Activities of Konstantinos ARVANITIS 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 (38)
Amendment 12 #
Motion for a resolution
Citation 40 a (new)
Citation 40 a (new)
– having regard to the Council Resolution on a new European agenda for adult learning 2021 - 2030,
Amendment 19 #
Motion for a resolution
Recital B
Recital B
B. whereas the future of work will require two types of change among workers: upskilling and reskillinghe provision of training, regular upskilling and reskilling to workers and job seekers, in order to ensure quality employment within the just green and digital transitions;
Amendment 38 #
Motion for a resolution
Recital F
Recital F
F. whereas the European Skills Agenda sets objectives to be achieved by 2025, stressing that the objective for participation in learning among 25-64 year- olds is 50 %, compared to 38 % in 2016; whereas the objective for participationensuring a percentage of 70 % among 16-74 year-olds with at least basic digital skills is 70 %, compared to 56 % in 2019; whereas, the EU has set an objective of increasing the basic digital skills indicator to 80 % by 2030;
Amendment 40 #
Motion for a resolution
Recital G
Recital G
G. whereas the objective set out in the European Pillar of Social Rights (EPSR) Action Plan is to achieve a share of 60 % in adult learning by 2030; whereas quality vocational training and lifelong learning could contribute to principles 1, 3, 4, 5, 6, 9, 17 and 18 of the European Pillar of Social Rights and are therefore fundamental;
Amendment 49 #
Motion for a resolution
Recital I
Recital I
I. whereas inequalities in access to adult learning and training to workers and job seekers persist;
Amendment 53 #
Motion for a resolution
Recital J
Recital J
J. whereas skills of 55% of the workers are underutilised and EU's skills mismatch is sustained by poor job design1a,one in three companies that do not organise training cite heavy workloads and lack of time as reasons; whereas both time and cost are major barriers to adult learning from an individual perspective; _________________ 1a CEDEFOP: 2nd European Skills and Jobs Survey
Amendment 57 #
Motion for a resolution
Recital K
Recital K
K. whereas the Fourth Industrial Revolution, which encompasses the full digitalisation of services, administration and production processes, together with the rapid development of big data, artificial intelligence, the Internet of Things and increasing computing power, is shaping today’s labour and education markets;
Amendment 60 #
Motion for a resolution
Recital K a (new)
Recital K a (new)
Ka. whereas the changes that take place due to the Fourth Industrial Revolution give rise to associated safety risks which require greater attention to the provision of skills regarding cybersecurity and safety in the digital realm;
Amendment 72 #
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: literacy1b, multilingualism, competences in science, technology, engineering and mathematics, digital competences, personal, social and learning to learn competences, civic competence, cultural awareness and expression, and entrepreneurship; _________________ 1b Council Resolution on a new European agenda for adult learning 2021-2030
Amendment 85 #
Motion for a resolution
Recital Q
Recital Q
Q. whereas aligning curricula with the competences and skills expected by the market is the mainnecessary to achieve personal and professional empowerment and address labour market and societal needs is a challenge facingor the education systems of the Member States;
Amendment 90 #
Motion for a resolution
Recital Q a (new)
Recital Q a (new)
Qa. whereas promoting a competence- based learning process could ensure the smooth adaptability of the learning process to the needs of the learners and the fast-paced societal changes;
Amendment 99 #
Motion for a resolution
Recital T
Recital T
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 occupations with shortages in Europe, with different gaps experienced based on geographic regions, subjects and countries, which impacts the capacity to provide the education and training that all learners need in order to adapt to the twin transitions and the Fourth Industrial Revolution;
Amendment 109 #
Motion for a resolution
Paragraph 1
Paragraph 1
1. Points to the need for the smooth functioning of continuing vocational training for adultsimportance of guaranteeing the right to quality and inclusive continuing vocational training for all, to employee and job seeker training, workplace and in-house learning, in addition to the universal right to adult learning and the right to paid training leave;
Amendment 113 #
Motion for a resolution
Paragraph 1 a (new)
Paragraph 1 a (new)
1a. Highlights that employees should have access to vocational training during working hours;
Amendment 114 #
Motion for a resolution
Paragraph 1 b (new)
Paragraph 1 b (new)
1b. Underlines the need to ensure the sustainable and just twin transition of workplaces while keeping the existing workforce; Employers should provide internal training to workers, while ensuring safety measures for persons facing difficulties regarding training;
Amendment 118 #
Motion for a resolution
Paragraph 2
Paragraph 2
2. FeelHighlights that all adults need opportunities to develop, update and upgrade their skills in order to keep up with the rapidly changing realities of work and succeed in their personal and professional liveseffective guidance and support to access quality and inclusive trainings to develop, update and upgrade their skills in order to succeed in their personal and professional lives and to keep up with the rapidly changing realities of work; stresses that this requires a systemic approach to lifelong learning and skills development, supported by well- functioning and modernaccessible, quality and inclusive initial vocational education and training (IVET) and continuing vocational education and training (CVET) systems;
Amendment 122 #
Motion for a resolution
Paragraph 2 a (new)
Paragraph 2 a (new)
2a. 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 123 #
Motion for a resolution
Paragraph 2 b (new)
Paragraph 2 b (new)
2b. Underlines the need for active inclusion of younger and older people in the vocational learning process in order to avoid age discrimination related to skills and vocational training;
Amendment 124 #
Motion for a resolution
Paragraph 3
Paragraph 3
3. Regrets that the threfive main factors hampering vocational training for adults in companies are: employers’ belief that the available skills are sufficient and appropriate to the needs of businesses, lack of training to older employees due to age stereotypes, the practice of recruiting new staff instead of retraining the current ones, insufficient investment in training and obstacles to the provision of training, including accessibility, affordability, as well as location and timing, which can be constraining for those who travel by public transport, live in rural areas or have care obligations;
Amendment 131 #
Motion for a resolution
Paragraph 4
Paragraph 4
4. Notes that the acquisition of a range of skills related to the use of basic software or simple computerised machines does not require a large amount of money or time spent on trainingshould be provided and paid by all employers, as it is core for the twin transition;
Amendment 133 #
Motion for a resolution
Paragraph 5
Paragraph 5
5. Stresses that CVET policy remains fragmented in many EU Member States; points out that the development of well- functioning CVET systems requires the development of systematic strategies to empower people and ensure sustainable economic competitivenessocial and economic strategies aligned with future-oriented skills strategies, developed within effective social dialogue with the workers' trade unions and employers, in order to ensure personal growth and social sustainability;
Amendment 141 #
Motion for a resolution
Paragraph 6
Paragraph 6
6. Points out the importance of vocational education for individuals and groups in vulnerable situations or with special needs; stresses the need to develop a strategy and to provide vocational education and training opportunities for people in remote and rural areas; calls on the European Commission and the Member States to prioritise educational training, qualifications, and skilling of vulnerable groups (including NEETs and early school leavers, older workers, persons with disabilities, adults with low levels of skills, those living in remote or rural areas, Roma, third-country nationals areas in order to ensure the effectiveness of matching mechanisms in the EU labour marketnd care workers) in order to improve their access in the labour market, by for instance, adapting upskilling and reskilling training to their capacities and aspirations and ensuring tailor-made support. Trainings should also provide skills for the green and digital economy, within a lifelong learning framework;
Amendment 149 #
Motion for a resolution
Paragraph 7
Paragraph 7
7. Draws attention to the need to focus on adults at an individual level as well, including the low-qualified and those who arhave the least involved in education and traiaccess to training on basic skills and competences and to continuous vocational learning;
Amendment 154 #
Motion for a resolution
Paragraph 8
Paragraph 8
8. Points out that workplaces, social economy organisations and SMEs in particular, must be extensively involved, encouraged and supported to provide learning and training opportunities not only for those in employment, but also for the unemployed, job seekers and those outside the labour market; notes the key role of the social partners in this area; calls on the EU Member States to guarantee an accessible and inclusive skilling, reskilling and upskilling process for all;
Amendment 158 #
Motion for a resolution
Paragraph 8 a (new)
Paragraph 8 a (new)
8a. 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 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/IT skills, including cybersecurity competences;
Amendment 159 #
Motion for a resolution
Paragraph 8 b (new)
Paragraph 8 b (new)
8b. Stresses the need for more support to civil society organisations that play a key role in reaching people from vulnerable and difficult socio-economic backgrounds, who are discriminated and excluded from access to education and training;
Amendment 163 #
Motion for a resolution
Paragraph 9
Paragraph 9
9. Stresses the need to improve the recognition of skills and competences, in particular those acquired through non- formal and informal education, including skills and competences acquired in third countries, by ensuring formal validation systems in cooperation with the social partners, while developing a common framework in the Member States, in particular for the common recognition of skills and competences, including soft transferable skills;
Amendment 166 #
Motion for a resolution
Paragraph 9 a (new)
Paragraph 9 a (new)
9a. Stresses the importance of social dialogue with workers’ trade unions and the role of collective agreements in ensuring training provision to all workers of any contractual status, including support to female workers;
Amendment 171 #
Motion for a resolution
Paragraph 10
Paragraph 10
10. Calls on companieall employers to pay more attention to the role of lifelong learning and education in the workplace; stresses that companieall employers need to dedicate a substantial part of their resources to ensuring that their employees arhave the necessary skills and competences to be able to work with the latest technologies and in new organisational environments, as well as to prevent digital exclusion; stresses that companies, including SMEs, require and would benefit from structured cooperation with educational representatives from VET;
Amendment 183 #
Motion for a resolution
Paragraph 11
Paragraph 11
11. Stresses that employers need to foster intergenerational links within the companyworkplace and intergenerational learning between the young and old, and vice versa; calls on the European Commission and the Member States to reinforce the Youth Guarantee through coherent actions and intergenerational solidarity. Member States should better target their policy interventions by taking into account the different characteristics and needs of the various subgroups within the NEET population, prioritising those disengaged and experiencing long-term unemployment. Cooperation between Public Employment Services and civil society organisations should be encouraged to reach out to these young people and to address their motivation levels, while also building their trust and confidence in the relevant institutions.
Amendment 192 #
Motion for a resolution
Paragraph 12
Paragraph 12
12. Draws attention to the opimportunities and challenges arising from the increasing numberance of ensuring effective support and quality training to third-country nationals in the EU, in particular refugees, to ensure their labour market integration; calls on EU Member States to support the social inclusion of third-country nationals, in the EU, as a result, among other things, of the war in Ukrainecluding by making CVET available, accessible and affordable for them and granting them equal access to continued training, upskilling and reskilling;
Amendment 199 #
Motion for a resolution
Paragraph 13
Paragraph 13
13. Stresses the need to increase the importance of vocational education and the acquisition of new skills and competences, especially those offerequired by the green and digital transitions;
Amendment 202 #
Motion for a resolution
Paragraph 13 a (new)
Paragraph 13 a (new)
13a. Taking into account that promoting the Pact for Skills is one way towards achieving this, calls on the European Commission to frame the European Year of Skills 2023 in a holistic and integral manner, avoiding the portrayal of education, training and reskilling or upskilling as a means to increase competitiveness and employability alone;
Amendment 206 #
Motion for a resolution
Paragraph 14
Paragraph 14
14. Stresses the need to promote vocational education, highlighting the attractiveness of and opportunities for development within the sector; calls on the Commission and the Member States to carry out educational campaigns and activities to promote vocational education, including through events such as EuroSkillsensure the right to access to quality vocational education, adult learning, and employee training including through tripartite bodies (Advisory Committee for VET, Working groups on Adult learning and VET), and the European Alliance for Apprenticeships; calls on the European Commission and EU Member States to increase accessibility and social inclusion in the Erasmus+ framework in order to facilitate the participation of vulnerable and marginalised young people in the programme. The Erasmus+ financial support for mobility should be tailored according to the social economic background of families, considering also the cost of living of destination countries. Support schools and civil society organisations should implement an effective information strategy to raise awareness of Erasmus+ opportunities and funds for young people in need;
Amendment 213 #
Motion for a resolution
Paragraph 15
Paragraph 15
15. Calls on the Member States to simplify administrative procedures and to provide SMEprovide SMEs and social economy organisations with assistance, such as consultancy services, to identify training needs and to apply for; in case SMEs are not able to carry out vocational trainings, the creation of local organisations like the chamber of craftsmen or the chamber of commerce should carry out trainings with the financial support from the training fund for companies;
Amendment 214 #
Motion for a resolution
Paragraph 15 a (new)
Paragraph 15 a (new)
15a. Calls on the European Commission and EU Member States to increase investment through the European Social Fund Plus (ESF+) to support measures aimed at integrating disadvantaged youth and those not in education, employment, or training (NEETs) into the labour market as well as reducing school dropouts;
Amendment 215 #
Motion for a resolution
Paragraph 15 b (new)
Paragraph 15 b (new)
15b. Calls the Member States to create a system of certified trainings which descripts the skills and competences to be acquired, the content of the training, the necessary qualifications of the trainers who carry out the training, the usual length in hours/ days/ weeks/ months; the standards for the certification shall be established by national authorities in the field of vocational training and education and/or sectorial level in cooperation with the social partners; The certified trainings shall be generally recognized by all companies on national and transnational level and depending of the type of skills on sectorial level;
Amendment 217 #
Motion for a resolution
Paragraph 16
Paragraph 16
16. Encourages the Member States to set up a mechanism for certifyingthat monitors and allows the promotion of companies that offer certified vocational training for workers respecting quality assurance requirements, and the quality standards of the European Framework for Quality and Effective Apprenticeships, with the involvement of trade unions in the process, so that those offering high-quality apprenticeships, traineeships and training can be identified and supported;