Activities of Momchil NEKOV related to 2016/0304(COD)
Plenary speeches (1)
Europass: framework for skills and qualifications (A8-0244/2017 - Thomas Mann, Svetoslav Hristov Malinov) BG
Amendments (13)
Amendment 44 #
Proposal for a decision
Recital 1
Recital 1
(1) Individuals, when looking for a job, or making decisions on what and where to learn, study or work need access to information on opportunities available, means of assessing their skills, and means of presenting information about their skills and, qualifications and knowledge.
Amendment 46 #
Proposal for a decision
Recital 1 a (new)
Recital 1 a (new)
(1 a) Evidence shows that Europass is currently used by social groups with higher digital literacy; disadvantaged groups such as persons with lower levels of education, senior citizens or long-term unemployed persons are often not aware of its existence and therefore cannot benefit from the existing tools.
Amendment 53 #
Proposal for a decision
Recital 2 a (new)
Recital 2 a (new)
(2 a) Europass documents need to evolve sufficiently in order to allow for the description of different types of learning and skills and especially those acquired through non-formal and informal learning.
Amendment 86 #
Proposal for a decision
Recital 13
Recital 13
(13) Education and training is increasingly offered in new forms and settings by a variety of providersuch as Open Educational Resources (OER) by a variety of providers including non-formal education providers and NGOs, particularly through use of digital technologies and platforms. Equally, skills, experiences and learning achievements are acknowledged in different forms for example digital open badges. They are also known and used for skills gained through non-formal and informal learning such as youth work, volunteering, sports and art activities.
Amendment 88 #
Proposal for a decision
Recital 13
Recital 13
(13) Education and training is increasingly offered in new forms and settings by a variety of providers, particularly through use of digital technologies and platforms. Equally, skills, experiences and learning achievements are acknowledged in different forms for example digital open badges. They are also known and used for skills gained through non-formal learning such as youth work, volunteering, sports and art activities.
Amendment 90 #
Proposal for a decision
Recital 14
Recital 14
(14) There is an acknowledged growing importance of transversal or 'soft' skills thatsuch as critical thinking, team-working, problem-solving, creativity and variety of life skills that are an essential prerequisite for personal and professional fulfilment and therefore can be applied in different fields. Individuals require tools and guidance on self-assessing and describing these and other skills, for example digital or language.
Amendment 101 #
Proposal for a decision
Recital 17
Recital 17
(17) The current focus of the Europass framework on documentation is too limited to respond to current and future needs. To communicate skills and qualifications and make decisions on employment and learning and validation opportunities users need access to relevant information and tools for understanding skills and qualifications as well as tools for documenting their own skills and qualifications.
Amendment 106 #
Proposal for a decision
Recital 18
Recital 18
(18) Union tools and services for skills and qualifications should adapt to changing practices and advances in technology to ensure they remain relevant and of value to users. This should be achieved by, among other things, creating more synergy between related tools and services, including those developed by third parties, to offer a more comprehensive and effective service taking into account the specific needs of wider groups such as people with disabilities.
Amendment 112 #
Proposal for a decision
Recital 19
Recital 19
(19) The revised Europass framework approach should consider the needs of all potential users, including learners, job seekers, people with disabilities, workers, employers, guidance practitioners, public employment services, social partners, education and training providers, youth work organisations and policy makers.
Amendment 119 #
Proposal for a decision
Recital 20
Recital 20
(20) Services should be provided online at Union level. Services should also include the development and use of open standards, metadata schemata and semantic assets to facilitate the effective exchange of information, appropriate authentication measures to ensure trust of digital documents, and skills intelligence and information. In addition, support services at national level should promote and ensure access to a wide range of users, including third country nationals and people with disabilities.
Amendment 172 #
Proposal for a decision
Article 2 – paragraph 1 – point g
Article 2 – paragraph 1 – point g
(g) 'organisations' means employers, recruiters, education and training institutions, and other stakeholders with an interest in education, training and employment issues such as non-formal education providers and NGOs;
Amendment 176 #
Proposal for a decision
Article 2 – paragraph 1 – point j
Article 2 – paragraph 1 – point j
(j) 'skills assessment' means the process or method used to evaluate, measure and eventually describe the skills of individuals acquired through formal and non-formal settings. This may include self- assessment or assessment certified by a third party;
Amendment 333 #
Proposal for a decision
Article 8 – paragraph 1 – point c
Article 8 – paragraph 1 – point c
(c) provide Europass users with access to the relevant information or data available within the Member State, in particular access to information on learning and validation opportunities, qualifications and qualification systems and to semantic assets on national level;