Activities of Romeo FRANZ related to 2022/2207(INI)
Shadow reports (1)
REPORT on fostering and adapting vocational training as a tool for employees’ success and a building block for the EU economy in the new industry 4.0
Amendments (22)
Amendment 4 #
Motion for a resolution
Citation 13
Citation 13
– having regard to the Council recommendation of 19 December 2016 on Upskilling Pathways: new opportunities for adults, young adults and young people,
Amendment 13 #
Motion for a resolution
Citation 40 a (new)
Citation 40 a (new)
– – having regard to Council Resolution on a new European agenda for adult learning 2021- 2030,
Amendment 30 #
Motion for a resolution
Recital D
Recital D
D. whereas in 2021, 9.7 % of 18-24 year-olds in the EU had only completed upper secondary education and were not participating in further education or training; whereas 56 % of Romani people aged 16–24 were NEET in 2021;
Amendment 36 #
Motion for a resolution
Recital E
Recital E
E. whereas one of the reasons for the mismatch between supply and demandworkers skills and jobs in the EU labour market is the inadequate vocational training ofand lack of take up by the workers;
Amendment 44 #
Motion for a resolution
Recital H
Recital H
H. whereas the EU’s target under the ET2020 for participation in adult learning (15 % in 2020) was not achieved in the previous cycle; particularly for people belonging to vulnerable and marginalised groups and /or with fewer opportunities; whereas older persons are the age group least likely to participate in adult learning; whereas other dimensions of exclusion assessed by Eurostat are gender-related and related to the educational level and to the active labour market status;
Amendment 46 #
Motion for a resolution
Recital I
Recital I
I. whereas inequalities in access to adult learning persist; particularly for people belonging to vulnerable and marginalised groups and /or with fewer opportunities; whereas older persons are the age group least likely to participate in adult learning; whereas other dimensions of exclusion assessed by Eurostat are gender-related and related to the educational level and to the active labour market status;
Amendment 66 #
Motion for a resolution
Recital L
Recital L
Amendment 71 #
Motion for a resolution
Recital M
Recital M
M. whereas the following competences are key for the concept of lifelong learning: understanding and information creationhave been identified and agreed by all Member States as key to ensuring a lifelong learning approach: literacy, multilingualism, competences in science, technology, engineering and mathematics (STEM), digital competences, personal, social and learning to learn competences, civic competence, intercultural awareness and expression, and entrepreneurshipskills a and entrepreneurship; Whereas there is a disproportionate lack of women participating STEM; ;
Amendment 86 #
Motion for a resolution
Recital Q
Recital Q
Q. whereas aligning curricula with the competences and skills expected by the market is the main challenge facing education systempromoting a competence based learning process can ensure the smooth adaptability of the learning process to the needs of the learners and the fast-paced societal changes;
Amendment 100 #
T. whereas 28 occupations were classified as having shortages, including the healthcare, hospitality, construction, IT services and security, and there are shortages of workers with science, technology, engineering and mathematics (STEM) backgrounds; whereas teachers are one of the top five shortages in Europe with different gaps experienced based on geographic regions, subjects and countries which impacts the capacity to deliver the education and training that all learners need to adapt to the twin transition;
Amendment 108 #
Motion for a resolution
Paragraph 1
Paragraph 1
1. Points to the need for the smooth functioning of continuing vocational training for adults, young adults and young people; stresses the importance of guaranteeing the right to employee training and workplace learning, in addition to the universal right to adult learning and the right to paid training leave;
Amendment 115 #
Motion for a resolution
Paragraph 2
Paragraph 2
2. FeelsPoints out that all adults need opportunities to develop, update and upgrade their skills in order, including young adults and young people, need opportunities to succeed in their personal and professional lives and to keep up with the rapidly changing realities of work and succeed in their personal and professional lives; stresses that this requires a systemic approach to lifelong skills development, supported by well- functioning and modern initial vocational education and training (IVET) and continuing vocational education and training (CVET) systems; considering that women are underrepresented in STEM disciplines (20% lower than men), and this follows a trend of VET not being appealing enough for young girls or women, recognises the importance to prevent, and remove, harmful gender stereotypes related to skills and vocational training while increasing support for women’s participation in STEM and VET;
Amendment 125 #
Motion for a resolution
Paragraph 3
Paragraph 3
3. Regrets that the three main factors hampering vocational training for adults in companiesStresses the importance of an approach to lifelong learning that does not only focus on initial and formal education with relevance for the labour market but rather offers learning opportunities that are: employers’ belief that the available skills are sufficient and appropriate to the needs of businesses, the practice of recruiting new staff instead of retraining the current ones, and obstacles to the provision of training; qually accessible to all at all ages for the purpose of a workers personal development; calls in particular to provide access to education and learning opportunities for persons from vulnerable and marginalised groups and /or with fewer opportunities, such as with disabilities, from ethnical minorities and migrants, regardless of their residence status;
Amendment 139 #
Motion for a resolution
Paragraph 6
Paragraph 6
6. Points out the importance of vocational education for individuals and groups with special needs; stresses the need to develop a strategy and to provide vocational education and training opportunities for people in remote, segregated and rural areas in order to ensure the effectiveness of matching mechanisms in the EU labour market; and for people belonging to vulnerable and marginalised groups and /or with fewer opportunities who experience institutional, environmental and attitudinal barriers that require targeted solutions and a needs-based approach to support their participation in vocational education or training. Calls on the Commission and the Member States to prioritise educational training qualifications and skilling of people in situations of vulnerability in order to improve their active participation in the labour market, by for instance, adapting upskilling a reskilling training to their capacities and desires and ensuring tailor-made support; insists that such trainings should provide for skills fit for the jobs of the future and throughout the green and digital transitions; stresses the need to assure support to civil society organisations since they play a key role in reaching people from diverse backgrounds and to support further cooperation between them and Public Employment Services;
Amendment 147 #
7. Draws attention to the need to focus on adults, young adults and young people at an individual level as well, including those who are least involved in education and training; stresses the need for inclusive and high-quality career and study guidance services to accompany people from all backgrounds in identifying, and pursuing, job and learning opportunities; highlights multiple factors that lead to lower participation in vocational learning for certain groups, such as for older workers, particularly older female workers, persons with disabilities, persons in rural areas, persons from ethnical minorities or with a migrant background, with low levels of initial education, or working with low job quality; calls for developing a targeted and inclusive approach specifically for underrepresented groups;
Amendment 162 #
Motion for a resolution
Paragraph 9
Paragraph 9
9. Stresses the need to improve the recognition and validation of skills and competences, in particular those acquired through non- formal and informal education, including soft skills, while developing a common framework in the Member States, in particular for the common recognition of soft transferable skilall skills and transversal competences; stresses the need to improve current and explore other tools for facilitating the recognition of skills and qualifications of all third country nationals;
Amendment 165 #
Motion for a resolution
Paragraph 9 a (new)
Paragraph 9 a (new)
9a. Underlines the need for a new learning culture oriented towards the development of transversal skills in formal, informal and non-formal learning environments, ensuring that all adults, young adults and young people are empowered for jobs as well as for full participation in society and personal development; in particular skills such as customer service, interpersonal skills, including teamwork and communication, problem-solving, management, including time management, critical thinking, learning to learn, sustainability competences, and digital skills, including cybersecurity competences;
Amendment 174 #
Motion for a resolution
Paragraph 10
Paragraph 10
10. Calls on companies to pay more attention to the role of educationtraining in the workplace; stresses that companies need to dedicate a substantial part of their resources to ensuringensure that their employees are able to work with the latest technologies and in new organisational environments, as well as to prevent digital exclusion; stresses that companies, including SMEs, would benefit from structured cooperation with educational representatives, especially from VET, employers and workers’ representatives and social actors;
Amendment 184 #
Motion for a resolution
Paragraph 11
Paragraph 11
11. Stresses that employers need to foster intergenerational links within the company and society and intergenerational learning between the young and old, and vice versa; underlines that this approach can valorise the skills and experience of older workers, allowing for a smooth transfer to colleagues with less experience and a new role for workers around their retirement age, while also allowing for transmission of new attitudes and skills that are more prevalent among younger persons towards older workers; highlights that some countries are experimenting apprenticeships for older workers or workers of all ages; stresses that the same approach should be applied with third country nationals, facilitating the recognition of their skills while fostering social inclusion through work;
Amendment 195 #
Motion for a resolution
Paragraph 12
Paragraph 12
12. Draws attention to the opportunities and challenges arising from the increasing number of third-country nationals in the EU, as a result, amthe important role and contribution of third-country nationals in the EU’s economy; calls on Member States to support the social inclusiong other things, of the war in Ukf third country nationals by making CVET available and accessible and granting equal access to continued traineing;
Amendment 210 #
Motion for a resolution
Paragraph 15
Paragraph 15
15. Calls on the Member States to simplify administrative procedures and to provide SMEs and social economy organisations with assistance, such as consultlifelong guidancye services, to identify training needs and to apply for financial support from the training fund for companies; calls on the Commission and Member States to increase investment through the European Social Fund Plus (ESF+) to support measures aimed at integrating disadvantaged youth and (NEETs) into the labour market as well as reducing school dropouts, particularly prominent among Romani people; insists, therefore in making a link to the targets and objectives within the Roma Framework Strategies is vital; highlights in this regards, that EU Institutions and Member States should likewise improve the inclusivity of apprenticeships to support school / training-to-work transitions, particularly in countries with weaker Vocational Education and Training (VET) systems;
Amendment 221 #
Motion for a resolution
Paragraph 17 a (new)
Paragraph 17 a (new)
17a. Welcomes initiatives that aim to increase participation in education and learning, such as the Council recommendation on individual learning accounts and valuable Member State policies, such as remunerated educational leave;