Activities of Damian DRĂGHICI related to 2015/2006(INI)
Plenary speeches (1)
Promoting youth entrepreneurship through education and training (short presentation) RO
Shadow reports (1)
REPORT on promoting youth entrepreneurship through education and training PDF (213 KB) DOC (148 KB)
Amendments (59)
Amendment 1 #
Motion for a resolution
Citation 3 a (new)
Citation 3 a (new)
- having regard to the Council Directive 2000/43/EC of 29 June 2000 implementing the principle of equal treatment between persons irrespective of racial or ethnic origin,
Amendment 2 #
Motion for a resolution
Citation 5 a (new)
Citation 5 a (new)
- having regard to the Council recommendation of 22 April 2013 on establishing a Youth Guarantee (2013/C 120/01),
Amendment 3 #
Motion for a resolution
Citation 5 b (new)
Citation 5 b (new)
- having regard to the Council recommendation of 20 December 2012 on the validation of non-formal and informal learning (2012/C 398/01),
Amendment 5 #
Motion for a resolution
Citation 14 a (new)
Citation 14 a (new)
- having regard to its resolution of 28 April 2015 on follow-up on the implementation of the Bologna Process,
Amendment 9 #
Motion for a resolution
Recital A
Recital A
A. whereas youth entrepreneurship needs to be an integral part of the political strategy to support today’s youth generation in terms of EU goals for growth and, employment, education and social inclusion;
Amendment 14 #
Motion for a resolution
Recital B
Recital B
B. whereas in February 2015, 4.85 million young people were unemployed in the EU- 28, which is unacceptably high, and althoughdecrease of youth unemployment is diminishing – it has decreased by 494 000 compared with February 2014 – this is taking place at too slow a pace;
Amendment 17 #
Motion for a resolution
Recital B a (new)
Recital B a (new)
Ba. whereas, as a result of such high youth unemployment, young people are experiencing increased levels of poverty and social exclusion, especially those from disadvantaged and vulnerable groups;
Amendment 20 #
Motion for a resolution
Recital B b (new)
Recital B b (new)
Ba. whereas the gap between education and training and the job market is one of the causes of youth unemployment and of the large number of unfilled vacancies in the EU and should be addressed also by empowering young people with key competences, including sense of initiative and entrepreneurship, needed to participate confidently in today’s knowledge-based economy and society;
Amendment 22 #
Motion for a resolution
Recital C
Recital C
C. whereas the European Union, via the Europe 2020 strategy and its flagship initiatives on ‘New skills and jobs’, ‘Digital Agenda for Europe’, ‘Innovation Union’ and ‘Youth on the move’, promotes the sense of initiative and entrepreneurship by fostering entrepreneurial mindsets and related knowledge, skills and competences that can boost competitiveness and growth which will be smart, sustainable and inclusive;
Amendment 23 #
Draft opinion
Recital B a (new)
Recital B a (new)
Ba. whereas youth entrepreneurship can contribute to reducing youth unemployment and through education and training it can boost the employability of young people, their leadership and ‘intrapreneurial’ skills;
Amendment 24 #
Motion for a resolution
Recital D
Recital D
D. whereas entrepreneurship is an important driver of economic growth and job creation as it creates new companies and jobs, opens up new markets, improves productivity and, creates wealth and should therefore be equally accessible for all;
Amendment 28 #
Motion for a resolution
Recital D a (new)
Recital D a (new)
Da. whereas entrepreneurship is an important driver of social cohesion and sustainability;
Amendment 30 #
Motion for a resolution
Recital E
Recital E
E. whereas entrepreneurshipbusinesses and in particular small and medium-sized enterprises (SMEs) are the backbone of the EU economy and represent the most important source of new employment;
Amendment 34 #
Motion for a resolution
Recital F
Recital F
F. whereas cultures that value and reward entrepreneurial behaviour, such asship competences, such as creativity, innovation, initiative, calculated risk-taking, and independent thinking, promote a propensity to develop new solutions to social challengeeconomic, social and environmental challenges; it is therefore of paramount importance that these personal competencies are embedded in the educational system and are part of daily life at all levels;
Amendment 37 #
Draft opinion
Paragraph 1
Paragraph 1
1. Calls on the Member States to use existing EU-level funding resources (e.g.: the European Social Fund) to support initiatives pursuing links with businesses and offering entrepreneurship education to low income young people, regardless of socio- economic background or gender, with a particular focus on early school dropoutleavers, young people in danger of long-term unemployment and young people with disabilities;
Amendment 42 #
Motion for a resolution
Recital H
Recital H
H. whereas recent studies show that entrepreneurship competences can be learned and that entrepreneurship education, if correctly designed, can have a positive impact on employment ratesimplemented and accessible for all, can have a positive impact on people’s life, on their employability, start-up rates and survival rates of enterprises;
Amendment 46 #
Motion for a resolution
Recital I
Recital I
I. whereas in order to lead to robuselevant conclusions, the measurementevaluation of the impact of entrepreneurship education must be carried out with a crin objective and impartical approach, as well as being based on sound evidence and relying on renowned statistical tools and techniques;
Amendment 49 #
Motion for a resolution
Recital J
Recital J
J. whereas an entrepreneurial mindset enhances a young person’s employability and helps preventing the increase of poverty and social exclusion through generations;
Amendment 54 #
Draft opinion
Paragraph 2
Paragraph 2
2. Calls on the Member States to be proactive in simplifyingCommission and the Member States to improve the regulatory frameworks of social businesses, to promote them and monitor the quality of the employment practices of such businesses and to safeguard workers’ rights in this context;
Amendment 59 #
Motion for a resolution
Recital L
Recital L
L. whereas entrepreneurship spirit and skills can be acquired, learned and developed by every individual, and each type and level of education corresponds to a specific window of opportunity for building certain skills and capacities for entrepreneurship as part of the general acquirement of key competences;
Amendment 63 #
Draft opinion
Paragraph 2 a (new)
Paragraph 2 a (new)
2a. Calls on the Member States to put in place a regulatory environment and fiscal incentives that encourage the development of youth entrepreneurial initiatives and boost job creation, as well as to improve welfare and insurance systems so as to guarantee minimum protection for young entrepreneurs;
Amendment 65 #
Motion for a resolution
Recital M a (new)
Recital M a (new)
Ma. whereas education, as a public good, has to be fully inclusive and integrated by placing special emphasis on providing equal access to students having diverse socio-economic backgrounds;
Amendment 66 #
Motion for a resolution
Recital N
Recital N
N. whereas underrepresented and disadvantaged groups need special attention and support throughout their education, also by engaging parents and communities in the educational process, and to be given help in order to start, run or grow a business or enterprise;
Amendment 69 #
Motion for a resolution
Recital O
Recital O
O. whereas not enough people follow through on their ideas to set up a business, there are, disproportionately, even fewer women than men entrepreneurs (even more so in case of women coming from vulnerable social groups and facing double discrimination), and ways to overcome the factors which particularly discourage women from taking up the option of entrepreneurship must be examined12 ; __________________ 12 Commission Report on Progress on equality between women and men in 2013 (SWD(2014)0142).
Amendment 72 #
Motion for a resolution
Recital P
Recital P
P. whereas education and training are mainly national competencies and most Member States have yet to develop a cross- cutting policy or a strategic approach to entrepreneurship education and entrepreneurial curricula and teaching methods; whereas teachers and education leaders in Europe are not sufficiently trained in entrepreneurship education, either through continuous professional development or through their initial training, which has a negative impact on the potential for entrepreneurship to become embedded in education systems13 with special attention to teaching methods and curricula design which are rarely embedded throughout all age groups; __________________ 13 Budapest and Istanbul European Training Foundation symposium conclusions.
Amendment 75 #
Motion for a resolution
Recital P a (new)
Recital P a (new)
Pa. whereas teachers and education leaders in Europe are not sufficiently trained in entrepreneurship education, either through continuous professional development or through their initial training, which has a negative impact on the potential for entrepreneurship to become embedded in education systems13 a; __________________ 13 a Budapest and Istanbul European Training Foundation symposium conclusions
Amendment 76 #
Motion for a resolution
Recital P b (new)
Recital P b (new)
Pb. whereas teachers should be able to liaise with entrepreneurs and define learning objectives in partnership with them and be provided with the right support and resources in order to implement learner-centred strategies and to adapt their teaching methods to the needs of their vulnerable students;
Amendment 77 #
Motion for a resolution
Recital P c (new)
Recital P c (new)
Pc. whereas non-formal and informal learning activities complement and enrich formal learning by offering various and empowering learning experiences and should therefore be recognised as privileged sources to acquire and to develop entrepreneurship competences;
Amendment 78 #
Motion for a resolution
Recital P d (new)
Recital P d (new)
Pd. whereas non-formal and informal learning activities are particularly relevant to young people with fewer opportunities by providing them an additional source of learning and a possible route into formal education and training;
Amendment 80 #
Motion for a resolution
Recital R
Recital R
R. whereas the Erasmus+ programme, which runs from 2014 to 2020, aims to modernise education, training and youth work across Europe and is open to education, training, youth and sport organisations across all sectors of lifelong learning and will provide opportunities for over 4 million Europeans to study, train, gain work experience and volunteer abroad should be also used to improve entrepreneurship education, as entrepreneurship is being one of the expected results of mobility actions and project;
Amendment 82 #
Motion for a resolution
Recital S
Recital S
Amendment 84 #
Motion for a resolution
Recital T
Recital T
T. whereas it is important to promote and encourage mobility of young entrepreneurs through programmes, such as the Erasmus for Young Entrepreneurs programme (2009-2015) and other similar programmes, that enable young entrepreneurs to take part in cross- border exchanges and to learn from experienced entrepreneurs running small businesses;
Amendment 87 #
Motion for a resolution
Recital V
Recital V
V. whereas considerable contributions are made by the business community at local, national and European level could make more considerable contributions in the form of skills-based volunteering, partnerships with schooleducational institutions and collaboration with policymakers;
Amendment 89 #
Motion for a resolution
Recital W
Recital W
W. whereas considerable contributions are made by civil society organisations (non- governmental groups such as trade unions, employers’ associ, social partner organizations and other social groups), among them the Junior Achievement – Young Enterprise Europe initiative;
Amendment 93 #
Motion for a resolution
Subheading 1
Subheading 1
Emphasis on entrepreneurial skillcompetences
Amendment 106 #
Motion for a resolution
Paragraph 3
Paragraph 3
3. Is convinced that the next step needed is to specify in detail how the key competences framework can be developed and applifurther implemented appropriately at each level of education, by setting standards for the entrepreneurship skills and competences which should be thecompetence, by including entrepreneurship knowledge, skills and attitudes as a learning outcome of each specific educational and apprenticeship programme;
Amendment 109 #
Draft opinion
Paragraph 5 a (new)
Paragraph 5 a (new)
5a. Encourages the Commission and the Member States to foster the sharing of ideas, knowledge, experience and best practices and to develop benchmarks, models, common instruments and projects to promote youth entrepreneurship;
Amendment 112 #
Motion for a resolution
Paragraph 4
Paragraph 4
4. Stresses that at all levels of education, even elementary, the teaching of practical entrepreneurship skillcompetences and the fostering of motivation and, readiness should be providedand sense of initiative should be provided and should be accompanied by mentoring, tutoring and guidance for disadvantaged learners;
Amendment 114 #
Draft opinion
Paragraph 5 b (new)
Paragraph 5 b (new)
5b. Calls for a closer collaboration with the private sector and social partners to encourage a risk-taking, entrepreneurial and innovative culture (e.g. through structural commitments like facilities for innovation and exchange of ideas);
Amendment 116 #
Draft opinion
Paragraph 5 c (new)
Paragraph 5 c (new)
5c. Calls on the Member States to provide appropriate training and ensure an ongoing professional development of teachers and stakeholders involved in entrepreneurship education;
Amendment 117 #
Draft opinion
Paragraph 5 d (new)
Paragraph 5 d (new)
5d. Calls on the Commission to examine factors which discourage women from taking up an entrepreneurial career path and to ensure that educational systems as well as related measures and activities actively strive for gender equality.
Amendment 120 #
Motion for a resolution
Paragraph 4 a (new)
Paragraph 4 a (new)
4a. Emphasises the need to develop innovative pedagogies that are more participative and learner-centred in order to encourage the acquisition of a set of transversal competences needed for the development of entrepreneurial mind-sets;
Amendment 130 #
Motion for a resolution
Paragraph 4 b (new)
Paragraph 4 b (new)
4b. Stresses that entrepreneurship competence should be developed and improved through lifetime, including via work experience and non-formal and informal learning and its validation should be enhanced and supported as it contributes to career development;
Amendment 140 #
Motion for a resolution
Paragraph 5
Paragraph 5
5. Calls on the Council and the Commission, within their respective competences, to develop methodological support and tools for national education systems in the area of entrepreneurship education and training including social entrepreneurship;
Amendment 148 #
Motion for a resolution
Paragraph 6
Paragraph 6
6. Calls on the Commission to increase the focus on improving the development and assessment of transversal competences, in particular ‘a sense of initiative and entrepreneurship skills’, within the Erasmus+ programme and to promote education policy reforms in Member States in this regard;
Amendment 159 #
Motion for a resolution
Paragraph 8
Paragraph 8
8. Calls on the Commission to use the European Fund for Strategic Investment to supportsupport partnerships between educational institutions and companies via the use of the European Fund for Strategic Investment to encourage work-based learning in companies and foster entrepreneurship education atcompetences on national and local level;
Amendment 165 #
Motion for a resolution
Paragraph 9
Paragraph 9
9. Calls on the Commission to create a European Entrepreneurship Education Network to gather together and make available good practice to be shared by schools,educational institutions, educational organisations, businesses, authorities, social partners and other stakeholders at European, national and local levels;
Amendment 173 #
Motion for a resolution
Paragraph 10
Paragraph 10
10. Calls on the Commission to provide more effective coordination and leadershipensure a coherent ecosystem approach in the area of entrepreneurship education in the context of its broader EU lifelong learning strategy, the EU’s global strategies and the Juncker Commission’s plan;
Amendment 177 #
Motion for a resolution
Paragraph 11 – introductory part
Paragraph 11 – introductory part
11. Proposes that the Commission includes entrepreneurship education and training, comprising social entrepreneurship, as an explicit objective of a future Erasmus+ programme in the next financial period (post-2020) containing the following elements:
Amendment 182 #
Motion for a resolution
Paragraph 11 – point i
Paragraph 11 – point i
(i) promotion of curriculum objectivbetter defined learning contents and outcomes for formal and non-formal education targeting all students – both theoretical modules and practical modules, such as student entrepreneurial projects,
Amendment 185 #
Motion for a resolution
Paragraph 11 – point ii
Paragraph 11 – point ii
(ii) support for the initial qualifications of teachers, educators and youth workers and their continuing professional development and empowerment in the entrepreneurship education area,;
Amendment 188 #
Motion for a resolution
Paragraph 11 – point iii
Paragraph 11 – point iii
(iii) promotion of links between schools and enterprisespartnerships between educational institutions, enterprises, non- profit organizations, regional and local authorities and non-formal education providers, in order to provide students with practical experience and models,
Amendment 193 #
Motion for a resolution
Paragraph 11 – point iv
Paragraph 11 – point iv
(iv) development of skills in the areas of entrepreneurial processes, financial literacy, ICT literacy and skills, problem solving and an innovative mindset, creativity, team-building, project- management and risk-taking;
Amendment 195 #
Motion for a resolution
Paragraph 11 – point iv a (new)
Paragraph 11 – point iv a (new)
(iva) highlights non-formal and informal learning as a privileged environment to acquire entrepreneurship competences;
Amendment 199 #
Motion for a resolution
Paragraph 11 a (new)
Paragraph 11 a (new)
11a. Calls on the Member States to promote entrepreneurship education as a way to foster transversal competences for a better management of learners’ personal and professional life; those competences shall be mainstreamed in curricula from a very early age, and should not be business-oriented;
Amendment 208 #
Motion for a resolution
Paragraph 12
Paragraph 12
12. Calls on the Member States to promote the development of entrepreneurship- friendly environments which will facilitate young people’s start-ups and enable quick recovery from initial failures and which will pay special attention to reach out to disadvantaged young people as well;
Amendment 216 #
Motion for a resolution
Paragraph 13 a (new)
Paragraph 13 a (new)
13a. Calls on Member States to further develop their systems for recognition and validation of competences acquired in non-formal and informal learning so that their commitment for 2018 is respected, in order to give individuals an opportunity for reorientation and second chance, as well as boost self-recognition and further learning;
Amendment 220 #
Motion for a resolution
Paragraph 14
Paragraph 14
14. Urges the Commission to follow up on the collaborative action with the OECD on Entrepreneurship360 and Guiding Frameworks for Entrepreneurial Education at the level of schools,educational institutions, in particular vocational and educational training (VET) programmeinstitutions and universities;
Amendment 222 #
Motion for a resolution
Paragraph 15
Paragraph 15
15. Calls on the Commission to submit an evaluation report to Parliament by the end of its term on the progress achieved in promoting youth entrepreneurship through education and training and how much it managed to reach out to members of vulnerable social groups;