35 Amendments of Jordi CAÑAS related to 2020/2243(INI)
Amendment 1 #
Draft opinion
Citation 1 a (new)
Citation 1 a (new)
— having regard to the Charter of Fundamental Rights of the European Union, and in particular Articles 14 and 15 thereof,
Amendment 7 #
Draft opinion
Citation 2 a (new)
Citation 2 a (new)
— having regard to the UN Sustainable Development Goal 4,
Amendment 8 #
Draft opinion
Citation 2 b (new)
Citation 2 b (new)
— having regard to the Commission communication entitled ‘achieving the European Education Area by 2025’, (COM(2020)0625) and to the accompanying Commission staff working document (SWD(2020)0212),
Amendment 12 #
Draft opinion
Citation 2 c (new)
Citation 2 c (new)
— having regard to the Commission communication entitled ‘European Skills Agenda for sustainable competitiveness, social fairness and resilience’(COM(2020)0274) and to the accompanying Commission staff working documents(SWD(2020)0121) and (SWD(2020)0122),
Amendment 14 #
Draft opinion
Citation 2 d (new)
Citation 2 d (new)
— having regard to the Council Recommendation on vocational education and training (VET) for sustainable competitiveness, social fairness and resilience (2020/C417/01),
Amendment 16 #
Draft opinion
Citation 2 e (new)
Citation 2 e (new)
— having regard to the Commission communication entitled ‘Digital Education Plan 2021-2027. Resetting education and training for the digital age’, (COM(2020)0624) and to the accompanying Commission staff working document (SWD(2020)0209),
Amendment 18 #
Draft opinion
Citation 2 f (new)
Citation 2 f (new)
— having regard to the Commission communication entitled ‘A New Industrial Strategy for Europe’ (COM/2020/0102),
Amendment 19 #
Draft opinion
Citation 2 g (new)
Citation 2 g (new)
— having regard to Decision (EU) 2018/646 of the European Parliament and of the Council of 18 April 2018 on a common framework for the provision of better services for skills and qualifications (Europass) and repealing Decision No 2241/2004/EC,
Amendment 20 #
Draft opinion
Citation 2 h (new)
Citation 2 h (new)
— having regard to Eurofound research on the impact of digitalisation on skills use and skills development,
Amendment 21 #
Draft opinion
Citation 2 i (new)
Citation 2 i (new)
— having regard to the Cedefop study entitled ‘Empowering adults through upskilling and reskilling pathways’, volumes 1 and 2,
Amendment 22 #
Draft opinion
Citation 2 j (new)
Citation 2 j (new)
— having regard to Cedefop’s report entitled ‘Skills forecast - trends and challenges to 2030',
Amendment 27 #
Draft opinion
Recital A
Recital A
A. whereas everyone has the right to inclusive and quality education, training and lifelong learning in order to acquire and maintain the skills and competences that will enable them to develop their professional and personal potential to the fullest extent;
Amendment 44 #
Draft opinion
Recital B a (new)
Recital B a (new)
B a. whereas the European Education Area (EEA), spurred by the past crises, has been a driving force for a socially-just society, prosperity and the economy and has contributed to fostering common European values1a; _________________ 1aKushnir,I. (2021). The Role of the European Education Area in European Union Integration in Times of Crises. European Review, 1- 21.doi:10.1017/S1062798721000016
Amendment 45 #
Draft opinion
Recital B b (new)
Recital B b (new)
B b. whereas the results of dual VET across Member States has been uneven, and many national systems in Europe lack the institutional capacity for this type of skill formation;2a _________________ 2aŠćepanović, V., & Martín Artiles, A. (2020). Dual training in Europe: a policy fad or a policy turn? Transfer: European Review of Labour and Research, 26(1), 15–26. https://doi.org/10.1177/102425891989831 7
Amendment 46 #
Draft opinion
Recital B c (new)
Recital B c (new)
B c. whereas the OECD Programme for International Assessment of Adult Competencies shows a constant high share of adults and teenagers with insufficient basic skills;3a _________________ 3aCouncil Recommendation of 22 May 2018 on key competences for lifelong learning ST/9009/2018/INIT
Amendment 47 #
Draft opinion
Recital B d (new)
Recital B d (new)
B d. whereas progress over the past decade in adult learning participation has been slow and very uneven across Member States and the target for 2020 has not been reached;4a _________________ 4aEducation and Training Monitor (2020), European Commission
Amendment 53 #
Draft opinion
Recital C
Recital C
C. whereas investing in education, training and the effective use of skills will beis crucial for the EU’s economic and social prosperity, particularly in the light of the green and digital transitions, demographic change and globalisation, which are changing the nature of work, the content of jobs and the skills and qualifications required;
Amendment 57 #
Draft opinion
Recital C a (new)
Recital C a (new)
C a. whereas the COVID-19 pandemic has drastic consequences for the EU social market economy and the changing nature of our labour market needs; whereas education and training, up- skilling and re-skilling, is essential for leveraging opportunities and addressing the challenges generated by the crisis;
Amendment 64 #
Draft opinion
Recital C b (new)
Recital C b (new)
C b. whereas the COVID crisis exacerbated existing divides and inequalities in access to education and skills; whereas these have a significant impact on citizen’s employment prospects, earnings and inclusion in society; whereas policies aimed at building inclusive educational systems and labour markets should be intersectional;
Amendment 69 #
Draft opinion
Recital C c (new)
Recital C c (new)
C c. whereas digital skills but also non- formal and informal skills have taken increased importance for citizens to actively participate in the labour market and society as a whole; including media literacy, critical and innovative thinking;
Amendment 82 #
Draft opinion
Paragraph 1 a (new)
Paragraph 1 a (new)
1 a. Insists on considering education and training as a common investment for not only the recovery, resilience and competitiveness of the Union, but also for ensuring its social cohesion and allow all people to find their life-course; welcomes the efforts of the European Commission and Member States to ensure pedagogical continuity during the COVID-19 crisis; highlights the need for greater cooperation and exchange of practice at the Union level on common opportunities and challenges related to education and training; urges the European Commission to ensure via Next Generation EU and Member States in their national recovery and resilience plans, to devote a substantial part of resources and reform to education, training and research; calls for a modernised and fully-fledged governance system for the implementation of the European Education Area, building on the ET 2020 framework;
Amendment 100 #
Draft opinion
Paragraph 2
Paragraph 2
2. Highlights the importance of ensuring inclusive and quality education, and promoting lifelong learning, including vocational education and training (VET), for all across the Union, to ensure equal opportunities in the labour market; welcomes, in this context, the development of a European approach to micro-credentials and individual learning accounts the launch of the Erasmus+ 2021-2027programme; calls the European Commission and Member States to promote and facilitate increased mobility for teachers and learners of all age; calls for the European Education Area, Skills Agenda, Council Recommendation on VET and interlinked policy initiatives to complement and mutually reinforce each other;
Amendment 101 #
Draft opinion
Paragraph 2
Paragraph 2
2. Highlights the importance of ensuring learner-centred inclusive and, quality education and apprenticeships, and promoting lifelong learning, including vocational education and training (VET), for all across the Union, to ensure equal opportunities in the labour market; welcomes, in this context, the development of a European approach to micro- credentials and individual learning accounts;
Amendment 104 #
Draft opinion
Paragraph 2 a (new)
Paragraph 2 a (new)
2 a. Insists on the valorisation of vocational education and training as a path of excellence leading to employment, fully integrated in the European Education Area and recognised on the labour market; welcomes, in this context, the initiative of Centres of Vocational Excellence and the development of a European approach to micro-credentials, modularisation and individual learning accounts; encourages the European Commission and Member States to work towards longer periods of mobility in vocational education and training, with a genuine European apprenticeship statute, and in partnership with the private sector; encourages the European Commission to work with Member States on an action plan to remove the remaining obstacles to European mobility, such as linguistic and administrative;
Amendment 108 #
Draft opinion
Paragraph 2 a (new)
Paragraph 2 a (new)
2 a. Notes that the new initiatives that will see the light as a result of the Communication of 30 September 2020 should build upon systems and tools already developed such as the ECTS, the EQF, the Standards and Guidelines for Quality Assurance in the European Higher Education, and the qualifications framework adopted for the European Higher Education Area;
Amendment 110 #
Draft opinion
Paragraph 2 b (new)
Paragraph 2 b (new)
2 b. Calls for the European Education Area to support the Pact for Skills, requiring collective action of Member States, companies, social partners and other stakeholders; reiterates the need to unlock public and private investment in the up- and re-skilling of the European workforce; calls for more public-private partnerships in VET to strengthen the efficiency of educational systems and to match labour market needs, for instance in supporting teachers and trainers education, setting up training centres and contributing to research on labour market trends; urges Member States to support the private sector with education and training incentive measures;
Amendment 114 #
Draft opinion
Paragraph 3
Paragraph 3
3. UHighlights the role of the European Education Area in fostering citizen’s sense of being part of European savoir-faire; underlines that basic, soft and cross- cutting skills, up- and re-skilling and lifelong learning are vital for sustainable growth, productivity, investment and innovation, and are therefore key factors for the competitiveness of businesses, especially small and medium-sized enterprises (SMEs); insists on the short and long term benefits of the practice of mentoring in educational systems, businesses and our society as a whole; encourages Member states to incentivise associations and companies using mentoring programmes with thorough policies and resources; encourages the European Commission to promote mentoring and ultimately work with Member States towards the development of mentoring certification and labelling;
Amendment 119 #
Draft opinion
Paragraph 3
Paragraph 3
3. Underlines that basic and cross- cutting skills, up- and re-skilling and lifelong learning are vital for sustainable growth, productivity, investment and innovation, and are therefore key factors for the competitiveness of businesses, especially micro, small and medium-sized enterprises (MSMEs);
Amendment 124 #
Draft opinion
Paragraph 3 a (new)
Paragraph 3 a (new)
3 a. Welcomes the recent changes in the platform EPALE and invites the European Education and Culture Executive Agency to assess how to further increase the visibility, continue the development and strengthen the impact of the adult learning community;
Amendment 127 #
Draft opinion
Paragraph 3 b (new)
Paragraph 3 b (new)
3 b. Notes that the European Framework for Quality and Effective Apprenticeships should be upheld; highlights, in this regard, the need for some Member States to address the lack of attractiveness and the prestige deficit of VET5a and dual education systems; _________________ 5aWhy vocational education matters more than you might think - OECD Education and Skills Today (oecdedutoday.com); Pintsuk-Christof, J and Moritsch S (2019), Training Needs of SMEs in the Skilled Crafts and Trades Regarding Dual Education. SME needs assessment report.
Amendment 129 #
Draft opinion
Paragraph 3 c (new)
Paragraph 3 c (new)
3 c. Calls on Member States to develop quality dual education systems and vocational systems based on flexible curricula, strong career guidance and connections to the labour market needs;
Amendment 138 #
Draft opinion
Paragraph 4
Paragraph 4
4. Calls on the Commission and the Member States to facilitate and promote transparent mobility through the full implementation of the Professional Qualifications Directive1 , and better useimprove the use and visibility of tools such as the European Employment Services (EURES) job mobility portal, the Europass online platform and the European Skills, Competences, Qualifications and Occupations (ESCO) classification system; highlights, in this context, the need to improve the recognition of third-country nationals’ competences on the Union’s labour market; _________________ 1Directive 2005/36/EC of the European Parliament and of the Council of 7 September 2005 on the recognition of professional qualifications, OJ L 255, 30.9.2005, p. 22.
Amendment 144 #
Draft opinion
Paragraph 4 a (new)
Paragraph 4 a (new)
4 a. Encourages Member States to take up the 2018 Council Recommendation on key competences for lifelong learning to promote opportunities for young learners to undertake at least one practical entrepreneurial experience during their school years;
Amendment 156 #
Draft opinion
Paragraph 5 a (new)
Paragraph 5 a (new)
5 a. Encourages the relevant authorities to develop policies to recognise and reward entrepreneurship among higher education faculty (i.e. academic entrepreneurship), such as the development of open science, licensing of academic inventions, intellectual property rights or the founding of start-ups, with a view to further contributing to the development of an entrepreneurial mind- set among students;
Amendment 161 #
Draft opinion
Paragraph 5 b (new)
Paragraph 5 b (new)
5 b. Calls on Member States to involve teachers, learners, parents and civil society organisations in the future implementation of the upcoming Council Recommendation on the enabling factors for successful digital education, with a view to ensuring inclusive and accessible education and closing the gap between the most disadvantaged and those with sufficient resources;