BETA

32 Amendments of Terry REINTKE related to 2017/2224(INI)

Amendment 1 #
Draft opinion
Paragraph -1 (new)
-1. Whereas education is the foundation of responsible citizenship and a fundamental human right which therefore should not be focused on the labour market only but also on human, societal and cultural needs;
2018/03/02
Committee: EMPL
Amendment 1 #
Draft opinion
Recital A
A. whereas even though the decision to improve the quality of education lies with the Member States and, the EU can provide supporthas a key supporting role based on Articles 165 and 167 of the TFEU;
2018/02/28
Committee: FEMM
Amendment 2 #
Draft opinion
Paragraph -1 a (new)
-1a. Whereas the socio-economic divide in Europe has been increasing over the past decades; whereas inequalities are strongly interlinked with education opportunities and types of employment; whereas women are at a higher risk of facing inequalities, which highlights the importance of high-quality, inclusive education in order to reduce socio- economic inequalities;
2018/03/02
Committee: EMPL
Amendment 3 #
Draft opinion
Paragraph -1 b (new)
-1b. Stresses that universal high- quality education is a vital tool to develop understanding and respect of common fundamental values, to ensure social cohesion, and to counter socio-economic disparities and gender stereotypes;
2018/03/02
Committee: EMPL
Amendment 4 #
Draft opinion
Paragraph -1 c (new)
-1c. Warmly welcomes that in the frame of modernising school education in the EU the Commission especially refers to the importance of promoting inclusive education by exchanging best practices on integration of migrant pupils and imparting common values;
2018/03/02
Committee: EMPL
Amendment 5 #
Draft opinion
Paragraph 1
1. PointCalls outn that the advanced character of the EU economy, as well ase Commission to undertake a thorough assessment of the impact that digitalisation, automation and robotisation has and will have ofn the EU labour market, has increased demand for high-level qualifications and skills, while demand for low-level qualifications and skillnumber and types of jobs as well as the quality and the competence of profiles both as regards existing and new jobs, and to gather information on new forms of employment; calls on Member States and the Union to develop new mechanisms of protection which are adequate to the working and career patterns shas decreasedped by digitalisation and the increased use of robotics;
2018/03/02
Committee: EMPL
Amendment 6 #
Draft opinion
Recital B
B. whereas education offers a unique opportunity to empower girls and women and to address all forms of discrimination and stereotypes faced by girls and women, but this potential has not been fully utilised in the European Union;
2018/02/28
Committee: FEMM
Amendment 10 #
Draft opinion
Recital B a (new)
Ba. whereas the socio-economic divide has been on the rise in Europe over the past decades; whereas inequality is strongly interlinked with employment opportunities and types; whereas women are at a higher risk to face inequalities, therefore highlighting the importance of high-quality, inclusive education is key to reduce socio-economic inequalities;
2018/02/28
Committee: FEMM
Amendment 15 #
Draft opinion
Recital B b (new)
Bb. whereas austerity measures and severe cut backs in public spending have generally reduced the budget for public education, negatively affecting young people and students, particularly women and girls;
2018/02/28
Committee: FEMM
Amendment 20 #
Draft opinion
Paragraph 2
2. Notes that despite strong demand in the labour market for high-level skills, and the response of the education system in the form of the massive development of HEI (Higher Education Institutes), approximately 20 % of Europeans, including university graduates,approximately 20 % of Europeans lack basic skills such as reading, writing or numeracy1 ; recalls, moreover, that a similar number of Europeans have a low level of basic skills and that 44 % lack basic digital skills2 , which creates serious barriers to their participation in the technologically advanced labour market and everyday life; __________________ 1 http://ec.europa.eu/education/policy/school /math_en 2 https://ec.europa.eu/commission/sites/beta- political/files/digital-skills-factsheet- tallinn_en.pdf
2018/03/02
Committee: EMPL
Amendment 20 #
Draft opinion
Recital C
C. whereas women constitute only 20 % of science professionals and account for just 27 % of engineering graduates1 ; whereas women remain heavily underrepresented in ICT degree programmes, where they constitute only around 20 % of graduates in the field, with only 3 % of all female graduates having a degree in ICT; whereas 60 % of school students in the EU never use digital equipment in their classrooms; __________________ 1 European Commission: The Education and Training Monitor 2017, available at https://ec.europa.eu/education/sites/educati on/files/monitor2017_en.pdf
2018/02/28
Committee: FEMM
Amendment 23 #
Draft opinion
Recital C a (new)
Ca. whereas education is the foundation of responsible citizenship and a fundamental human right, which therefore should not only be focused on the labour market but also on human, societal and cultural needs;
2018/02/28
Committee: FEMM
Amendment 29 #
Draft opinion
Paragraph -1 (new)
-1. Stresses that universal high quality school and higher education is a vital tool to developing understanding and respect of the common fundamental values, to ensure social cohesion and to counter socio-economic disparities and gender stereotypes;
2018/02/28
Committee: FEMM
Amendment 30 #
Draft opinion
Paragraph 1
1. Encourages the Member States to make every possible effort to achievensure equal opportunities within their education systems for female and male students, especially for those from socio- economically disadvantaged backgrounds, and to monitor their equal access to high- quality education;
2018/02/28
Committee: FEMM
Amendment 37 #
Draft opinion
Paragraph 3
3. Stresses that skills mismatch and shortages are, apart from labour market policies in accordance with the austerity measures, responsible for both unemployment and unfilled job vacancies3 ; considers that these worrying phenomena should be tackled by, amongst others, modernising education systems, making education systems cooperate more closely with labour market actors and focusing more on training in soft and transversal skills to accommodate future skills needs; __________________ 3 http://www.cedefop.europa.eu/en/events- and-projects/projects/assisting-eu- countries-skills-matching
2018/03/02
Committee: EMPL
Amendment 51 #
Draft opinion
Paragraph 2
2. Calls on Member States to fight gender stereotypes in education in order to ensure that women have the same opportunities and freedom of choice on the career they want to pursue; calls on the Commission and Member States to place greater emphasis on attracting girls to the STEM and ICT fields, as well as on addressing the digital gender gap through developing their digital skills;
2018/02/28
Committee: FEMM
Amendment 54 #
Draft opinion
Paragraph 4
4. Calls on the Commission and the Member States to continue their efforts to enable the recognition and validation of non-formal and informal learning – gained from free online courses such as MOOCs – which often broaden access to education for underprivileged groups and therefore increase their opportunities for a better job and life;
2018/03/02
Committee: EMPL
Amendment 54 #
Draft opinion
Paragraph 2 a (new)
2a. Stresses the positive effect that sexual and relationship education has on the health and well-being of young people as well as on the achievement of gender equality and the empowerment of girls; calls on Member States to include as part of the school curricula comprehensive sexual education that will deal among others with sexism, gender role and the concepts of consent, respect and reciprocity;
2018/02/28
Committee: FEMM
Amendment 61 #
Draft opinion
Paragraph 3
3. Invites theCalls on Member States and educational institutions to ensure balanced representation of women and men on the boards of schools, universities and research institutes, as well as on any task forces working on implementing reforms to educational systems;
2018/02/28
Committee: FEMM
Amendment 63 #
Draft opinion
Paragraph 3 a (new)
3a. Calls on the Commission and Member States to combat discrimination on the grounds of sexual orientation and gender identity in educational settings; urges the Commission to support the inclusion of objective information on LGBTI issues in school curricula; urges the Commission to facilitate peer learning amongst Member States in tackling homophobic and transphobic bullying and harassment;
2018/02/28
Committee: FEMM
Amendment 65 #
Draft opinion
Paragraph 5
5. Calls on the Member States to internationalise education systems and expand student mobility programmes to foster European values and European citizenship, and to better prepare students for the EU labour market, in which a lack of skills in foreign languages and cultures is the first barrier to mobility; calls on the Commission to come up with a proposal to ensure that school study periods abroad are being mutually recognised by the Member States;
2018/03/02
Committee: EMPL
Amendment 65 #
Draft opinion
Paragraph 3 b (new)
3b. Warmly welcomes that in the framework of modernisation of school education in the EU there is a special reference to the importance of promoting inclusive education by exchanging best practices on integration of migrant pupils and imparting common values;
2018/02/28
Committee: FEMM
Amendment 66 #
Draft opinion
Paragraph 3 c (new)
3c. Underlines the importance of ensuring gender mainstreaming in the education sector by promoting digital literacy and the participation of women and girls in ICT education and training through the inclusion of coding, new media and technologies in education curricula at all levels, including for teaching staff, in order to reduce and remove digital skills gaps;
2018/02/28
Committee: FEMM
Amendment 68 #
Draft opinion
Paragraph 4
4. Recalls that in the framework of modernisation of higher education in the EU closer cooperation between businesses and higher education institutions should be developed, businesses and other stakeholders should be developed in the field of regional innovation to better prepare female and male students for entrepreneurial careers.
2018/02/28
Committee: FEMM
Amendment 76 #
Draft opinion
Paragraph 6
6. Highlights that, in the context of labour market evolution, thinking in terms of ‘jobs/positions’ is obsolete and is of the opinion that ‘task/skills’ categories should be used instead, in both the education process and the recognition of education and qualifications;deleted
2018/03/02
Committee: EMPL
Amendment 82 #
Draft opinion
Paragraph 7
7. In this regard, welcomnotes the Commission communication on ‘A New Skills Agenda for Europe’ (COM(2016)0381), which proposes solutions for skills mismatch and shortages and for finding the right system of skills recognition;
2018/03/02
Committee: EMPL
Amendment 86 #
Draft opinion
Paragraph 8
8. In the context of growing demand for high-level competences and skills, regrets that, over time, the massive development of higher education is resulting in the decreasing quality and inflation of diplomas, with a simultaneous growing shortage of vocational skills and qualifications;deleted
2018/03/02
Committee: EMPL
Amendment 94 #
Draft opinion
Paragraph 9
9. Highlights that the high number of NEETs could be reduced by preventing early school leavingStresses the need to combat early school leaving by identifying the shortcomings of the school system and society, supporting students in finding their own learning methods, implementing relevant and engaging curricula and realising a strong and well- developed guidance system with high- quality counselling and orientation services for all students; underlines that a holistic and inclusive educational approach is essential to make all students feel welcome and included, and feel ownership of their education;
2018/03/02
Committee: EMPL
Amendment 101 #
Draft opinion
Paragraph 9 a (new)
9a. Highlights the importance of lifelong career guidance as a way of ensuring people’s participation in appropriate, flexible and high-quality training and career paths;
2018/03/02
Committee: EMPL
Amendment 103 #
Draft opinion
Paragraph 10
10. IConsistders that graduate tracking information, not only at national but also at EU level, is essential forcan contribute to quality assurance and appropriate educational content;
2018/03/02
Committee: EMPL
Amendment 112 #
Draft opinion
Paragraph 11
11. Calls on the Commission and the Member States to make vocational and educational training more visible and enhance its quality and attractiveness, and to promote dual education, work-based learning and reality-based learning at every level and form of education, including universities, in order to ensure stronger ties between the education andallow for realistic insights into the labour markets; calls for the policy of apprenticeships and entrepreneurship for young people to be developed, to make their entry into the labour market smoother;
2018/03/02
Committee: EMPL
Amendment 130 #
Draft opinion
Paragraph 12
12. Recalls the importance of life-long learning in developing adultone's own skills and qualifications to ensure people’s active participation in the labour market through upskilling and reskillingand stresses the need to strive for an individual approach to career development and life-long education and training which addresses individual needs and focuses on the evaluation and expansion of individual skills from an early age.
2018/03/02
Committee: EMPL