31 Amendments of Julie WARD related to 2017/2002(INI)

Motion for a resolution
Citation 21 b (new)

- having regards to the Commission Social Europe guide of March 2013 on 'Social Economy and Social Enterprises' (ISBN: 978-92-79-26866-3),

2017/04/12
Committee: EMPL CULT

Motion for a resolution
Citation 21 c (new)

- having regards to the ILO Decent Work Agenda,

2017/04/12
Committee: EMPL CULT

Motion for a resolution
Citation 21 d (new)

- having regards to the European Parliament's resolution on the EU Strategic Framework on Health and Safety at Work 2014-2020 (2015/2107(INI)),

2017/04/12
Committee: EMPL CULT

Motion for a resolution
Recital J

J. whereas access to quality learning and training opportunities must be a right for everyone at every stage of life so that they can acquire transversal skills such as, numeracy, digital and media literacy, critical thinking, social skills and relevant life skills;

2017/04/12
Committee: EMPL CULT

Motion for a resolution
Recital K a (new)

K a. whereas in a fast changing, more globalised and digitised world, transversal and transferable skills such as social skills, intercultural skills, digital skills, problem solving, entrepreneurship and creative thinking are key;

2017/04/12
Committee: EMPL CULT

Motion for a resolution
Recital L

L. whereas entrepreneurship skills need to be understood in a broader ~~sense~~context, as a sense of initiative, regarding participation in social actions and an entrepreneurial mind- set and should therefore be further emphasised in the Skills Agenda as a life skill which benefits individuals in their personal and professional life, whilst also benefiting communities;

2017/04/12
Committee: EMPL CULT

Motion for a resolution
Recital L a (new)

L a. whereas, in the context of the refugee and migrant crisis, it is key to recall that newcomers bring new skills and knowledge with them, which can benefit the economic, social and cultural development of the host countries and societies;

2017/04/12
Committee: EMPL CULT

Motion for a resolution
Recital L b (new)

L b. whereas a future-proofed Skills Agenda should be included in a broader reflection on occupational literacy in the context of a growing digitisation and robotisation of European societies;

2017/04/12
Committee: EMPL CULT

Motion for a resolution
Recital L c (new)

L c. whereas, when dealing with the issues of skills, in particular skills mismatch and jobs opportunities, the specific challenges faced by rural areas must be taken into account;

2017/04/12
Committee: EMPL CULT

Motion for a resolution
Recital L d (new)

L d. whereas the circular economy and green jobs and technologies offer many great opportunities in terms of creation of high skilled quality jobs;

2017/04/12
Committee: EMPL CULT

Motion for a resolution
Paragraph 3

3. Calls on the Member States to include social and intercultural skills, leadership, management, entrepreneurial and financial education, business start-up advice and communication technologies in their education programmes, and to prioritise the further development of vocational training and education (VET) programmes, including enhancing European craftsmanship;

2017/04/12
Committee: EMPL CULT

Motion for a resolution
Paragraph 8

8. Regrets that whilst there is increased recognition of the potential of quality early education and care in reducing early school leaving and in laying a solid foundation for further learning, the Skills Agenda lacks a forward-looking vision regard intog the earlier phases of education;

2017/04/12
Committee: EMPL CULT

Motion for a resolution
Paragraph 10

10. Stresses the need to strive for a more flexible and individual approach to career development and lifelong education and training across one’s personal career path, and recognises the role that both public and private parties can play in providing this, especially youth and community organisations, 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;

2017/04/12
Committee: EMPL CULT

Motion for a resolution
Paragraph 11

11. Stresses that skills development must be a shared responsibility between education providers ~~and~~, employers and trade unions; insists that the industry/employers should be involved in providing and training people with the necessary skills in order for businesses to be competitive and at the same time boost people’s self- confidence and well-being;

2017/04/12
Committee: EMPL CULT

Motion for a resolution
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 talents into practice and have a set of~~opportunities to develop their ideas and talents, and safeguard and promote rights and access to social protection;

2017/04/12
Committee: EMPL CULT

Motion for a resolution
Paragraph 14

14. Believes that, in order to anticipate future skills needs, social partners, trade unions and education and training, providers 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;

2017/04/12
Committee: EMPL CULT

Motion for a resolution
Paragraph 18

18. Insists on the need to refocus on the role of non-formal education, which is key for the empowerment of people and especially for the more vulnerable and disadvantaged people, including people with special needs and disabled people, those who are low skilled and who have limited opportunities to access formal education;

2017/04/12
Committee: EMPL CULT

Motion for a resolution
Paragraph 19

19. Stresses that non-formal learning, including volunteering, has a crucial role to play in stimulating the development of transferable knowledge, intercultural competences and life skills such as team work, creativity and a sense of initiative while reinforcing self- esteem and motivation to learn;

2017/04/12
Committee: EMPL CULT

Motion for a resolution
Paragraph 19 a (new)

19 a. Highlights that informal and non- formal settings, widely used in the context of community education and work with groups underrepresented in mainstream academic and adult education provision, play a key role for the inclusion of marginalised and vulnerable people; in this context, affirms the need to take into account the perspective and needs of women and girls, people with disabilities, LGBTI people, migrants and refugees and people from ethnic minorities;

2017/04/12
Committee: EMPL CULT

Motion for a resolution
Paragraph 19 b (new)

19 b. Underlines that informal and non- formal settings also provide opportunities for active promotion of common values of freedom, tolerance and non- discrimination, for learning about citizenship, sustainability and Human Rights, including women's and children rights;

2017/04/12
Committee: EMPL CULT

Motion for a resolution
Paragraph 21

21. Insists on the need to incorporate new technologies in the teaching and learning process in order to equip people with the right set of skills, competences and knowledge; recalls the need to encourage girls and young women to pursue ICT studies;

2017/04/12
Committee: EMPL CULT

Motion for a resolution
Paragraph 21 b (new)

21 b. Highlights the close link between creativity and innovation, therefore calls for the inclusion of the arts and creative learning in the STEM learning agenda;

2017/04/12
Committee: EMPL CULT

Motion for a resolution
Paragraph 21 a (new)

21 a. Calls on Member States to encourage girls and young women to study STEM subjects and increase representation of women in STEM areas;

2017/04/12
Committee: EMPL CULT

Motion for a resolution
Paragraph 22 a (new)

22 a. Reiterates that the set of digital skills must include digital and media literacy, as well as critical and creative thinking; in order for leaners to become not only users of technologies but active creators, innovators and responsible citizens in a digitised world;

2017/04/12
Committee: EMPL CULT

Motion for a resolution
Paragraph 23

23. Stresses the need to include elements of entrepreneurial learning at all levels of education, including social entrepreneurship, since instilling entrepreneurial spirit among the young at an early stage is an effective way of combating youth unemployment; emphasises the importance of learning from experience and the concept of 'positive failures' in this context;

2017/04/12
Committee: EMPL CULT

Motion for a resolution
Paragraph 23 a (new)

23 a. Considers that entrepreneurship education should include a social dimension since it boosts the economy whilst simultaneously alleviating deprivation, social exclusion and other societal problems, and address such subjects as fair trade, social enterprise, and alternative business models, such as co-operatives, in order to strive towards a more social, inclusive and sustainable economy;

2017/04/12
Committee: EMPL CULT

Motion for a resolution
Paragraph 23 b (new)

23 b. Recalls that the creative industries are amongst the most entrepreneurial and fast growing sectors, and creative education develops transferable skills such as creative thinking, problem- solving, teamwork, and resourcefulness; Acknowledges that arts and media sectors are of particular appeal to young people;

2017/04/12
Committee: EMPL CULT

Motion for a resolution
Paragraph 24 a (new)

24 a. Recalls the need to provide support and training for the trainers and educators in a fast changing world; in this respect calls the Commission and Member States to support, including financially, exchange of best practices and peer- learning;

2017/04/12
Committee: EMPL CULT

Motion for a resolution
Paragraph 28

28. Stresses that the upskilling of all ~~teache~~educators would be the prerequisite for the delivery of the Skills Agenda and that further efforts and analyses have to be made in attracting talents to this profession;

2017/04/12
Committee: EMPL CULT