Activities of Eugenia RODRÍGUEZ PALOP related to 2020/2243(INI)
Plenary speeches (1)
The European Education Area: a shared holistic approach (debate)
Shadow opinions (1)
OPINION on the European Education Area: a shared holistic approach to education, skills and competences
Amendments (14)
Amendment 3 #
Draft opinion
Citation 2
Citation 2
— having regard to the European Pillar of Social Rights, in particular its principles 1, 4, 5 and 511,
Amendment 4 #
Draft opinion
Citation 2 a (new)
Citation 2 a (new)
— having regard to the International Labour Organisation (ILO) Paid Educational Leave Convention of 1974,
Amendment 11 #
Draft opinion
Citation 2 b (new)
Citation 2 b (new)
— having regard to the EU Gender Equality Strategy 2020-2025,
Amendment 31 #
A a. whereas education, training and lifelong learning is not only an individual but also a social responsibility, as low level of basic skills and low participation of adults in training activities reduce their work opportunities in the labour market, generating social and economic inequalities and contributing to high levels of poverty;
Amendment 61 #
Draft opinion
Recital C a (new)
Recital C a (new)
C a. whereas the European Pillar of Social Rights Action Plan sets out as a target that at least 60% of all adults should participate in training every year;
Amendment 98 #
Draft opinion
Paragraph 2
Paragraph 2
2. Highlights the importance of ensuring the right to inclusive and quality education supported by sustainable public investment, and promoting lifelong learning, including vocational education and training (VET), for all age learners across the Union, to ensure equal opportunities in the labour market; recalls in this regard the need to ensure equal access to employee training to all workers irrespective of their contractual situation, salary and skills levels; welcomes, in this context, the development of a European approach to micro- credentials and individual learning accounts to achieve right to up- and reskilling and qualifications for all;
Amendment 107 #
Draft opinion
Paragraph 2 a (new)
Paragraph 2 a (new)
2 a. Recalls that there is still no definition of micro-credentials and their potential negative impact on access to employment and on the quality and duration of jobs; emphasises that micro- credentials can only be complementary to full qualifications and that micro- credentials should be both subject to social dialogue on professional qualifications and collective agreements and rigorously regulated and monitored;
Amendment 122 #
Draft opinion
Paragraph 3 a (new)
Paragraph 3 a (new)
3 a. Stresses the need to boost the role of social partners by ensuring that the education and training policies encourage collective agreements regarding the definition and regulation of skills and continuing training, by consulting with social partners the competency needs and the update of the curricula of education and training systems, and by co-designing with workers’ representatives on-the-job training to adapt it to the needs of the working force;
Amendment 126 #
Draft opinion
Paragraph 3 b (new)
Paragraph 3 b (new)
3 b. Highlights the need to ensure effective social dialogue on vocational education and training and adult learning to consolidate efficient governance of vocational training at all levels, as well as the need to respect full qualifications and recognition and validation of training, work experience, and non-formal and informal learning;
Amendment 128 #
Draft opinion
Paragraph 3 c (new)
Paragraph 3 c (new)
3 c. Underlines the importance for corporate investment in formal and informal training and in lifelong learning to ensure fair training and workforce transitions and the promotion of training and learning during working hours; points out that employees should be able to participate in the redistribution of company profits amongst others through investment in skills, and that companies should grant paid leaves with the right of return and means of subsistence with allowances to replace their earnings;
Amendment 130 #
3 d. Calls for the establishment of paid educational leave policies in line with the ILO Paid Educational Leave Convention to allow workers to attend training programs during work hours and at no personal cost in order to promote life long learning; calls on the Member States to ensure access to training to unemployed workers by granting subsidies such as unemployment benefits, so that also the unemployed and workers with atypical forms of employment have the opportunity to access education, training and lifelong learning; such benefits should include the training expenses and a training allowance to replace their lost earnings during the period of training;
Amendment 131 #
Draft opinion
Paragraph 3 e (new)
Paragraph 3 e (new)
3 e. Highlights that according to the OECD Education at a Glance2020 the teaching profession is 11% less paid in average than other professions with tertiary graduated; recalls the need to strengthen collective bargaining to ensure decent salaries and pensions and fair working conditions;
Amendment 142 #
Draft opinion
Paragraph 4 a (new)
Paragraph 4 a (new)
4 a. Recalls the need for further public investment in education to ensure fair and well-resourced education systems based on public service values and democratic governance; calls on the Member States to ensure that the upcoming recovery plans are committed to that objective and that the Just Transition Fund and ESF+ support integrated plans at local level to help upskilling and re-skilling especially for the most vulnerable groups -including people at risk of becoming unemployed- to ensure every person in vulnerable sectors can requalify and develop new skills to remain active in the labour market and benefit from the green and digital transitions;
Amendment 167 #
Draft opinion
Paragraph 6
Paragraph 6
6. Regrets the persistent gender employment and pay gap; highlights, in this regard, the need to tackle gender stereotypes and torecalls that measures have to be taken so that the impact of the crisis does not widen gender inequality, mitigating the disproportionate and long-lasting impact on women's rights, incomes and social protection and preventing further inequalities and discriminations in the world of work, paying particular attention to the highly gendered labour market, the digital and green transition, and the unequal distribution of unpaid domestic and care work; highlights that skilling, upskilling and re-skilling play a key role to reduce the gender gap in employment and calls on the EU and the member states to ensure that women access quality lifelong learning and training, particularly after periods of absence for care reasons, taking strong measures to overcome the lack of time and resources, addressing gender stereotypes and increaseing women’s representation in education, training and employment in STEM subjects and occupations.;