合法博彩网站

听听Predsedaj煤ci . 鈥� 膸al拧铆m bodom programu je vyhl谩senie Komisie o aliancii eur贸pskych 拧k么l: potenci谩l na vytvorenie eur贸pskeho vzdel谩vacieho听priestoru stimulovan铆m inov谩ci铆, posil艌ovan铆m mobility a presadzovan铆m听inkluz铆vnosti ().

听听Christophe Hansen, Member of the Commission. 鈥� Mr听President, honourable Members, last week, Executive Vice-President Roxana M卯nzatu delivered the Union of Skills package, and she presented it to you yesterday.

The Union of Skills is a bold and ambitious package which strives to equip people with the right skills, starting with basic skills, and to support balanced cross-border mobility and free movement of knowledge and skills. The Union of Skills, with the European Education Area as a key enabler, will help to lay strong foundations for learning.

A key objective of these efforts is ensuring that everyone has the basic skills they need to thrive in life. Currently, one third of 15-year-olds struggle with real life mathematics, one quarter fail to understand basic texts, and 43听% of eighth-graders lack basic digital skills.听Most countries have either declined or shown no improvement. This concerning trend demands immediate action.

One of the first deliverables of the Union of Skills is the action plan on basic skills. The first objective of this action plan is to set an ambitious target by complementing the existing target on basic skills as follows. By 2030, the share of underachievement in literacy, mathematics, science and digital skills should be less than 15听%, whereas the share of top performance in literacy, mathematics and science should be at least 15听%. For this, we will pilot a basic skills support scheme as from next year.

In addition, we will pilot in 2026 the first European school alliances with the support of the Erasmus+ programme. The European school alliances aim to foster better cooperation and mobility among schools across Europe, acting as a catalyst to enhance the learning and teaching of basic skills. These alliances will test innovative teaching methods, curricula and competence frameworks, including in collaboration with local authorities.

To support this, we will work to make mobility a standard in schools. Indeed, what better way to learn citizenship than by exchanging with learners from another country and culture. This is what opens the mind. The alliances will lead the way towards structural, strategic and sustainable cooperation between schools across Europe. They will provide a new format of cooperation both for schools and for school authorities, and they will serve as a springboard, enabling the transfer of knowledge and of innovative best practices at all levels.

Erasmus+ has highlighted the benefits of learning, mobility and cross-border cooperation. However, national school systems often face obstacles that prevent them from fully reaping these benefits, lacking the legal autonomy needed. Schools rely heavily on local, regional and national authorities. The European school alliances will help address these barriers, ensuring all schools have equal access to opportunities. They will support teachers' professional development and contribute to the future EU teachers and trainers agenda.

To conclude, let me say that we are glad to see your interest in this initiative and we look forward to hearing your views and ideas on how together we can shape the European school alliances to offer Europe's children the best possible start in life.

听听Tomislav Sokol, u ime kluba PPE. 鈥� Po拧tovani predsjedavaju膰i, povjereni膷e, kolegice i kolege, obrazovni sustav je institucionalni stup dru拧tva, temelj dru拧tvenog poretka i klju膷ni instrument nacionalne suverenosti i identiteta.

Dok promi拧ljamo o ja膷anju obrazovne suradnje unutar Europske unije moramo osigurati da se svaka inicijativa odvija u okviru na膷ela supsidijarnosti i proporcionalnosti kako bi nacionalne vlade zadr啪ale primarnu regulatornu nadle啪nost nad svojim obrazovnim politikama. Europska unija je ovla拧tena podupirati, koordinirati i dopunjavati djelovanja dr啪ava 膷lanica u podru膷ju obrazovanja. U tom kontekstu Europski savez 拧kola mo啪e poslu啪iti kao mehanizam za unapre膽enje obrazovne mobilnosti, znanstvene izvrsnosti, institucionalne kohezije i op膰enito za unaprje膽enje vje拧tina, kao 拧to rekao i povjerenik, ali ne mo啪e dovesti do harmonizacije nacionalnih obrazovnih sustava. To se posebno odnosi na obrazovne programe, odnosno kurikulume, gdje dr啪ave 膷lanice zadr啪avaju punu autonomiju njihovog definiranja, a Europska unija im, naravno, pri tome mo啪e pomo膰i.

Drugim rije膷ima, pravo na obrazovanje mora se prvenstveno ostvarivati u nacionalnim okvirima koji najbolje reflektiraju kulturne, gospodarske i dru拧tvene prioritete svake dr啪ave 膷lanice. Mobilnost unutar europskog obrazovnog prostora mo啪e biti koristan instrument akademskog razvoja, no moramo osigurati da se ona ne koristi kao instrument dru拧tvenog in啪enjeringa ili prisilne homogenizacije obrazovnih standarda. Inkluzivnost obrazovnog sustava va啪an je dru拧tveni cilj, no treba biti oprezan da nas ovaj put ne vodi k normativnim rje拧enjima koja favoriziraju politi膷ku korektnost na 拧tetu meritokracije.

Europska unija mo啪e djelovati u onim podru膷jima gdje dodana vrijednost nadilazi ono 拧to se mo啪e posti膰i na nacionalnoj razini. Bilo kakva tendencija prema unifikaciji obrazovnih sustava putem sekundarnog zakonodavstva ili financijskih uvjetovanja predstavljalo bi korak u krivom smjeru koji bi ugrozio stabilnost europske integracije i dao argumente onima koji 啪ele njenu propast.

No, svakako, na kraju bih istaknuo da ovakvi programi jesu dobri, da suradnja i razmjena su ono 拧to ja膷a europsku integraciju, 拧to stvara nove generacije koje su odgojene na europskim vrijednostima, ali isto tako moramo biti oprezni da, dok to radimo, postupamo isklju膷ivo u okviru nadle啪nosti koje Europska unija ima.

听听Sabrina Repp, im Namen der S&D-Fraktion. 鈥� Herr Pr盲sident, Herr Kommissar! Stellen Sie sich vor: eine junge Sch眉lerin aus einer Kleinstadt in einer l盲ndlichen Region. Ihre Eltern haben nie die M枚glichkeit gehabt, im Ausland Urlaub zu machen, und finanzielle Sorgen stehen an der Tagesordnung. F眉r diese junge Frau scheint Europa weit weg听鈥� eine Idee auf dem Papier, aber nicht Teil ihres Alltags. Doch sie ist nicht alleine. Viele junge Menschen haben nicht die Chance, mit Gleichaltrigen aus anderen L盲ndern in Kontakt zu kommen. Ihnen fehlt die M枚glichkeit, Europa wirklich zu erleben, weil es zu teuer ist, weil die Schule es nicht anbietet oder weil sich niemand um sie k眉mmert. Genau hier setzt die Europ盲ische Schulallianz an.

Sie bietet jungen Menschen die Chance, 眉ber Grenzen hinweg zusammenzuarbeiten, neue Perspektiven zu entdecken und Freundschaften zu schlie脽en. Programme wie Erasmus+ und eTraining erm枚glichen es Sch眉lerinnen und Sch眉lern, andere Kulturen kennenzulernen, Sprachen zu 眉ben und zu verstehen, was europ盲ische Zusammenarbeit bedeutet.

Aber diese Chancen m眉ssen f眉r alle gelten. Der europ盲ische Austausch darf nicht nur f眉r junge Menschen da sein, deren Eltern es sich leisten k枚nnen. Er muss auch diejenigen erreichen, die es schwerer haben听鈥� junge Menschen aus Familien mit wenig Geld, aus kleinen D枚rfern, aus schwierigen Lebensverh盲ltnissen.

Schule ist dabei der Schl眉ssel. Sie k枚nnen daf眉r sorgen, dass alle jungen Menschen an Austauschprogrammen teilnehmen k枚nnen, unabh盲ngig vom Einkommen oder Bildungsstand der Eltern. Doch das funktioniert nur, wenn wir H眉rden abbauen und mehr M枚glichkeiten schaffen. Daher brauchen wir mehr finanzielle Unterst眉tzung f眉r benachteiligte Sch眉lerinnen und Sch眉ler, digitale und lokale Austauschformate, mehr Informationen in Schulen, damit alle erfahren, welche Chancen es gibt, und mehr Geld f眉r Programme wie Erasmus+ und eTraining.

Der europ盲ische Austausch ist mehr als nur ein Vorteil f眉r den Arbeitsmarkt. Er ver盲ndert Menschen; er macht sie offener, neugieriger und selbstbewusster. Und vor allem zeigt er, dass Europa f眉r alle da ist, nicht nur f眉r einige. Er ist das Versprechen, dass nicht Herkunft 眉ber Zukunft entscheidet, sondern Bildung.

Ich w眉nsche mir, dass die Sch眉lerin vom Anfang meiner Rede diese Chance bekommt. Und wer wei脽, vielleicht steht sie irgendwann hier vor Ihnen im Europ盲ischen Parlament und ist eine der j眉ngsten Abgeordneten und setzt sich daf眉r ein, dass noch mehr junge Menschen Europa entdecken m枚chten.

听听Annam谩ria Vicsek, a PfE k茅pvisel艖csoport nev茅ben. 鈥� Eln枚k 脷r! Az eur贸pai oktat谩si t茅rs茅g megteremt茅se egy ambici贸zus c茅lkit疟z茅s, ugyanakkor egy kiv谩l贸 lehet艖s茅g, amely hossz煤 t谩von meghat谩rozza Eur贸pa versenyk茅pess茅g茅t, t谩rsadalmi koh茅zi贸j谩t 茅s kultur谩lis soksz铆n疟s茅g茅t. Az Eur贸pai Iskol谩k Sz枚vets茅ge kezdem茅nyez茅s t茅nyleges megold谩sokat k铆n谩l ehhez, hiszen az innov谩ci贸, a mobilit谩s 茅s az inkluzivit谩s h谩rmas pill茅r茅re 茅p铆t. T谩mogatnunk kell az ilyen projekteket, de egy煤ttal biztos铆tanunk kell azt is, hogy az eur贸pai oktat谩si t茅rs茅g 茅p铆t茅se tiszteletben tartsa a nemzeti identit谩sokat, a tag谩llamok oktat谩si hagyom谩nyait 茅s szuverenit谩s谩t.

Az egys茅ges Eur贸pa nem az uniformiz谩l谩sr贸l kell, hogy sz贸ljon, hanem a soksz铆n疟s茅g 茅s az egy眉ttm疟k枚d茅s erej茅r艖l. A tag谩llamok j贸 gyakorlatainak 茅s esettanulm谩nyainak egym谩s k枚z枚tti megoszt谩sa hozz谩j谩rulhat ahhoz, hogy uni贸s szinten m茅g jobb eredm茅nyeket 茅rj眉nk el e t茅ren. Az eur贸pai oktat谩si t茅rs茅g megval贸s铆t谩s谩t jelent艖sen seg铆ti az Erasmus+ program, a di谩kok 茅s pedag贸gusok mobilit谩s谩nak lehet艖v茅 t茅tel茅vel. 脰r枚mmel vehetj眉k tudom谩sul, hogy az EU-n k铆v眉li, csatlakozni k铆v谩n贸 orsz谩gok is r茅szt vehetnek az Erasmus+ programokban, de k枚vetelj眉k, hogy az EU-s tag谩llamok minden di谩kja 茅s oktat贸ja megk眉l枚nb枚ztet茅s n茅lk眉l f茅rjen hozz谩 a mobilit谩si programokhoz. Nem engedhet meg mag谩nak az EU olyan negat铆v p茅ld谩kat, mint egyes magyar 茅s osztr谩k egyetemist谩k kiz谩r谩sa az Erasmus+ programokb贸l. Ugyanis ez teljesen 枚sszeegyeztethetetlen a sokszor emlegetett eur贸pai 茅rt茅kekkel 茅s az eur贸pai oktat谩si t茅rs茅g v谩llalt c茅ljaival.

V茅gezet眉l szeretn茅m hangs煤lyozni, mennyire fontos az EU-s tagjel枚lt 谩llamok min茅l szorosabb bekapcsol谩sa a t茅rs茅g k铆n谩lta programokba 茅s lehet艖s茅gekbe. K眉l枚n枚sen fontos az ott 茅l艖 fiatalok sz谩m谩ra, hiszen 艖k azok, akik egy nap rem茅lhet艖leg uni贸s 谩llampolg谩rok lehetnek. A tagjel枚ltek bekapcsol谩s谩val el茅rhetj眉k azt, hogy a csatlakoz谩s pillanat谩ban az oktat谩si rendszereik jobban 枚ssze legyenek hangolva az uni贸s elv谩r谩sokkal.

听听啸褉懈褋褌芯 袩械褌褉芯胁, 芯褌 懈屑械褌芯 薪邪 谐褉褍锌邪褌邪 Renew. 鈥� 袚-薪 袩褉械写褋械写邪褌械谢, 蟹薪邪械褌械 谢懈 泻芯械 械 薪邪泄-胁邪卸薪芯褌芯 薪械褖芯, 泻芯械褌芯 薪邪褍褔懈褏 锌褉械蟹 锌芯褋谢械写薪懈褌械 谐芯写懈薪懈, 写芯泻邪褌芯 锌芯屑邪谐邪褏 薪邪 写械褑邪 懈 屑谢邪写械卸懈, 屑薪芯谐芯 芯褌 泻芯懈褌芯 胁 薪械褉邪胁薪芯褋褌芯泄薪芯 锌芯谢芯卸械薪懈械. 孝械 屑芯谐邪褌, 褌械 懈屑邪褌 褌邪谢邪薪褌懈褌械 懈 卸械谢邪薪懈械褌芯. 孝芯胁邪, 泻芯械褌芯 懈屑 谢懈锌褋胁邪, 械 胁褗蟹屑芯卸薪芯褋褌. 袩褉芯褋褌芯 褌褉褟斜胁邪 写邪 懈屑 褋械 写邪写械 褕邪薪褋. 孝械 懈屑邪褌 胁褋懈褔泻懈 泻邪褔械褋褌胁邪, 蟹邪 写邪 褍褋锌械褟褌, 懈 锌芯褌械薪褑懈邪谢褗褌 懈 卸械谢邪薪懈械褌芯 懈屑 薪邪写屑懈薪邪胁邪褌 薪邪褕懈褟 褉懈褌褗屑. 袟邪 写邪 芯褌谐芯胁芯褉懈屑 薪邪 褌械褏薪懈褟 锌芯褌械薪褑懈邪谢, 薪懈械 褌褉褟斜胁邪 写邪 芯褋懈谐褍褉懈屑 薪械 褋邪屑芯 锌芯胁械褔械, 薪芯 懈 锌芯-褉邪蟹薪芯芯斜褉邪蟹薪懈 懈 泻邪褔械褋褌胁械薪懈 胁褗蟹屑芯卸薪芯褋褌懈 蟹邪 褉邪蟹胁懈褌懈械.

"European Schools Alliance" 械 褌芯褔薪芯 褌芯蟹懈 褕邪薪褋, 泻芯泄褌芯 褌械 蟹邪褋谢褍卸邪胁邪褌. 袟邪 写邪 斜褗写械 褍褋锌械褕械薪 褌芯蟹懈 小褗褞蟹 薪邪 褍褔懈谢懈褖邪褌邪, 褌芯泄 薪械 褌褉褟斜胁邪 锌褉芯褋褌芯 写邪 锌芯胁褌邪褉褟 褋褌邪褉懈 锌褉邪泻褌懈泻懈 胁 薪芯胁 褎芯褉屑邪褌. 袗蟹 锌褉懈蟹芯胁邪胁邪屑 袝胁褉芯锌械泄褋泻邪褌邪 泻芯屑懈褋懈褟 写邪 芯褌胁芯褉懈 小褗褞蟹邪 薪邪 褍褔懈谢懈褖邪褌邪 泻褗屑 褕懈褉芯泻 褋锌械泻褌褗褉 芯褌 写械泄薪芯褋褌懈 锌芯 屑芯斜懈谢薪芯褋褌褌邪, 胁泻谢褞褔懈褌械谢薪芯 薪械褎芯褉屑邪谢薪懈 褎芯褉屑懈 薪邪 芯斜褉邪蟹芯胁邪薪懈械 泻邪褌芯 谢械褌薪懈 谢邪谐械褉懈 褋 褎芯泻褍褋 胁褗褉褏褍 懈蟹泻褍褋褌胁芯, 褋锌芯褉褌 懈 械蟹懈泻芯胁懈 褍屑械薪懈褟. 袝写薪邪 芯褌 锌褉懈褔懈薪懈褌械 写邪 懈屑邪屑 胁褗蟹屑芯卸薪芯褋褌褌邪 写邪 斜褗写邪 写薪械褋 褌褍泻 褋褉械写 胁邪褋 械, 褔械 邪蟹 褋褗屑 芯斜械褖邪谢 薪邪 褏芯褉邪褌邪 胁 屑芯褟褌邪 褋褌褉邪薪邪 写邪 褋械 斜芯褉褟 蟹邪 褌邪蟹懈 懈写械褟, 蟹邪褖芯褌芯 褌褟 械 芯薪芯胁邪, 泻芯械褌芯 屑芯卸械 写邪 薪邪泻邪褉邪 写械褑邪褌邪 懈 屑谢邪写械卸懈褌械 胁 袘褗谢谐邪褉懈褟, 袪褍屑褗薪懈褟, 袚褗褉褑懈褟, 薪芯 褋褗褖芯 懈 胁褗胁 肖褉邪薪褑懈褟, 袚械褉屑邪薪懈褟 懈 袠褋锌邪薪懈褟, 写邪 屑芯谐邪褌 写邪 锌褉懈械屑邪褌 写褗谢斜芯泻芯 胁 褋械斜械 褋懈 懈褋褌懈薪邪褌邪, 褔械 袝胁褉芯锌邪, 褌芯胁邪 褋屑械 胁褋懈褔泻懈 薪懈械. 袠屑邪 薪褍卸写邪 写邪 蟹邪谢芯卸懈屑 谐褉邪卸写邪薪褋泻芯褌芯 芯斜褉邪蟹芯胁邪薪懈械 泻邪褌芯 锌褉懈芯褉懈褌械褌 薪邪 小褗褞蟹邪 薪邪 褍褔懈谢懈褖邪褌邪, 蟹邪 写邪 斜褗写械 褌芯蟹懈 褋褗褞蟹 褍褋锌械褕械薪, 褌芯泄 褌褉褟斜胁邪 写邪 写芯褋褌懈谐薪械 写芯 薪邪泄 褍褟蟹胁懈屑懈褌械 写械褑邪 懈 屑谢邪写械卸懈. 袨褌 谢懈褔械薪 芯锌懈褌 蟹薪邪屑, 褔械 褍褋锌械褏褗褌 蟹邪胁懈褋懈 芯褌 褋锌芯褋芯斜薪芯褋褌褌邪 薪邪 褍褔懈谢懈褖邪褌邪 写邪 褍褔邪褋褌胁邪褌 胁 锌芯写芯斜薪懈 锌褉芯械泻褌懈. 袝褌芯 蟹邪褖芯 褌褉褟斜胁邪 写邪 薪邪锌褉邪胁懈屑 胁褋懈褔泻芯, 蟹邪 写邪 斜褗写邪褌 锌芯写谐芯褌胁械薪懈 褍褔懈褌械谢懈褌械 懈 写邪 谐邪褉邪薪褌懈褉邪屑械, 褔械 锌褉芯褑械写褍褉懈褌械 蟹邪 泻邪薪写懈写邪褌褋褌胁邪薪械 懈 褍褔邪褋褌懈械 褋邪 芯锌褉芯褋褌械薪懈 懈 薪邪褋芯褔械薪懈 泻褗屑 写械褑邪褌邪 褋 薪邪泄-屑邪谢泻芯 胁褗蟹屑芯卸薪芯褋褌懈. 袣芯谢泻芯褌芯 锌芯胁械褔械 锌芯写泻褉械锌褟屑械 褍褔懈褌械谢懈褌械, 褌芯谢泻芯胁邪 锌芯-写芯斜褉械 褖械 褋械 褉邪蟹胁懈胁邪褌 褍褔械薪懈褑懈褌械.

些芯 褋械 芯褌薪邪褋褟 写芯 褋褌褉褍泻褌褍褉邪褌邪 薪邪 小褗褞蟹邪, 薪械泻邪 褋械 锌芯褍褔懈屑 芯褌 芯锌懈褌邪 薪邪 械胁褉芯锌械泄褋泻懈褌械 褍薪懈胁械褉褋懈褌械褌懈, 泻芯懈褌芯 芯褌 褋邪屑芯褋械斜械褋懈 褋械 芯褉谐邪薪懈蟹懈褉邪褌 褌械屑邪褌懈褔薪芯. 袦懈褋谢褟, 褔械 褖械 械 锌芯写褏芯写褟褖芯 写邪 芯泻褍褉邪卸懈屑 褍褔懈谢懈褖邪褌邪 褋褗褖芯 写邪 褋褎芯褉屑懈褉邪褌 褋褗褞蟹懈 褌械屑邪褌懈褔薪芯 薪邪 褌械屑邪 褋锌芯褉褌, 懈蟹泻褍褋褌胁芯, 邪 褋褗褖芯 懈 锌芯 锌褉芯褎械褋懈芯薪邪谢薪懈 褋械泻褌芯褉懈. 孝邪泻邪 褖械 屑芯卸械 芯褌 褋邪屑芯褌芯 薪邪褔邪谢芯 写邪 褋褌懈屑褍谢懈褉邪屑械 蟹邪写褗谢斜芯褔邪胁邪薪械 薪邪 褌械褏薪懈褌械 褍褔械斜薪懈 屑械褌芯写懈 懈 锌芯-写褗谢斜芯泻芯褌芯 锌褉芯褎懈谢懈褉邪薪械 薪邪 褍褔懈褌械谢懈褌械 泻邪褌芯 褋锌械褑懈邪谢懈褋褌懈. "European Schools Alliance", 小褗褞蟹邪 薪邪 褍褔懈谢懈褖邪褌邪 械写薪邪 褍薪懈泻邪谢薪邪 胁褗蟹屑芯卸薪芯褋褌 蟹邪 薪邪褕懈褌械 写械褑邪 胁 褑褟谢邪 袝胁褉芯锌邪. 袗蟹 锌褉懈蟹芯胁邪胁邪屑 泻邪泻褌芯 袣芯屑懈褋懈褟褌邪, 褌邪泻邪 懈 胁褋懈褔泻懈 屑芯懈 泻芯谢械谐懈 褌褍泻, 泻芯懈褌芯 褋械 胁褗谢薪褍胁邪褌 芯褌 褋褗写斜邪褌邪 懈 斜褗写械褖械褌芯 薪邪 写械褑邪褌邪, 写邪 褉邪斜芯褌懈屑 蟹邪械写薪芯, 蟹邪 写邪 薪邪锌褉邪胁懈屑 褌邪泻邪, 褔械 褌芯蟹懈 褋褗褞蟹 写邪 斜褗写械 褍褋锌械褕械薪 懈 蟹邪 写邪 屑芯谐邪褌 懈 薪邪褕懈褌械 写械褑邪 械写懈薪 写械薪 写邪 锌芯泻邪卸邪褌 薪邪 褌械褏薪懈褌械 写械褑邪, 褔械 薪邪泄-褏褍斜邪胁芯褌芯 屑褟褋褌芯 薪邪 褋胁械褌邪 械 袝胁褉芯锌邪.

听听Marc Jongen, im Namen der ESN-Fraktion. 鈥� Herr Pr盲sident! 脺berall, wo die EU ihre H盲nde im Spiel hat, folgen B眉rokratie, Zentralisierung, Gleichmacherei und regelm盲脽ige Berichtspflichten f眉r die Betroffenen sowie eine schleichende Infiltrierung mit den EU-Ideologien wie Klimarettung, Genderismus,听diversity usw. Die unter den EU-Auflagen 盲chzende Wirtschaft kann ein Lied davon singen, und in der Bildungspolitik ist es nicht anders. Wir trauen daher den sch枚nen Worten nicht, mit denen jetzt eine europ盲ische Schulallianz etabliert werden soll.

Mobilit盲t von Sch眉lern听鈥� 盲hnlich wie bereits von Studenten durch Erasmus+听鈥� Fortbildung und Karrierem枚glichkeiten von Lehrkr盲ften, lebenslanges Lernen: klingt alles wunderbar, wird aber teuer erkauft, n盲mlich durch den Abbau der nationalen Bildungstraditionen, auch den Abbau der Qualit盲t und den schleichenden Verlust nationaler Souver盲nit盲t im Sinne der听ever closer union.

Dabei zeigt sich besonders deutlich der Grundwiderspruch dieses Ansatzes: Man feiert einerseits die europ盲ische Vielfalt und tut zugleich alles daf眉r, diese zu eliminieren und 眉berall gleiche Standards, gleiches Denken, gleiche Ergebnisse einzuf眉hren. Und sobald die EU hier durch Subventionen einen Fu脽 in der T眉r hat, wird sie auch jeden bestrafen, der ihre Vorgaben nicht erf眉llt听鈥� davon ist mit Sicherheit auszugehen.

Dabei sind die schulischen Ergebnisse zunehmend katastrophal. In Deutschland k枚nnen nach der Grundschule ein Viertel der Kinder nicht richtig lesen und schreiben. Trotzdem d眉rfen immer mehr aufs Gymnasium, und 30听% erhalten dann ein Einserabitur听鈥� nicht nur der Euro inflationiert, sondern auch die Schulnoten. Die Rezepte der EU wie mehr Inklusion und sogenannte Geschlechtergerechtigkeit werden diese Misere nicht beheben. Sie verst盲rken nur nationale Fehlentwicklungen, die etwa das deutsche Schulsystem zu einer leistungsfeindlichen Komfortzone und einer Spielwiese f眉r Bildungsideologen gemacht haben.

Was wir brauchen, ist eine R眉ckkehr zum Leistungsprinzip und zu einer differenzierten Schulbildung, je nach den Talenten der Kinder, die ja auch sehr unterschiedlich sind. Dann wird es auch etwas mit der vielbeschworenen europ盲ischen Wettbewerbsf盲higkeit, und zwar ganz ohne EU-Zentralismus.

听听Giusi Princi (PPE). 鈥� Signor Presidente, signor Commissario, onorevoli colleghi, l'Europa deve costruire con determinazione un sistema educativo interconnesso e globale, un sistema in cui l'innovazione, la mobilit脿 e l'inclusivit脿 siano i pilastri fondamentali.

In questo contesto, il modello di riconoscimento automatico dei titoli sta trovando efficace applicazione nell'istruzione accademica attraverso il diploma europeo. Ma sorge spontanea una domanda: perch茅 fermarsi all'universit脿 e non estendere l'iniziativa anche ai licei? Se l'obiettivo 猫 realizzare lo spazio europeo dell'istruzione, 猫 necessario partire dalle fondamenta, ovvero dalla scuola secondaria.

Da donna di scuola, lo so bene perch茅 conosco a perfezione queste dinamiche. Immaginiamo l'impatto trasformativo che un'iniziativa del genere potrebbe avere nelle aree periferiche delle nostre regioni.

Penso alla mia Calabria: un'integrazione effettiva delle scuole in un sistema educativo europeo interconnesso porterebbe non solo al riconoscimento universale dei titoli ma anche alla creazione di uno standard educativo europeo, non solo una garanzia di qualit脿 per i nostri studenti, ma un'opportunit脿 concreta di accesso a percorsi formativi e professionali in tutti gli Stati membri.

Semplificherebbe maggiormente la mobilit脿 studentesca eliminando barriere burocratiche e linguistiche, rafforzando un'identit脿 europea condivisa. L'Alleanza delle scuole europee, dunque, non deve essere solo una proposta ma un imperativo categorico per realizzare pienamente lo spazio europeo dell'istruzione.

Attraverso la promozione di una mobilit脿 attiva e strutturale, l'innovazione dei metodi didattici e la garanzia di un'istruzione inclusiva creerebbe una comunit脿 educativa che non solo forma, ma prepara i giovani a essere cittadini europei consapevoli e pronti a rispondere alle sfide globali di oggi.

听听Victor Negrescu (S&D). 鈥� Mr President, Commissioner, education is a foundation of a united, competitive and inclusive Europe. To shape the future, we must invest in education, skills, knowledge, values and mobility. The European Schools Alliance has the potential to become a game changer in achieving the European Education Area, bringing together innovation, mobility and inclusivity to create a truly borderless learning experience.

As Vice-President of the European 合法博彩网站 and a strong advocate for education, I work alongside colleagues in the EPP Intergroup on the Future of Education and Skills to push for ambitious and transformative policies supported by adequate funding. One of our key demands is to allocate at least 20听% of the next multiannual financial framework to education and skills. If we want Europe to remain a global leader, we must treat education as a strategic investment, not just another policy or a cost.

We need a new European framework for education and skills听鈥� a听comprehensive plan that ensures every child and young person, regardless of their background, has access to quality education, modern learning environments and future-proof skills. This can and must be Europe's vision of the future.

This means also fostering greater synergies between them and avoiding fragmentation. At the heart of this vision is a need for a real Erasmus 2.0. It should be not just a mobility programme, but a pillar for quality education and training across Europe. We must move towards a common curriculum, share learning objectives and truly European diplomas that are recognised across borders. Our students should not only gain knowledge in different European countries, but also learn about what it means to be together in Europe, strengthening their sense of belonging and shared responsibility.

The European Schools Alliance can be a driving force behind these ambitions. By fostering collaboration between schools, educators and policymakers, we can create a system that transcends national borders, ensures fair access to opportunities and equips the next generation with the skills they need to thrive in an increasingly complex world.

The time to act is now. The European Education Area must be more than just a concept; it must become a reality. If we speak more and more about defence, we should also speak more and more about education and working together. Investing in education means investing in a better future for our citizens.

听听Virginie Joron (PfE). 鈥� Monsieur le Pr茅sident, chers coll猫gues, parler de strat茅gie et d'alliances, c'est aussi parler de bilan. L'茅ducation en Europe s'effondre. C'est le crash des 茅coles en France: les examens PISA de听2022 le prouvent. Les r茅sultats s'茅croulent, alors que les pays d'Asie progressent. Singapour culmine 脿 575听points, tandis que la France tra卯ne 脿 474; c'est un 茅cart gigantesque. L'OCDE nous dit que les enfants issus de l'immigration ont encore plus de difficult茅s. Cela, on s'en doutait un peu; mais, m锚me parmi les enfants les plus favoris茅s, nous sommes d茅sormais tr猫s loin des pays asiatiques en maths. Dans les 茅coles am茅ricaines, les plus pauvres ont de meilleurs scores en maths qu'en France.

Voici les pays devant la France en math茅matiques: Singapour, Macao, Ta茂wan, Hong听Kong, Japon, Cor茅e du Sud, Estonie, Suisse, Canada, Pays-Bas, Irlande, Belgique, Danemark, Pologne, Royaume-Uni, Australie, Autriche, Tch茅quie, Slov茅nie, Finlande, Lettonie, Su猫de, Nouvelle-Z茅lande, Lituanie et Allemagne. En lecture, nous sommes tr猫s loin derri猫re les 脡tats-Unis.

Un autre chiffre est effrayant: 13听% des enfants ont peur pour leur s茅curit茅 en allant 脿 l'茅cole, soit plus d'un听million d'enfants et d'adolescents qui ont peur. Moi, j'ai envie de vous dire d'arr锚ter avec ces slogans creux. Votre inclusion ne s'adresse pas aux enfants handicap茅s, autistes ou hospitalis茅s; c'est pour les toilettes neutres sans urinoir et les livres LGBT obligatoires 脿 la biblioth猫que; ne pas dire 芦p猫re禄 ou 芦m猫re禄, mais 芦parent听1禄 et 芦parent听2禄. Voil脿 les priorit茅s de la caste de Bruxelles.

L'exemple 脿 suivre est pourtant simple. Regardez Singapour; c'est notre programme: rigueur acad茅mique, autorit茅 des enseignants, priorit茅 aux mati猫res essentielles, fin des d茅rives id茅ologiques et soutien aux 茅l猫ves en difficult茅. Finalement, et c'est tragique, nous avons le r茅sultat de cette id茅ologie mortif猫re, qui tire les 茅coles vers le bas.

(L'oratrice refuse de r茅pondre aux questions carton bleu de Sieper et Repp.)

听听Se谩n Kelly (PPE). 鈥� As a former teacher, I am particularly pleased to see the European Schools Alliance being proposed by President von der Leyen. Education is the foundation of our future, and this initiative represents a crucial step in ensuring that young people across Europe have access to high-quality, innovative and inclusive learning opportunities.

The success of the European University Alliance has demonstrated the power of cross-border collaboration in higher education. The European Schools Alliance should take inspiration from this model. The University Alliance has proven that overcoming fragmentation and enhancing cooperation leads to real benefits, such as joint degrees in research, collaboration and mobility programmes.

At the school level, we must aim for similarly tangible outcomes, ensuring that students and teachers alike can benefit from a truly European approach to education. To be effective, the European Schools Alliance must focus on delivering measurable outcomes, much like the University Alliance has done with research, innovation and joint degree programmes.

This is particularly important from my own country, Ireland, an island nation. Strengthening ties between our schools will help bridge the physical gap, ensuring Irish students and teachers have the same opportunities for collaboration and exchange as their counterparts across the continent. By building these connections, the European Schools Alliance will not only benefit students and teachers, but also contribute to a more unified and competitive Europe.

Now to conclude, next Monday is our national holiday, Saint Patrick's Day. Isn't that right, Billy?

L谩 Fh茅ile P谩draig sona daoibh uilig agus caith an tseamr贸g.

Vyst煤penia na z谩klade prihl谩senia sa o slovo zdvihnut铆m ruky

听听Bogdan Rzo艅ca (ECR). 鈥� Panie Przewodnicz膮cy! Mamy fatalne wyniki szkolnictwa podstawowego. Mamy fatalne wyniki dzia艂alno艣ci uniwersytet贸w. W pierwszych 30 uniwersytetach 艣wiata jest tylko jeden uniwersytet, jedna politechnika, monachijska, z Europy, z Unii Europejskiej. Przegrywamy. Ale tak jest dlatego, 偶e lewicowo-liberalne trendy powoduj膮, 偶e w przedszkolach i w szko艂ach przebiera si臋 ch艂opc贸w za dziewczynki i dziewczynki za ch艂opc贸w. To jest pierwsze zadanie niekt贸rych nauczycieli. Dalej przekazuje si臋 dzieciom ksi膮偶ki z go艂ymi kobietami i m臋偶czyznami. Uczy si臋 je po prostu hedonistycznych zachowa艅, do kt贸rych dzieci nie doros艂y, burzy si臋 ich intelekt. Trzeba wi臋c po prostu wr贸ci膰 do normalnej psychologii rozwojowej. Wielu psycholog贸w doskonale wie, jak uczy膰 dzieci. I wielu doskona艂ych nauczycieli wie, jak uczy膰 dzieci. Trzeba im tylko da膰 szans臋, da膰 lepsze p艂ace. I wara, i z daleka odsu艅my eksperymentator贸w i eksperymenty od natury dzieci臋cej.

听听Billy Kelleher (Renew). 鈥� Mr听President,听I am very excited about this European Schools Alliance, and I really do welcome it, and I hope that it is supported across the entirety of the European Union. This is not about integration. It's about a celebration of diversity, broadening horizons and deepening understanding, learning about each other and learning from each other. And if we can get to that principle in terms of education, I think we will have done an awful lot for the generations of children to come.

If you look at the Erasmus+ programme, it has has been really beneficial to third鈥憀evel students right across the European Union. To learn to live, to love in another country and another culture is a beautiful experience and something that stays with people for evermore.

So I hope that this particular programme will be supported and encouraged at Member State level, facilitated by local authorities. But we need to ensure that in areas of deprivation, they are not forgotten, and that they're as entitled to access this programme as any other child across the continent. There must be no barriers to children being able to access this programme and facilitated by the educators that support them. I commend it and support it.

听听Lukas Sieper (NI). 鈥� Mr听President, all students in Europe will hate this idea, but we need new school subjects in all of the European schools. Before I elaborate, let me educate some colleagues like Mr听Jongen, who struggles to read Article听1 of the Treaty on European Union or, for example, Article听23 of the German Constitution, which in fact set the aim of 'ever closer union'.

But a Europe-wide school policy makes sense. What difference is there in teaching English, art, music or maths. And in the same way, all our European children need to understand these topics.

All of our European children today need to be educated in two new subjects. The first one is digitalisation. All the possibilities and dangers of the digital realm need to be taught to them. And the second thing 鈥� and this is ever more important 鈥� is democracy. How does this 合法博彩网站 work? How does the European Union work? Those are things that children need to learn all over Europe. So let's go forward and enact these ideas.

(Koniec vyst煤pen铆 na z谩klade prihl谩senia sa o slovo zdvihnut铆m ruky)

听听Christophe Hansen, Member of the Commission. 鈥� Mr President, honourable Members, the design and development of the European Schools Alliance is still in its very early days. That is why a debate like the one today is so useful, and the outcomes will feed into the design of the pilot.

After the pilot, the success of the European Schools Alliance will depend on the next Erasmus+ programme and, of course, the future multiannual financial framework. This is why we believe we must give priority to investment in people, in pupils and their skills. We have to invest where it matters the most.

You will be part of the debates, and we hope that the budget for the next Erasmus+ programme will match the expectations that some of you 鈥� like Mr听Negrescu and Mr听Petrov have mentioned 鈥� including for future European school alliances. To build a true Union of Skills, to make the European Schools Alliance a success, we need your support and we know we can count on you to make a difference.

听听Predsedaj煤ci . 鈥� Rozprava k tomuto bodu sa t媒mto skon膷ila.