11 Amendments of Joëlle MÉLIN related to 2017/2224(INI)
Amendment 9 #
Draft opinion
Paragraph 1
Paragraph 1
1. Points out that the advanced character of the EU economy of the Member States that make up the EU, as well as digitalisation, automation and robotisation of the EU labour market, has increased demand for high-level qualifications and skills, while demand for low-level qualifications and skills has decreased;
Amendment 22 #
Draft opinion
Paragraph 2
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, lack basic skills such as reading, writing orand 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
Amendment 32 #
Draft opinion
Paragraph 2 a (new)
Paragraph 2 a (new)
2a. Points out that this lack of basic skills can only be addressed by ‘formal’ learning, and that non-formal and/or informal learning should not therefore be developed at the expense of formal learning and time spent focusing on reading, writing and numeracy;
Amendment 39 #
Draft opinion
Paragraph 3
Paragraph 3
3. Stresses that skills mismatch and shortages are partly responsible for both unemployment and unfilled job vacancies3 ; considers that these worrying phenomena should be tackled by 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/fr/events- and-projects/projects/assisting-eu- countries-skills-matching
Amendment 44 #
Draft opinion
Paragraph 3 a (new)
Paragraph 3 a (new)
3a. Points out that there are high levels of youth unemployment (19% in 2016), with 6.3 million young people not in employment, education or training (NEET); emphasises that those figures are still unacceptable in an EU that is kick-starting its growth; points out that mobility can be encouraged, but should under no circumstances be forced; with that in mind, insists that investment and aid should be focused on jobs that cannot be relocated, which will enable young people to secure their future and to do so close to home, if they wish;
Amendment 56 #
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 oftencould broaden access to education for underprivileged groups and therefore increase their opportunities for a better job and life;
Amendment 62 #
Draft opinion
Paragraph 4 a (new)
Paragraph 4 a (new)
4a. Notes, however, that the focus cannot be placed solely on this type of training, since online courses by definition require access to IT, which the 17.3% of the population (in 2014) living below the poverty line does not have;
Amendment 63 #
Draft opinion
Paragraph 5
Paragraph 5
5. Calls onEncourages the Member States to internationalise education systems and expand student mobility programmesby promoting and developing their language training, and to expand student mobility programmes, in particular via exchange or partnership programmes, in order 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; points out, however, that the content of the teaching programmes is a matter for the Member States;
Amendment 90 #
Draft opinion
Paragraph 8
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; points out, however, that this imbalance in the value of diplomas and training is the result of successive European and national policies;
Amendment 105 #
Draft opinion
Paragraph 10
Paragraph 10
10. Insists that graduate tracking information, not only at national but also at EU level, is essential for quality assurance and appropriate educational contentin guaranteeing educational content that is appropriate with regard to the labour market as it is at the moment and as it will be in a few years’ time;
Amendment 115 #
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 paid traineeships, 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 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 smoother;