26 Amendments of Miriam LEXMANN related to 2020/2243(INI)
Amendment 6 #
Draft opinion
Citation 2 a (new)
Citation 2 a (new)
— having regard to the UN Convention on the Rights of the Child (CRC),
Amendment 9 #
Draft opinion
Citation 2 b (new)
Citation 2 b (new)
— having regard to the United Nations Convention on the Rights of Persons with Disabilities (CRPD),
Amendment 25 #
Draft opinion
Recital A
Recital A
A. whereas everyone of any age group and socio-economic background has the right to inclusive and quality education, training, up-skilling, re-skilling and lifelong learning in order to acquire and maintain the skills that will enable them to develop their professiersonal and persrofessional potential to the fullest extent;
Amendment 29 #
Draft opinion
Recital A a (new)
Recital A a (new)
Amendment 34 #
Draft opinion
Recital A b (new)
Recital A b (new)
A b. whereas the Covid-19 pandemic has disclosed a wide gap between digital skills of people and labour market demands; whereas the focus on the digital skills will remain prominent also after the pandemic; whereas on average two in five Europeans aged 16-74 are lacking these skills1b; _________________ 1bEurostat: Do young people in the EU have digital skills? https://ec.europa.eu/eurostat/web/product s-eurostat-news/-/EDN-20200715-1
Amendment 35 #
Draft opinion
Recital A c (new)
Recital A c (new)
A c. whereas the Covid-19 pandemic has had a severe impact on the labour market; whereas the unfavourable economy prospect influences the unemployment rate that rose from 6.5% to 7.5% over the course of the year 2020 and mainly young people entering the workforce at the time of the pandemic have had difficulties to secure their first jobs1c;whereas young parents had to support their children’s education and care in addition to their own work which created additional difficulties for their equal participation to the labour market; _________________ 1cEurostat: Society and work, https://ec.europa.eu/eurostat/web/covid- 19/society-work
Amendment 38 #
Draft opinion
Recital B
Recital B
B. whereas a qualified mobile workforce is key for a globally competitive economy that provides quality jobs; whereas the strengthened cooperation between universities and other education institutions as well as the recognition of qualifications, learning and leartraining periods including those gained by informal learning and volunteering is a crucial prerequisite for the free movement of learners, educators and the workforce within the EU;
Amendment 59 #
Draft opinion
Recital C a (new)
Recital C a (new)
C a. whereas in addition to crucial basic skills, it is also important to focus on mastering language skills as well as cross- cuttings kills such as critical thinking, entrepreneurship, creativity, intercultural and interreligious competences, team work or media literacy;
Amendment 66 #
Draft opinion
Recital C b (new)
Recital C b (new)
C b. whereas development of specific targets and benchmarks as well as the system of monitoring of their implementation is crucial for achieving the European Education Area by 2025;
Amendment 70 #
C c. whereas the Covid-19 pandemic and the lockdown measures have restricted spaces in which children can interact and develop their social skills in school, peer, and extended family networks;
Amendment 74 #
Draft opinion
Recital C d (new)
Recital C d (new)
C d. whereas training and education should aim primarily to achieve formation of learners and value the integral development and growth of every person, with a special attention to all facets of the individual and without restricting the objectives of education solely to employability;
Amendment 76 #
Draft opinion
Recital C e (new)
Recital C e (new)
C e. whereas, besides a strong focus on STEM subjects in up-skilling and re- skilling programmes, similar attention should be given to humanities and social sciences, since they can, among others, contribute to the social dimension of the green and digital twin transition and lead to a human-centred approach to the digital and scientific areas;
Amendment 79 #
Draft opinion
Paragraph 1
Paragraph 1
1. Welcomes the Commission communication of 30 September 2020 entitled ‘Achieving the European Education Area by 2025’ (COM(2020)0625) which encompasses six dimensions – quality, inclusion and gender equality, the green and digital transitions, teachers and trainers, higher education and the geopolitical dimension – and a set of targets with the aim of improving outcomes and ensuring resilient and future- looking education systems; Reminds that the creation of the European Education Area by 2025 is a way to harness the full potential of education and culture as drivers for economic growth and job creation as well as improved social cohesion;
Amendment 87 #
Draft opinion
Paragraph 1 a (new)
Paragraph 1 a (new)
1 a. Recalls that in order to harness the full potential of the European Education Area, the key areas in which the European Union can support and complement the effort of the Member States in line with the principle of subsidiarity need to be clearly identified and implemented in compliance with the targets and benchmarks developed in cooperation with the Member States, academic institutions and other relevant stakeholders, including families and family associations;
Amendment 93 #
Draft opinion
Paragraph 1 b (new)
Paragraph 1 b (new)
1 b. Highlights that the successful transition towards the European Education Area requires a comprehensive ecosystem of support for all relevant parties including education institutions, employers, expert communities, non- governmental sector and charitable organisations;
Amendment 99 #
Draft opinion
Paragraph 2
Paragraph 2
2. Highlights the importance of ensuring inclusive and quality education, and promoting re-skilling, up-skilling and 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; Recalls that inclusive education needs to be accessible for all as for the geographical and financial accessibility but also for the physical accessibility of education institutions for learners with disabilities;
Amendment 106 #
Draft opinion
Paragraph 2 a (new)
Paragraph 2 a (new)
2 a. Calls on the Commission to encourage the Member States to thoroughly evaluate the learning curricula so they are up-to-date, future- proof and able to prepare the learners to match their skills with demands of the labour market, reflecting the plurality of societies and at the same time provide space in which the learners can shape their learning process adapted to individual needs of the learners, mainly those with disabilities and special needs or from disadvantaged background;
Amendment 112 #
Draft opinion
Paragraph 2 b (new)
Paragraph 2 b (new)
2 b. Calls on the Commission to encourage the Member States to put forward long-term strategic plans encompassing visions for the education system that is resilient to future challenges and potential crises and flexible also in terms of the fast technological changes and development of AI;
Amendment 113 #
Draft opinion
Paragraph 2 c (new)
Paragraph 2 c (new)
2 c. Calls on the Commission to encourage the Member States to engage in dialogue with civil society organisations, among others family associations, students’ organisations, academia, enterprises and all stakeholders working in the areas of education and training, up-skilling and re-skilling, to address the educational and training challenges faced by EU societies and the consequences of the Covid-19 pandemic on education systems, by formulating comprehensive and structured processes of cooperation and co-creation on such matters;
Amendment 116 #
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, adaptation to the transformations of the labour market, investment and innovation, and are therefore key factors for the competitiveness of businesses, especially small and medium-sized enterprises (SMEs); Highlights the opportunities brought by the informal ways of learning for example by volunteering or providing informal help and care in families as the formal recognition of these skills could help people to gain more opportunities on the labour market;
Amendment 120 #
Draft opinion
Paragraph 3 a (new)
Paragraph 3 a (new)
Amendment 132 #
Draft opinion
Paragraph 4
Paragraph 4
4. Calls on the Commission and the Member States to facilitate and promote transparent mobility for all including persons with disabilities and special needs and persons from disadvantaged background through the full implementation of the Professional Qualifications Directive1 , and better use 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 or Erasmus + with the special focus on VET learners and staff; 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.knowledge, skills and competences gained during the qualifications, learning and training periods abroad including those gained by informal learning and volunteering as well as the recognition of third-country nationals’ competences on the Union’s labour market; Underlines the importance of promoting language skills in order to enable learners to fully use the opportunities given by enhanced mobility;
Amendment 150 #
Draft opinion
Paragraph 5
Paragraph 5
5. Stresses the opportunities created by digital work to achieve the inclusion of all in the labour market; highlights, in this regard, the need to provide access to the development of digital skills, as well as competences in science, technology, engineering and mathematics (STEM), social skills, language skills and cross- cutting soft skills such as critical thinking, creativity and, entrepreneurship, team work and media literacy to everyone; underlines that special attention must be paid to the inclusion of disadvantaged groups in this context, in particular persons with disabilities; Recalls, in this regard, the need to invest in innovative ways of teaching enabled by the digital development but not forgetting that face- to-face learning must remain the key as it teaches also valuable social skills;
Amendment 154 #
Draft opinion
Paragraph 5 a (new)
Paragraph 5 a (new)
5 a. Recalls that education systems should not only embrace the knowledge and skills but should also enhance the well-being and physical health of the learners; calls therefore for the close attention to be paid to the overal health and physical condition of the learners, with the special focus on the growing problem of civilization diseases, increasing number of children with disabilities and special needs, problems connected to stress, psychological problems or addictions;
Amendment 160 #
Draft opinion
Paragraph 5 b (new)
Paragraph 5 b (new)
5 b. Regrets that the Covid-19 crisis has deepened the youth unemployment in the European Union; Stresses the need to step up in the efforts to improve the employment rate of recent graduates and to prevent the youth unemployment i.a. through the reinforced Youth Guarantee; Recalls the need for a special attention to be paid to the employment perspectives of young people with disabilities, young people from disadvantaged background but also to young parents, especially mothers who suffer disproportionate marginalisation on the labour market, specifically upon returning to work from maternity or parental leave;
Amendment 171 #
Draft opinion
Paragraph 6
Paragraph 6
6. Regrets the persistent gender employment and pay gap as well as the consequent gender pension gap; highlights, in this regard, the need to tackle gender stereotypesmotivate girls and women and to increase women’s representation in education, training and employment in STEM subjects and occupations. as well as in other fields of knowledge and employment;