extended day school

reduced teaching hours

In most countries at least half of all primary school pupils now learn a foreign language.[21]However, as the Commission has previously[22] made clear, the advantages of the early learning of languages only accrue where teachers are trained specifically to teach languages to very young children, where class sizes are small enough, where appropriate training materials are available, and where enough curriculum time is devoted to languages.

The potential benefits of the digital revolution in education are multiple: individuals can easily seek and acquire knowledge from sources other than their teachers[7] and institutions, often for free; new groups of learners can be reached because learning is no longer confined to specific classroom timetables or methods and can be personalised; new education providers emerge; teachers may easily share and create content with colleagues and learners from different countries; and a much wider range of educational resources can be accessed.

The potential benefits of the digital revolution in education are multiple: individuals can easily seek and acquire knowledge from sources other than their teachers[7] and institutions, often for free; new groups of learners can be reached because learning is no longer confined to specific classroom timetables or methods and can be personalised; new education providers emerge; teachers may easily share and create content with colleagues and learners from different countries; and a much wider range of educational resources can be accessed.

Encourages the Member States to introduce age-appropriate ICT education in the early stages of school, with a particular focus on inspiring girls to develop interest and talent in the digital field, and urges the Commission and the Members States to promote STEM education to girls from a young age, given that girls move away from science, technology subjects, engineering and maths earlier during their educational path due to gender stereotypes surrounding these subjects, a lack of role models, and a segregation of activities and toys, resulting in an underrepresentation of women in these subjects at university, which extends into the wor ...[+++]k place; underlines therefore that both gender stereotypes and digital training should be addressed, starting within the primary education system and continuing to move through all stages of education until adult learning and training for people who have been excluded from the labour market.