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Policy Departments' Monthly Highlights - September 2020

11-09-2020

The Monthly Highlights publication provides an overview, at a glance, of the on-going work of the policy departments, including a selection of the latest and forthcoming publications, and a list of future events.

The Monthly Highlights publication provides an overview, at a glance, of the on-going work of the policy departments, including a selection of the latest and forthcoming publications, and a list of future events.

Social and employment policies in Europe

10-09-2020

Whilst the disruption caused by the coronavirus crisis has affected all segments of society, some groups and geographic areas have been impacted more seriously than others. The crisis has opened up the opportunity to rethink how and what could be done differently and more efficiently over the longer term in the social and employment field at European level, including the possibility of putting social and economic considerations and rights on a more equal footing within the Union's governance framework ...

Whilst the disruption caused by the coronavirus crisis has affected all segments of society, some groups and geographic areas have been impacted more seriously than others. The crisis has opened up the opportunity to rethink how and what could be done differently and more efficiently over the longer term in the social and employment field at European level, including the possibility of putting social and economic considerations and rights on a more equal footing within the Union's governance framework. Focusing on the European Green Deal as the new growth strategy and strengthening the single market, of which social inclusion and fairness are an organic part, can help to tackle the root causes of the trends highlighted ever more strongly by the coronavirus triple crisis: health, economic and environmental. Some measures might imply changes to the Treaty base of the Union, but many can already be carried out within the current legal framework, where the European Union (EU) can function as a 'holding space' for experimentation and reform and pave the way to a truly resilient, sustainable and fair system. Such a system would then not only be able to absorb shocks but also to grow from them.

Ten opportunities for Europe post-coronavirus: Exploring potential for progress in EU policy-making

29-07-2020

Whilst much commentary and analysis has understandably been focused on reaction to, and mitigation of, the immediate impact of the coronavirus crisis in Europe and worldwide, relatively little attention has been paid to areas of potential opportunity which the crisis may offer to improve policy for the future. This EPRS analysis looks at ten areas which may offer potential for progress, including working more closely together on health policy, using climate action to promote a sustainable recovery ...

Whilst much commentary and analysis has understandably been focused on reaction to, and mitigation of, the immediate impact of the coronavirus crisis in Europe and worldwide, relatively little attention has been paid to areas of potential opportunity which the crisis may offer to improve policy for the future. This EPRS analysis looks at ten areas which may offer potential for progress, including working more closely together on health policy, using climate action to promote a sustainable recovery, re-thinking the world of work, future-proofing education, harnessing e commerce and championing European values and multilateralism.

Study in focus; Employment and social situation in Germany

15-07-2020

The note provides a summary of key findings from the study of the labour market and social situation in Germany including major trends, policy responses and challenges for the future. The note covers aspects of the COVID-19 pandemic.

The note provides a summary of key findings from the study of the labour market and social situation in Germany including major trends, policy responses and challenges for the future. The note covers aspects of the COVID-19 pandemic.

Artificial intelligence: How does it work, why does it matter, and what can we do about it?

28-06-2020

Artificial intelligence (AI) is probably the defining technology of the last decade, and perhaps also the next. The aim of this report is to support meaningful reflection and productive debate about AI by providing accessible information about the full range of current and speculative techniques and their associated impacts, and setting out a wide range of regulatory, technological and societal measures that could be mobilised in response.

Artificial intelligence (AI) is probably the defining technology of the last decade, and perhaps also the next. The aim of this report is to support meaningful reflection and productive debate about AI by providing accessible information about the full range of current and speculative techniques and their associated impacts, and setting out a wide range of regulatory, technological and societal measures that could be mobilised in response.

A more resilient, sustainable and fair Europe after coronavirus?

25-06-2020

The triple-crisis – the pandemic's public health and economic consequences intertwined with the underlying environmental crisis – may lead to increasing divergence, instead of convergence and cohesion among Member States, regions, generations and different groups of society across the EU and globally. However, if handled with a longer-term perspective with the aim of achieving a more resilient, sustainable and fair EU – the crisis also offers the opportunity to turn the three into the guiding principles ...

The triple-crisis – the pandemic's public health and economic consequences intertwined with the underlying environmental crisis – may lead to increasing divergence, instead of convergence and cohesion among Member States, regions, generations and different groups of society across the EU and globally. However, if handled with a longer-term perspective with the aim of achieving a more resilient, sustainable and fair EU – the crisis also offers the opportunity to turn the three into the guiding principles of the recovery. This applies as much for the content of the policies as for the process of their design and implementation, both in the short and longer terms.

Education in isolation in the pandemic, following the path of Isaac Newton

03-06-2020

While schools have remained closed due to the coronavirus pandemic, students' education cannot be suspended indefinitely without severe consequences. Alternative methods, mostly dependent on digital technology, have been adopted very rapidly. Organisations such as Unesco have been quick to monitor the situation, and the European Union too has followed developments in the Member States through its agencies and networks. Video-conferences between education ministers have been pivotal for them to discuss ...

While schools have remained closed due to the coronavirus pandemic, students' education cannot be suspended indefinitely without severe consequences. Alternative methods, mostly dependent on digital technology, have been adopted very rapidly. Organisations such as Unesco have been quick to monitor the situation, and the European Union too has followed developments in the Member States through its agencies and networks. Video-conferences between education ministers have been pivotal for them to discuss issues and learn from each other's best practices. What has started as an emergency has become an eye-opener, as existing educational gaps have become more visible. Socio-economic inequalities, greater difficulties of access for those with special educational needs, barriers in home–school communication and between teachers and educational authorities have been compounded by missing digital tools and skills. The sudden leap has also given rise to outreach initiatives and a growing awareness of resources whose potential was still under-exploited. These included numerous online platforms and other resources that became freely available to salvage the situation. As teachers, students and parents experiment with new tools, policy-makers try to understand what can be more systematically adopted in the future to make education more flexible and inclusive, and what needs to be debunked. Learning is not limited to schooling; vocational education and training, universities and adult education sectors have also struggled to maintain their activities. At the same time, they will be expected to contribute to the relaunch following the end of confinement. Given the economic downturn, guidance and career counselling will have a pivotal role in reskilling and upskilling the labour force. The European Union has a supportive role in this process and also needs to safeguard the wellbeing of participants in its programmes Erasmus+ and the European Solidarity Corps. The European Parliament is keen to ensure the institutions do all they can. Where does Isaac Newton fit in all this?

European Commission follow-up to European Parliament requests 2017 - 2019

02-06-2020

This study seeks to present a comprehensive overview of non-legislative resolutions adopted by Parliament between January 2017 and May 2019 on the basis of own-initiative reports, in the light of the response provided by the Commission and the subsequent follow-up documents and related actions undertaken by the Commission up to 1 January 2020.

This study seeks to present a comprehensive overview of non-legislative resolutions adopted by Parliament between January 2017 and May 2019 on the basis of own-initiative reports, in the light of the response provided by the Commission and the subsequent follow-up documents and related actions undertaken by the Commission up to 1 January 2020.

Research for CULT Committee - The Use of Artificial Intelligence in the Cultural and Creative Sectors

15-05-2020

In this introductory in-depth analysis, we report six key findings on the use of Artificial Intelligence (AI) in the cultural and creative sectors (CCS). Finding 1: AI challenges the creative value-chain in two ways: shifting services performed by humans to algorithms and empowering the individual creator. Finding 2: AI-generated content challenges authorship, ownership and copyright infringement. New exclusive rights on datasets must be designed in order to better incentivise innovation and research ...

In this introductory in-depth analysis, we report six key findings on the use of Artificial Intelligence (AI) in the cultural and creative sectors (CCS). Finding 1: AI challenges the creative value-chain in two ways: shifting services performed by humans to algorithms and empowering the individual creator. Finding 2: AI-generated content challenges authorship, ownership and copyright infringement. New exclusive rights on datasets must be designed in order to better incentivise innovation and research. Finding 3: European cultural institutions have rich datasets of cultural artefacts that could be made accessible to a larger audience. AI has the potential to create rich ways for users to navigate through cultural content. Good practices in AI for cultural heritage accessibility need to be formalised and shared among the European cultural networks. Finding 4: The use of AI for media content brings up issues regarding cultural and linguistic diversity. Public policies and measures are required to prevent discrimination in AI-based distribution platforms. Finding 5: AI governance is centralised, which has an impact in the CCS. Funding instruments are needed to support less-centralised, human-centred AI. Finding 6: The Union supports a rich environment for AI-Art, resulting in the development of critical discourse on technology and AI by the public, which should be sustained in the long run.

Údar seachtarach

Baptiste Caramiaux

Research for CULT Committee - The use of Artificial Intelligence (AI) in education

15-05-2020

There are two different types of AI in wide use today. Recent developments have focused on data-driven machine learning, but in the last decades, most AI applications in education (AIEd) have been based on representational / knowledge-based AI. Data-driven AI uses a programming paradigm that is new to most computing professionals. It requires competences which are different from traditional programming and computational thinking. It opens up new ways to use computing and digital devices. But the ...

There are two different types of AI in wide use today. Recent developments have focused on data-driven machine learning, but in the last decades, most AI applications in education (AIEd) have been based on representational / knowledge-based AI. Data-driven AI uses a programming paradigm that is new to most computing professionals. It requires competences which are different from traditional programming and computational thinking. It opens up new ways to use computing and digital devices. But the development of state-of-the-art AI is now starting to exceed the computational capacity of the largest AI developers. The recent rapid developments in data-driven AI may not be sustainable. The impact of AI in education will depend on how learning and competence needs change, as AI will be widely used in the society and economy. AIEd should be used to help schools and educational institutions in transforming learning for the future. Many AIEd systems have been developed over the years, but few of these have shown clear scientific impact on learning. Evidence is lacking partly because the contexts of teaching and learning vary across classrooms, schools, educational systems, and countries. Local knowledge and capacity is critical for effective adoption and shaping of AIEd, and new scaling models are needed. Co-design of AIEd with teachers is a possible way to advance new scaling models. AI has a great potential in compensating learning difficulties and supporting teachers. The Union/ the EU needs a “clearing house” that helps teachers and policy-makers make sense of the fast developments in this area.

Údar seachtarach

Ilkka Tuomi

Imeachtaí atá ar na bacáin

22-09-2020
How to secure access to COVID-19 vaccines for EU citizens
Éisteacht -
ENVI ITRE
23-09-2020
EPRS online policy roundtable: The United Nations at 75
Imeacht eile -
EPRS
24-09-2020
AFCO: Hearing on Transnational lists and the Spitzenkandidaten principle
Éisteacht -
AFCO

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