11 Amendments of Rina Ronja KARI related to 2017/2224(INI)
Amendment 6 #
Draft opinion
Paragraph 1
Paragraph 1
1. Points out that the advanced character of the EU economy, as well as digitalisation, automation and robotisation of the EU labour market, has increased demand for high-level qualificaunderlines the need for modern educational systems, which equally combine all eight key competences aimed by the Commissions' Key Competences Recommendation, and which also include knowledge and attitudes (dispositions and skills, while demand for low-level qualifications and skills has decreasedmind sets to react to ideas, persons or situations including values, thoughts and beliefs) other than only skills;
Amendment 16 #
Draft opinion
Paragraph 1 a (new)
Paragraph 1 a (new)
1a. Considers that education and training should not be adapted to the demands of the markets, but should deepen critical, analytical and independent thinking, helping people reach their full potential personally and professionally;
Amendment 31 #
Draft opinion
Paragraph 2 a (new)
Paragraph 2 a (new)
2a. Highlights that according to Cedefop1a, the distribution of skills in the labour force largely matched the qualification requirements of the labour market in 2016; further notes that Cedefop forecasts a parallel rise in skills from both the demand and the supply side until 2025 and that skills levels are expected to change faster for the labour force than those required by the job market; calls therefore on the Commission and the Member States to carefully reassess the difficulties concerning access to the world of work; __________________ 1ahttp://ec.europa.eu/eurostat/statistics- explained/index.php/Europe_2020_indica tors_- _employment#Skills_mismatches_in_the_ labour_market
Amendment 34 #
Draft opinion
Paragraph 3
Paragraph 3
3. Stresses that skills mismatch and shortages are responsible for bothnot the reasons of unemployment and unfilled job vacancies3 ; considers that these worrying phenomena should be tackled by modernising education systems, making education systems cooperate more closely, and that in order to create new decent jobs with full labour market actors and fsocusing more on training in soft and transversal skills to accommodate future skillsial rights, public investments in sectors of the economy are needsed; __________________ 3 http://www.cedefop.europa.eu/en/events- and-projects/projects/assisting-eu- countries-skills-matching
Amendment 45 #
Draft opinion
Paragraph 3 a (new)
Paragraph 3 a (new)
3a. Insists that the solution to skills mismatches or shortages is not further labour market segmentation in the form of non-standard and atypical forms of employment, including temporary jobs, involuntary part-time work, zero-hour contracts and unpaid traineeships; considers these atypical forms of employment as one of the reasons leading to the impoverishment of parts of the European citizens; reiterates its demand to ban zero-hour contracts and abusive atypical forms of employment;
Amendment 53 #
Draft opinion
Paragraph 4
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, as well as investing in quality jobs with full social and labour rights for these groups;
Amendment 66 #
Draft opinion
Paragraph 5
Paragraph 5
5. Calls on the Member States to internationalise education systems and expand student mobility programmes to better prepare students for the EU labour marketworld of work, in which a lack of skills in foreign languages and cultures is the first barrier to mobility;
Amendment 77 #
Draft opinion
Paragraph 6
Paragraph 6
Amendment 81 #
Draft opinion
Paragraph 7
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;
Amendment 111 #
Draft opinion
Paragraph 11
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 learningin all its forms at every level and form of education, including universities, in order to ensure stronger ties between the education and labour markets; calls for the policy of apprenticeships and entrepreneurship for young people to be developed, to make their entry into the labour market smootheracknowledges that education and training are Members State competences and that the EU can only support, coordinate or supplement actions of the Member States;
Amendment 131 #
Draft opinion
Paragraph 12
Paragraph 12
12. Recalls the importance of life-long learning in developing adult skills and qualifications to ensure people’s active participation in the labour marketworld of work through upskilling and reskilling.