To stress that LRAs need to be systematically involved in the initiative "Opening up Education" and clearly acknowledged as key interlocutors in the design and implementation of relevant actions;
To emphasise that access to open educational resources and new technologies should be available to all learners regardless of the level of education of their socio-economic background and of their geographical location;
To stress that particular attention needs to be paid to disadvantaged areas;
To call for the strategic expansion of broadband in regions lagging behind;
To express the support to the European Commission's proposal to use Erasmus+ and Horizon 2020 to support education providers in the development of new education and business models and in launching activities to test innovative teaching and learning methods, curriculum development and skills assessment;
To ask for a more coordinated approach on the issues that arise when personal data and student files are stored with private operators.
In its decision on "New technologies and open educational resources" (P7_TA-PROV(2014)0395) the European Parliament makes reference to the CoR opinion on Opening up Education:"having regard to the opinion of the Committee of the Regions of 31 January 2014". In addition, it shares some points with the CoR which are not always mentioned in the Commission's Communication, such as:
o stresses "that broadband access become more widespread, including in the rural, mountain and outlying areas of the Member States" (point J) and "schools should also train children and young people in the practical and critical use of digital technologies and the internet" (point K);
o deplores the lack of differentiation in the Commission communication between school levels as regards the deployment of new technologies and digital content for learning and teaching purposes; stresses that learners acquire different skills and competences depending on their age, and that consequently curricula and learning methods vary according to school level (point 4);
o acknowledges that the adoption of OERs should be done in a manner that fosters development of 21st century learning solutions, and creates new business opportunities for small and medium-sized innovative European providers of learning solutions (point 16);
o ICT and online educational materials, including OERs, can support the teaching and learning of foreign languages at all levels of education and training (point 33);
o stresses the importance of access to education and training and IT equipment for all learners in all age groups, as well as for those with disabilities, those coming from disadvantaged backgrounds, young people currently not in education, employment or training (NEET) and those coming from geographically remote regions, as well as anyone wishing to improve their qualifications (point 37);
o points out that local and regional authorities have a key role to play in developing infrastructures, disseminating and publicising various measures to a wider public, involving other local stakeholders and disseminating and implementing the relevant European initiatives at national, regional and local level (point 56);
o calls on the Member States and the local and regional authorities to use the funding available through the European Structural and Investment Funds to overcome the territorial digital divide by improving infrastructure and networks and promoting training in ICT and the effective use thereof, taking into account the needs of educational institutions, in particular in rural and remote regions (point 57).
THE COMMITTEE OF THE REGIONS:
believes that local and regional authorities need to be systematically involved in the initiative "Opening up Education" and clearly acknowledged as key interlocutors in the design and implementation of relevant actions since in most Member States, they are responsible for delivering education and training;
emphasises that access to open educational resources and new technologies should be available to all learners regardless of the level of education - from preschool to tertiary and including vocational education and training - of their socio-economic background and of their geographical location;
stresses that particular attention needs to be paid to disadvantaged areas to ensure that Member States and regions that are lagging behind can use structural and investment funds to develop local ICT systems and to take part in joint projects with other schools in Europe. Such funds should also be used to support innovative teaching and learning environments, which are a prerequisite for the successful use of technology and open educational resources;
considers access to broadband a key element in enabling everyone to participate and calls for the strategic expansion of broadband in regions lagging behind;
supports the European Commission's proposal to use Erasmus+ and Horizon 2020 to support education providers in the development of new education and business models and in launching activities to test innovative teaching and learning methods, curriculum development and skills assessment;
would welcome a more coordinated approach on the issues that arise when personal data and student files are stored with private operators.