11 Amendments of Damian DRĂGHICI related to 2017/2002(INI)
Amendment 62 #
Motion for a resolution
Recital H
Recital H
H. whereas, at EU level, NEETs (not in employment, education or training) are considered to be one of the most problematicvulnerable groups in the context of youth unemployment, poverty and social exclusion; whereas women are 1.4 times more likely to become NEET than men on average;
Amendment 167 #
Motion for a resolution
Paragraph 7
Paragraph 7
7. Insists that education is not only a key factor in enhancing employability, but also in combatfostering social exinclusion and therefore believes thatcohesion, active citizenship and therefore believes that equal access to quality education and adequate investingment in skills and competences isare crucial to tackling the high unemployment rate, especially among and social exclusion, especially among the most vulnerable and disadvantaged groups (Roma people, NEETs); recalls that a genuine estimation of future skills needs is paramount in this respect;
Amendment 205 #
Motion for a resolution
Paragraph 10
Paragraph 10
10. Stresses the need to strive for a more inclusive, flexible and individual approach to career development andlearner- centred approach to lifelong education and training process across one’'s personal development and career path, and recognises the role that both public andprimarily public, but also private, parties can play in providing this, while recognising that guidance and counselling which address individual needs and focus on the evaluation and expansion of individual skills must be a core element of education and skills policies from an early stage;
Amendment 235 #
Motion for a resolution
Paragraph 13
Paragraph 13
13. Asks for concrete measures to be put in place in order to facilitate the transition of young people from education to work by ensuring quality internships and apprenticeships, giving young people the possibility of putting their knowledge and talents into practice and have a set of social and economic rights and access to social protection;
Amendment 243 #
Motion for a resolution
Paragraph 14
Paragraph 14
14. Believes that, in order to anticipate future skills needs, social partners, and education and training, providers and civil society organisations must be strongly involved at all levels, in particular in designing, implementing and evaluating vocational qualification programmes, which provide an effective transition from formal education to work-based learning;
Amendment 306 #
Motion for a resolution
Paragraph 22
Paragraph 22
22. Welcomes the Commission’'s proposal to urge Member States to draw up comprehensive national strategies for digital skills; points out however that in order for these strategies to be effective, there is a need for stronginnovative pedagogical leadershipapproaches from teachers at all levels of education based on solid knowledge about age- and development- appropriate media pedagogy; stresses the need for adequate initial and continuous teacher training in this regard;
Amendment 328 #
Motion for a resolution
Paragraph 23
Paragraph 23
23. Stresses the need to include elements of entrepreneurial learning, including social entrepreneurship, at all levels of education, since instilling entrepreneurial spirit among the young at an early stage is an effective way of developing creativity, teamwork and leadership skills and also of combating youth unemployment;
Amendment 411 #
Motion for a resolution
Paragraph 29
Paragraph 29
29. Emphasises the need to invest and support the initial and continuous professional development of teachers of all educational sectors and to establish lifelong career guidance services;
Amendment 420 #
Motion for a resolution
Paragraph 30
Paragraph 30
30. Calls on the Commission and the Member States to continue to make VET education and training more visible and to enhance its quality and attractiveness; calls on the Commission to encourage Member States to set further targets to encourage work- based learning in VET programmes;
Amendment 433 #
Motion for a resolution
Paragraph 31
Paragraph 31
31. Calls on the Commission and the Member States to continue to focus on digital skills, in particular the digital transformation of the economy and society and re- shaping the way people live, interact, work and do business, and takes note of the Commission’'s intention to focus on the positive aspects of this transformation via the EU e-skills strategy;
Amendment 444 #
Motion for a resolution
Paragraph 32
Paragraph 32
32. Calls for entrepreneurship education, including social entrepreneurship, to be part of the curriculum in the Member States in order to develop an individual entrepreneurial mind-set in citizens;