Key rapporteurs on rethinking education Katarína Nevedalová, Milan Zver, Hannu Takkula, Malika Benarab-Attou, Inês Zuber andKinga Göncz give their responses to parliament’s adoption of the report in its Strasbourg plenary session.
Malika Benarab-Attou is parliament’s Greens/EFA group shadow rapporteur on rethinking education
This report was for us an opportunity to remind member states that education spending is a necessary investment in the future. They should be aware of their full responsibility to ensure that education is shielded from austerity measures. The report also recalls the primary mission of education as being the preparation of individuals for life, as well as for being active citizens in increasingly complex societies, while reinforcing the crucial role of lifelong learning for all.
Member states should consider the competences identified by the European commission as key for the development of learners, such as communication in the mother tongue, learning to learn and social and civic competences. It is also necessary that they use the tools developed at EU level, such as the European youth guarantee, which will require a significant level of funding and quality partnerships with the world of education, training centres, public services for employment and youth associations.
I regret, however, the strong focus on public-private partnerships with regard to the planning of curricula, the provision of guidance and the provision of education, training and specialisation, with a wide range of curricula which better set the demands of the labour market. We should better involve associations and professionals from local authorities in the planning of curricula as well as in the choice of methodology.
Rethinking education – yes, but not this way. To legitimise the decline in public investment in this sector, imposing online methods and the like as a standard solution and, thus lowering the quality of education. Not to suggest rethinking education debt of students to stop the debt school. Not rethinking an education system subject to market interests, to allow private interests to determine the curricula and educational content. We should never rethink education at the service of big capital.
Rethinking education – yes, but to ensure the right to education for the individual, the right to public education that is free and of high quality, with a public and collective investment of all and for all. That is what is needed.
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