motion for a resolution Paragraph 13 13. Draws attention to the particular needs of the Bachelor's degree, its curricula, its access paths to Masters programmes, and its employability, stresses in this respect the need for specific actions and for more effective cooperation between universities and the labour market with a view to developing more relevant curricula and enhancing employability;
Amendment 146 #
Motion for a resolution Paragraph 13 13. Draws attention to the particular needs of the Bachelor’s degree, its curricula and its employability; stresses in this respect the need for specific actions, such as the development of theory/practice curricula, and for more effective cooperation between universities and the labour market with a view to developing more relevant curricula and enhancing employability;
Amendment 147 #
Motion for a resolution Paragraph 13 13. Draws attention to the particular needs of the Bachelor's degree, its curricula and its employability, stresses in this respect the need for specific actions and for more effective cooperation between public universities and the labour market with a view to developing more relevant curricula and enhancing employability;
Amendment 148 #
Motion for a resolution Paragraph 13 13. Draws attention to the particular needs of the Bachelor's degree, its curricula and its employability, stresses in this respect the need for specific actions and for more effective cooperation between universities and the labour market with a view to developing more relevant curricula and enhancing medium- and long-term employability;
Amendment 149 #
Motion for a resolution Paragraph 13 13. Draws attention to the particular needs of the Bachelor’s degree, its curricula and its employability
Amendment 150 #
Motion for a resolution Paragraph 13 13. Draws attention to the particular needs of the Bachelor’s degree, its curricula and its employability
Amendment 151 #
Motion for a resolution Paragraph 13 13. Draws attention to the particular needs of the Bachelor’s degree, its curricula and its employability, stresses in this respect the need for specific actions and for more effective cooperation between universities and the labour market with a view to developing more relevant curricula and enhancing employability, as well as developing appropriate curricula for Bachelor studies in the Bologna system whose content is adapted to the change in the period of study;
Amendment 152 #
Motion for a resolution Paragraph 13 a (new) 13a. Considers that modernisation of the Professional Qualifications Directive (2005/36/EC) will assist professional mobility in Europe and facilitate student mobility by providing assurances that qualifications gained in another Member State will be recognised across the EU;
Amendment 153 #
Motion for a resolution Paragraph 13 a (new) 13a. Asks the Member States and the EU institutions to support the transition from the "mono-disciplinary" methodological concept of science that still prevails in European universities towards the "inter- disciplinary" and "trans-disciplinary" concepts;
Amendment 154 #
Motion for a resolution Paragraph 13 b (new) 13b. Calls on the Member States and the EU institutions to promote the university- business dialogue and cooperation as a common goal of the consolidated EHEA in order to increase employability of European universities graduates;
Amendment 155 #
Motion for a resolution Paragraph 13 a (new) 13a. Points to the need for specific actions and for more effective cooperation between universities and the labour market with a view to developing more relevant curricula, bringing greater consistency to education, and enhancing employability by establishing similar criteria for admission to professions;
Amendment 156 #
Motion for a resolution Paragraph 13 a (new) 13a. Recommends that the Member States adapt the number of places on master’s degree courses to meet current demand, in view of the fact that, in some Member States, ordinary degrees offer slim prospects of employment;
Amendment 157 #
Motion for a resolution Paragraph 13 b (new) 13b. Stresses the importance of ensuring the availability of a sufficient number of traineeships for students, so as to further facilitate their joining the job market;
Amendment 158 #
Motion for a resolution Paragraph 14 Amendment 159 #
Motion for a resolution Paragraph 14 Amendment 160 #
Motion for a resolution Paragraph 14 14. Calls on national governments
Amendment 161 #
Motion for a resolution Paragraph 14 14. Calls on national governments and the Commission to develop a system of structured cooperation in order to deliver joint degrees, within clusters of disciplines, with recognition across the EU by improving the performance of, and financial support for, Erasmus Mundus and the future education and training programme and by promoting the creation of a European accreditation scheme of joint programmes;
Amendment 162 #
Motion for a resolution Paragraph 14 a (new) 14a. Underlines the need to respect Member State subsidiarity in terms of education policy and the different forms of education systems operating in the EU; criticises the one-size-fits-all approach adopted under the Bologna Process;
Amendment 163 #
Motion for a resolution Paragraph 14 a (new) 14a. Calls on the Commission to conduct an investigation in the Member States to establish the extent to which there is a specific differentiation between forms of provision of higher education in Europe, in order to guarantee that in future, and with their individual qualities, universities are able to develop their focus on research and education and colleges of higher education are able to develop their focus on practical preparation for the labour market;
Amendment 164 #
Motion for a resolution Paragraph 14 a (new) 14a. Welcomes the Commission's proposal with reference to an Erasmus Masters Degree Mobility Scheme;
Amendment 165 #
Motion for a resolution Paragraph 15 15. Regards academic PhD degrees, including those carried out in collaboration with enterprises, as a key link between higher education and research, and recalls their potential as a key component in the creation of knowledge-
Amendment 166 #
Motion for a resolution Paragraph 15 15. Regards academic PhD degrees, including those carried out in enterprises, as a key link between higher education and research, and recalls their potential as a key component in the creation of knowledge- based innovation and economic growth; recognises the importance of carrying out PhD degrees in enterprises in terms of integrating individuals with higher degrees into the labour market;
Amendment 167 #
Motion for a resolution Paragraph 15 15. Regards academic PhD degrees, including those carried out in enterprises, as a key link between higher education and research, and recalls their potential as a key component in the creation of knowledge- based innovation and economic growth; welcomes the Commission's commitment to developing a European Industrial PhD Scheme within the Marie Curie actions;
Amendment 168 #
Motion for a resolution Paragraph 16 16. Calls for a stronger synergy between
Amendment 169 #
Motion for a resolution Paragraph 17 17. Calls for an effective strategy to be set up to support lifelong learning programmes in Europe;
Amendment 170 #
Motion for a resolution Paragraph 17 17. Calls for an effective strategy to be set up to support lifelong learning programmes and sustainable initiatives that are fully integrated into the institution and promote a lifelong learning culture;
Amendment 171 #
Motion for a resolution Paragraph 17 17. Calls for an effective strategy to be set up to support lifelong learning programmes and for these programmes to become a general route so that they receive the recognition they deserve; calls, likewise, for company-based lifelong learning to be encouraged so that workers have the opportunity to expand their training and skills;
Amendment 172 #
Motion for a resolution Paragraph 17 17. Calls for an effective strategy to be set up to support lifelong learning programmes; requires from higher education institutions and universities more flexibility in programs based on learning outcomes, recognition of non formal and informal learning and services to support their learning pathways by promoting partnerships among universities, enterprises, high vocational trainings in order to enhance scientific and humanistic and technical skills and fill the gap;
Amendment 173 #
Motion for a resolution Paragraph 17 a (new) 17a. Draws attention to the need to establish the status of pre-Bologna Process students in those countries in which they are disadvantaged in terms of enrolling in master’s programmes;
Amendment 174 #
Motion for a resolution Paragraph 17 a (new) 17a. Notes that the European Credit Transfer and Accumulation System (ECTS) must be more transparent and offer more accurate comparisons between qualifications and diplomas; encourages the Commission and Member States to utilise an improved ECTS tool in order to facilitate mobility for students and professionals;
Amendment 175 #
Motion for a resolution Paragraph 17 a (new) 17a. Calls for a European Ranking System for Universities which will be based on criteria relating to the European humanistic tradition in education and research;
Amendment 177 #
Motion for a resolution Paragraph 18 18. Welcomes the Commission's proposal to increase significantly the funds devoted to European education and training programmes; calls on the Commission to devote a significant proportion of these funds to supporting the modernisation of higher education and its infrastructures in accordance with the objectives of the Bologna Process and the EU modernisation agenda;
Amendment 178 #
Motion for a resolution Paragraph 18 18. Welcomes the Commission's proposal to increase significantly the funds devoted to European education and training programmes; calls on the Commission to devote a significant proportion of these funds to supporting the modernisation of higher education as well as the modernisation of universities' infrastructures in accordance with the objectives of the Bologna Process and the EU modernisation agenda;
Amendment 179 #
Motion for a resolution Paragraph 18 18. Welcomes the Commission’s proposal to increase significantly the funds devoted to European education and training programmes; calls on the Commission to devote a significant proportion of these funds to supporting the modernisation of higher education in accordance with the objectives of the Bologna Process and the EU modernisation agenda; encourages the Commission to find solutions that enable access to these programmes also for students experiencing financial difficulties;
Amendment 180 #
Motion for a resolution Paragraph 18 a (new) 18a. Calls on the Member States and the EU to determine whether courses of study could include a compulsory training period to be completed at a university in a Member State other than the student’s home country;
Amendment 181 #
Motion for a resolution Paragraph 19 19. Proposes that the recognition of
Amendment 182 #
Motion for a resolution Paragraph 19 19. Proposes that the recognition of study credits should be a compulsory element in all student exchanges supported by EU funding in order to strengthen the European Credit Transfer and Accumulation System;
Amendment 183 #
Motion for a resolution Paragraph 19 19. Proposes that the recognition of study credits should be a compulsory element in all student exchanges supported by EU funding in order to strengthen the European Credit Transfer and Accumulation System;
Amendment 184 #
Motion for a resolution Paragraph 19 19. Proposes that the recognition of study credits should be a compulsory element in all student exchanges supported by EU funding so as to strengthen the European Credit Transfer and Accumulation System;
Amendment 185 #
Motion for a resolution Paragraph 19 a (new) 19a. Asks for development of an effective strategy for the full harmonization of academic titles throughout the European Union with a possible reverse recognition (including older academic titles) since the establishment of the Bologna process;
Amendment 186 #
Motion for a resolution Paragraph 19 b (new) 19b. Calls on the EU Member States to adopt the final and clear decision on the full recognition of qualifications and diplomas among them or to set up the road map when this decision will be finally possible;
Amendment 187 #
Motion for a resolution Paragraph 19 a (new) 19a. Requests that cooperation between universities should be strengthened and structured, reinforcing the impact on institutions and higher education systems and for the benefit of students and staff;
Amendment 188 #
Motion for a resolution Paragraph 19 a (new) 19a. Requests that cooperation between universities should be strengthened and structured, reinforcing the impact on institutions and higher education systems and for the benefit of students and staff;
Amendment 189 #
Motion for a resolution Paragraph 19 a (new) 19. Calls for cooperation among universities to be organised more systematically and strengthened so as to increase the impact on higher education institutions and systems for the benefit of students and staff;
Amendment 190 #
Motion for a resolution Paragraph 19 a (new) 19a. Proposes that universities in the signatory states recognise practical traineeships completed as part of the mobility programmes supported by the European Commission;
Amendment 191 #
Motion for a resolution Paragraph 20 Amendment 192 #
Motion for a resolution Paragraph 20 20.
Amendment 193 #
Motion for a resolution Paragraph 20 20. Invites the European Commission, within the new education and training programme, to encourage cooperation, including through financial incentives, on transnational curricula, joint degrees and mutual recognition; advocates increasing the number of ERASMUS placement partnerships in practice;
Amendment 194 #
Motion for a resolution Paragraph 20 a (new) 20a. Draws the attention to the existence of numerous institutions dealing with European Higher Education and Research; calls on the European Union to promote ways for their co-ordination under the same umbrella;
Amendment 195 #
Motion for a resolution Paragraph 20 a (new) 20a. Believes that initiatives should be put in place in order to facilitate that students can transfer its expedient from one university to another during their degrees;
Amendment 196 #
Motion for a resolution Paragraph 21 21.
Amendment 197 #
Motion for a resolution Paragraph 21 21. Calls on the Member States and the EU to provide updated and comparable data – inter alia on the proportionate representation of vulnerable groups – on the basis of which to monitor the implementation of the EHEA;
Amendment 198 #
Motion for a resolution Paragraph 21 21. Calls on the Member States and the EU to provide updated and comparable data on the basis of which to monitor the implementation of the EHEA and, to that end, to remove the obstacles and resolve the problems associated with the implementation of the process, and not to penalise those institutions which have not yet implemented the planned reforms;
Amendment 199 #
Motion for a resolution Paragraph 21 21. Calls on the Member States and the EU to provide updated and comparable data on the basis of which to monitor the implementation of the EHEA; believes that this data should be publicized every year in a State by State and university by university basis making easier to understand where progress shall be made;
Amendment 200 #
Motion for a resolution Paragraph 21 a (new) 21a. Encourages universities to harmonise their academic standards by forming partnerships for the exchange of good practices;
Amendment 201 #
Motion for a resolution Paragraph 21 a (new) 21a. Encourages the European Commission to support the establishment of a European Observatory on the Social Dimension of Higher Education in order to support structured and systematic peer learning among countries and institutions across the EHEA;
Amendment 202 #
Motion for a resolution Paragraph 21 a (new) 21a. Calls on the Commission and the Member States to strengthen cooperation and research programmes, and to develop new ones, based on mutual interests with third-country universities, particularly those in conflict zones, in order to allow access to higher education and training for students from these countries, without any discrimination;
Amendment 203 #
Motion for a resolution Paragraph 22 22. Encourages the establishment of an effective Euro-Mediterranean Higher Education Area, following the example of the Bologna Process;
Amendment 204 #
Motion for a resolution Paragraph 22 22.
Amendment 205 #
Motion for a resolution Paragraph 22 22. Encourages the establishment of an effective Euro-Mediterranean Higher Education Area, following the example of the Bologna Process; calls on the
Amendment 206 #
Motion for a resolution Paragraph 22 22. Encourages the establishment of an effective Euro-Mediterranean Higher Education Area, and an effective Higher Education Area for the countries involved in Eastern Partnership cooperation, following the example of the Bologna Process
Amendment 207 #
Motion for a resolution Paragraph 22 22. Encourages the establishment of an effective Euro-Mediterranean Higher Education Area, following the example of the Bologna Process; calls on the European Commission to support the Euro- Mediterranean University (EMUNI) as well as other inter-state areas inside the EU;
Amendment 208 #
Motion for a resolution Paragraph 22 a (new) 22a. Underlines the need to improve information on the Bologna Process EHEA and ERA by an effective and EU wide communication policy to enhance attractiveness of public universities in and outside Europe;
Amendment 209 #
Motion for a resolution Paragraph 22 a (new) 22a. Points to the need to provide better information about the Bologna Process and the European Higher Education Area (EHEA) by means of a comprehensive, effective European communication policy aimed at making universities more attractive within and outside Europe;
Amendment 210 #
Motion for a resolution Paragraph 22 a (new) 22a. Underlines the need to improve information on the Bologna Process and EHEA by an effective and EU wide communication policy to enhance attractiveness of universities in and outside Europe;
Amendment 211 #
Motion for a resolution Paragraph 22 b (new) 22b. Asks the European Commission and the Member States to guarantee the transferability of loans and grants, in particular the merit and needs based scholarships, among all European countries, in order to ensure equal access to mobility opportunities;
Amendment 212 #
Motion for a resolution Paragraph 22 a (new) 22a. Promotes the creation of unified university brands at regional level in order to strengthen their universities prestige at international level in accordance with the aims of the Bologna Process;
Amendment 213 #
Motion for a resolution Paragraph 22 b (new) 22b. Calls for the creation of a student's forum at European Level in order to evaluate the state of play of the Bologna Process;
Amendment 214 #
Motion for a resolution Paragraph 23 Amendment 215 #
Motion for a resolution Paragraph 23 Amendment 216 #
Motion for a resolution Paragraph 23 23. Points out that the Bologna Process 2012
Amendment 217 #
Motion for a resolution Paragraph 23 23. Points out that the Bologna Process 2012 Biannual Ministerial Meeting in Bucharest must take into account the fact that the creation of EHEA has laid down the conditions for joint competence of the EU and the Member States on the issue of higher education, and should call for a more harmonious implementation of the Process throughout the Member States;
Amendment 218 #
Motion for a resolution Paragraph 23 23. Points out that the Bologna Process 2012 Biannual Ministerial Meeting in Bucharest must take into account the fact that the creation of EHEA has laid down the conditions for joint competence of the EU and the Member States on the issue of higher education; suggests that the European Parliament be represented at these meetings so that it participates directly in the assessment and improvement of the process;
source: PE-472.248
2011/10/28
IMCO
31 amendments...
Amendment 1 #
Draft opinion Paragraph 1 a (new) 1a. Stresses that the Erasmus programme has already been successful in promoting student mobility, but believes that further efforts should be made to raise awareness of the programme among students and educational establishments in order to ensure that it is effective, and that consideration should be given to stepping up funding for the programme;
Amendment 2 #
Draft opinion Paragraph 1 a (new) 1a. Points out that the Bologna process has boosted student mobility in the participant countries and that it has a significant potential to contribute to enhancing labour mobility; regrets however that mobility rates remain low; therefore calls on EU institutions and national authorities to better communicate with universities and their students on the existing options for mobility including scholarship possibilities;
Amendment 3 #
Draft opinion Paragraph 1 a (new) 1a. Is critical to the one-size-fits all approach in the Bologna process; underlines the need to respect Member States different education systems and learning and teaching traditions, while making mobility possible for students and staff.
Amendment 4 #
Draft opinion Paragraph 1 a (new) 1a. Considers that the proper establishment of points of single contact with regards to the education sector in the various Member States may significantly reduce the uneven and irregular implementation of various areas of the Bologna process, assist in the modernisation of national policies concerning higher education and enable greater cooperation, coordination, connection and exchange of best practices among the EU-27;
Amendment 5 #
Draft opinion Paragraph 2 2. Underlines that employability and the development of a broader range of skills suitable for the labour market must be a top priority in order to achieve sustainable growth and prosperity goals; Strongly supports university exchanges involving students and lecturers, the University- Business dialogue, apprenticeships and the skills passport in this regard;
Amendment 6 #
Draft opinion Paragraph 2 2. Underlines that employability and the development of a broader range of skills suitable for the labour market must be a top priority in order to achieve sustainable growth and prosperity goals; Strongly supports university exchanges, the University-Business dialogue, apprenticeships
Amendment 7 #
Draft opinion Paragraph 2 2. Underlines that employability measures, such as lifelong learning, and the development of a broader range of skills suitable for the labour market must be a top priority in order to achieve sustainable growth and prosperity goals; Strongly supports university exchanges, the University-Business dialogue, apprenticeships and the skills passport in this regard;
Amendment 8 #
Draft opinion Paragraph 2 a (new) 2a. Takes the view that mobility among university lecturers broadens the education and experience of not only the lecturers themselves, but also, indirectly, of their students, and that it enables them to collaborate in the preparation of study materials;
Amendment 9 #
Draft opinion Paragraph 3 3. Highlights the contribution of the 7th EU Framework for Research, the Competitiveness and Innovation Framework programme and the European Research Area in facilitating the mobility of EU researchers and unleashing the innovation and competitiveness potential of the EU, and calls for closer links to be established between the European Higher Education Area and the European Research Area;
Amendment 10 #
Draft opinion Paragraph 3 3. Highlights the contribution of the 7th EU Framework for Research, the Competitiveness and Innovation Framework programme and the European Research Area in facilitating the mobility of
Amendment 11 #
Draft opinion Paragraph 4 4. Calls on the Commission to support and assist Member States throughout the intergovernmental process in light of the forthcoming conference of Ministers responsible for higher education in Bucharest in April 2012; endorses the approach set out in the recent Commission communication entitled ‘Supporting growth and jobs – an agenda for the modernisation of Europe's higher education systems’1; 1 Commission communication of 20 September 2011 to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions on ‘Supporting growth and jobs – an agenda for the modernisation of Europe's higher education systems’ (COM(2011)0567).
Amendment 12 #
Draft opinion Paragraph 4 a (new) 4a. Highlights that the Bologna process should involve all stakeholders including staff and students at every stage of development, calls for a ongoing thorough analysis of the impact of the Bologna processes in order to guide future developments and allow decisions to be made in an evidence based approach
Amendment 13 #
Draft opinion Paragraph 4 a (new) 4a. Trusts that the stock taking exercise at next year’s ministerial meeting in Bucharest will result in a clear roadmap for achieving a fully-functioning European Higher Education Area by the 2020 deadline; Insists that cross-sectoral proposals with regards to ICT training, vocational and life-long learning and work placements must be put in place and that these should actively promote inclusion alongside smart and sustainable growth, enabling the EU to have a competitive edge in the post crisis world in terms of job creation, human capital, research, innovation, entrepreneurship and the wider knowledge economy;
Amendment 14 #
Draft opinion Paragraph 4 b (new) 4b. Underlines the 2007 London communiqué whereby the social dimension of education was introduced as one of the goals of the Bologna Process; that this aims to ensure equitable access to education regardless of background; regrets that this goal has not seen sufficient progress, encourages the Commission to facilitate progress in this regard
Amendment 15 #
Draft opinion Paragraph 5 5. Draws attention to the strong link between the Bologna process and the Professional Qualifications Directive; Calls on the Commission, while respecting its boundaries of competence, to evaluate the uneven implementation of the process and to draw up a scoreboard in order for the Bologna process to become a real instrument for facilitating mobility of professionals not only between Member States but also between the EU and third country signatories; calls for a comparison to be made of minimum training requirements during the review of the Professional Qualifications Directive and for discussions to be held on a more regular basis between Member States, competent authorities and professional associations and organisations with a view to harmonising minimum training requirements and thereby moving towards a genuine European Higher Education Area;
Amendment 16 #
Draft opinion Paragraph 5 5. Draws attention to the strong link between the Bologna process and the Professional Qualifications Directive; Calls on the Commission, while respecting its bound
Amendment 17 #
Draft opinion Paragraph 5 a (new) 5a. Calls on the Commission, Member States and universities to strengthen the link between the Bologna process and the Professional Qualifications Directive by providing students, before choosing an exchange programme, with all the relevant practical information about the recognition of diplomas obtained abroad by the home Member State or elsewhere in the EU, as well as on the job opportunities to which the training abroad opens access;
Amendment 18 #
Draft opinion Paragraph 5 a (new) 5a. Highlights the uneven implementation of the Bologna process between countries and institutions, both between individual EU Member States and between EU Member States and non EU Member States that are Bologna signatories; emphasises that any scoreboard regarding the implementation of the Bologna process should examine the issue in depth; such analysis should include qualitative as well as quantitative assessment in order to guide future developments and allow decisions to be made in an evidence based approach;
Amendment 19 #
Draft opinion Paragraph 5 b (new) 5b. Draws attention to the link between the Bologna process and the Professional Qualifications Directive 2005/36/EC; stresses the need for continuing and soft coordination by the Commission;
Amendment 20 #
Draft opinion Paragraph 6 6. Calls on the Commission to support Member States in enhancing the European Credit Transfer and Accumulation System (ECTS) in order to increase transparency so that it can be used as a comparative tool to facilitate the recognition of professional qualifications; calls for discussions to be held on the possibility of including traineeships carried out during higher- education courses in the ECTS;
Amendment 21 #
Draft opinion Paragraph 6 6. Calls on the Commission to support Member States in enhancing the transparency of European Credit Transfer and Accumulation System (ECTS)
Amendment 22 #
Draft opinion Paragraph 6 6. Calls on the Commission to support Member States in enhancing the European Credit Transfer and Accumulation System (ECTS) in order to increase transparency so that it can be used as a comparative tool to facilitate the recognition of professional qualifications; takes the view that an approach based on the skills acquired could make such comparisons easier in a large number of areas;
Amendment 23 #
Draft opinion Paragraph 6 6. Calls on the Commission to support Member States in enhancing the European Credit Transfer and Accumulation System (ECTS), in
Amendment 24 #
Draft opinion Paragraph 6 – subparagraph 1 (new) Draws attention to the importance of uniform implementation of the ECTS in connection with training geared to the pursuit of professions covered by the principle of automatic recognition laid down in Directive 2005/36/EC;
Amendment 25 #
Draft opinion Paragraph 6 a (new) 6a. Calls on the Commission to cooperate with Member States and universities in drawing up an indicative comparative table of the number of ECTS credits awarded for courses that are comparable, with a view to ensuring greater harmonisation and thereby facilitating recognition, both in connection with university exchanges and for professional qualifications;
Amendment 26 #
Draft opinion Paragraph 7 7. Calls for improved networking and communication between EU universities in order to speed up the recognition of new diplomas, as well as for better provision of information to young people on the range of EU programmes open to them.
Amendment 27 #
Draft opinion Paragraph 7 7. Calls for improved communication and coordination between EU universities on the content of their curricula in order to speed up the recognition of new diplomas
Amendment 28 #
Draft opinion Paragraph 7 a (new) 7a. Stresses that ECTS conditions may vary at individual universities; takes the view that these variations in conditions could discourage students from participating in university exchanges; notes, therefore, that clear, uniform rules should be put in place with a view to ensuring that students are better informed, for example by fixing the number of credits required to register for the subsequent term;
Amendment 29 #
Draft opinion Paragraph 7 a (new) 7a. Calls on the Commission and Member States to give wholehearted support to efforts to step up exchanges between universities with a view to improving mutual knowledge and understanding of the various education and training systems;
Amendment 30 #
Draft opinion Paragraph 7 b (new) 7b. Takes the view that students should be clearly informed, before the beginning of the exchange, of the number of eligible credits required to successfully complete the course;
Amendment 31 #
Draft opinion Paragraph 7 b (new) source: PE-475.802
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History
(these mark the time of scraping, not the official date of the change)
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