Local view for "http://purl.org/linkedpolitics/eu/plenary/2001-05-14-Speech-1-061"
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"en.20010514.7.1-061"2
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".
Mr President, the report which I have drafted as rapporteur for the Committee on Culture, Youth, Education, the Media and Sport is based on a Commission text published in January 2000 entitled "Designing tomorrow’s education: promoting innovation with new technologies". As you know, the European Council moved very fast after that with the conclusions from the Lisbon Council in March, containing positions on the transition to a competitive, dynamic, knowledge-based economy, and the initiatives of the European Council in Santa Maria de Feira on e-Europe and
Learning. In a sense, therefore, this Commission text has been overtaken by events. In another sense, however, it has given the Committee on Culture of the European Parliament an opportunity to lay down a number of general guidelines relating to the policies of the European Union, which is not just an economic and monetary area; it is also an area of education and the European Union has a role to play in establishing a learning society.
Eight: not just processes emanating from above, but interaction with society owing to the wide range of circumstances and the complexity of the problems involved. These processes should not just put computers in schools and parents’ associations, psychologists and teachers should take part in them.
Nine: due to the rapid advances and changes in these technologies, we must study questions of budget, technological infrastructure and educational continuity.
And ten: the Commission, which has taken important initiatives – especially Mrs Reding – should perhaps study the results of these technologies in schools, the role of the Structural Funds, exchanges of experience between Member States etc. more closely.
Finally, Mr President, I should like to say that several Members may perhaps have reservations on various points; I personally have reservations about Paragraph 23 on the general acceptance of the Bologna agreements; however, this report was adopted by a unanimous vote in committee and I hope that Parliament will do likewise.
These general – shall we say – principles and positions are contained in the report which I have drafted and I shall try briefly to set out the ten commandments of what I think are the most important points.
One: the European Union is not the driving force in the world here; it is lagging a long way behind, especially behind the United States; educational establishments are under-equipped in information and education technologies and, in this sense, we need to sound an alarm so that they go into top gear. An alarm which will result not just in our imitating the United States, but in a model for incorporating these technologies which is based on the political principles of the European Union.
Two: information and communication technologies give rise to numerous risks of discrimination, inequality, exclusion and a new north/south divide in Europe, this time at technological level. There is a risk of inequality between countries, between regions, between social groups, between minors and adults, between men and women, between pupils and parents and between private and state schools. All these risks must be taken into account so that we design a knowledge-based society inspired by principles of justice, cohesion and equality.
Three: although we agree that the European Union should be proactive in this area, we must not lose sight, in parallel to these efforts and as we coordinate the efforts of the Member States, of the individual identity of each country and of the cultural identities and diversity which exist in the European Union, especially its linguistic diversity. There is a discrepancy between major and minor languages; we do not want one or more languages to hold sway over the others and we need to consider the specific difficulties of the minor languages which do not use the Latin alphabet.
Four: it is important that we help to provide the means needed so that these technologies can be easily disseminated, which means cheaper access, special measures such as preferential charges, tax incentives for equipping educational establishments and intervention to reduce telecommunications prices, especially the cost of accessing the Internet.
Five: we must not confine these technologies to primary, secondary and tertiary and traditional forms of education; we must also consider adults, lifelong learning and all the people outside the formal education cycle and process, as well as taking account of the huge role of these technologies in combating unemployment.
Six: we need a humane model which is not based on information overload and which can be combined with pupils’ need for free time, with cultivating the imagination, with creativity in all sectors and with developing social conduct in school. Not technologies that individualise, isolate and alienate pupils.
Seven: special attention to teacher training so as to prevent computer rooms in schools turning into museums. This implies attention both to skills and to the educational and critical approach to these technologies."@en1
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