11 Amendments of Elena GENTILE related to 2017/2224(INI)
Amendment 8 #
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 qualifications and skills, while demand for low-level qualifi; underlines that all jobs now require greater literacy, numeracy, digital and other basic skills; stresses that increased investments in educations and skills has decreasedtraining systems, as well as their modernization and adjustment, are a crucial condition for social and economic progress;
Amendment 15 #
Draft opinion
Paragraph 1 a (new)
Paragraph 1 a (new)
1a. Stresses that it is essential to invest in universal, quality education and training to foster social inclusion, equal opportunities and a culture of mutual respect and fundamental values; calls therefore on Member States and the Commission to strengthen education and training programmes at all levels in order to improve access to quality learning for all students, regardless their social, cultural, geographical or economical background, to avoid labour market and societal segmentation, to fight inequalities and to enable processes of upward social mobility and convergence throughout Europe;
Amendment 18 #
Draft opinion
Paragraph 1 b (new)
Paragraph 1 b (new)
1b. Recalls that the first principle of the European Pillar of Social Rights states that everyone has the right to quality and inclusive education, training and life-long learning in order to maintain and acquire skills that enable them to participate fully in society and manage successfully transitions in the labour market; therefore stresses the importance to ensure that social investment, especially in education and training for all, is prioritised in the new programming period of the Multiannual Financial Framework for 2020-2026;
Amendment 29 #
Draft opinion
Paragraph 2 a (new)
Paragraph 2 a (new)
2a. Calls on Member States to increase cooperation between education and training providers, both formal and non-formal and the world of work, including a close dialogue with social partners, in both the development of curricula and the creation of apprenticeships and internships with a real educational value;
Amendment 47 #
Draft opinion
Paragraph 3 a (new)
Paragraph 3 a (new)
3a. Recalls1a the importance of improving or introducing procedures for the recognition of informal and non- formal education, drawing on the best practices of Member States which have already introduced tools of that kind; notes, in this regard, the importance of policy response aimed at groups furthest from the labour market; __________________ 1a See text adopted. P8_TA(2017)0360
Amendment 78 #
Draft opinion
Paragraph 6
Paragraph 6
6. Highlights that, in the context of societal and labour market evolution, thinking in e education systerms of ‘jobs/positions’ is obsolete and is of the opinion that ‘task/should equip people with the right set of skills’, categories should be used instead, in both the education process and the recognition of education and qualificationsompetencies and knowledge to become active European citizens and to be successful in the labour market; stresses that developing and strengthening skills is a continuous process, which follows through all levels of education into the labour market;
Amendment 95 #
Draft opinion
Paragraph 9
Paragraph 9
9. Highlights that the high number of NEETs could be reduced by preventing early school leavingAcknowledges that in the EU, 6.3 million young people (11.5% of those aged 15-24) were neither in employment, education or training (NEET) in 2016; highlights that the high number of NEETs could be reduced by preventing early school leaving; believes that completion of secondary education should be free and obligatory and calls on the Member States to increase their efforts to give people who have dropped out from primary or secondary school a chance of reenrolment and completion of their studies;
Amendment 110 #
Draft opinion
Paragraph 11
Paragraph 11
11. Calls on the Commission and the Member States to make vocational and educational training more visible, to ensure that it is accessible to all, gender balanced and non-discriminatory, to guarantee sufficient financing and enhance its quality and attractiveness, and to promote VET, dual education, work- based learning and reality-based learning at every level and form of education, including universities,higher education in order to ensure stronger ties between the education and labour markets and to provide flexible paths between different types of educations; calls for the policyromotion of apprenticeships and entrepreneurship policies for young people to be developed, to make their entry into the labour market smoother; highlights the importance of quality education and vocational training in raising the status of work-based vocations;
Amendment 123 #
Draft opinion
Paragraph 11 b (new)
Paragraph 11 b (new)
11b. Underlines the need to offer proper learning and training content and decent working conditions for traineeships and apprenticeships to ensure their crucial role in the transition from education to professional life; stresses that traineeships and apprenticeships should never be used as a replacement for jobs or considered as a cheap or even unpaid labour force;
Amendment 129 #
Draft opinion
Paragraph 12
Paragraph 12
12. Recalls the importance of life-long learning in opening up new possibilities for active inclusion and enhanced social participation and in developing adult skills and qualifications to ensure people’s active participation in the labour market through upskilling and reskillingespecially for the low skilled, the unemployed, people with special needs, older generations and migrants through upskilling and reskilling; encourages the Commission to support the Member States in developing training and educational programmes facilitating active inclusion of adults returning to the labour market.
Amendment 133 #
Draft opinion
Paragraph 12 a (new)
Paragraph 12 a (new)
12a. Calls on the Commission to strengthen its efforts through the ESF and the European Semester to support comprehensive public policies in the Member States, focused on providing smoother transitions from education and (long-term) unemployment to work and specifically for the full implementation of the measures at national level outlined in the Council Recommendation on the labour market integration of the long- term unemployed;