17 Amendments of Miriam LEXMANN related to 2020/2818(RSP)
Amendment 10 #
Recital A
A. whereas the green and digital transitions as well as demographic trends and globalisation are changing the nature of work, the content of jobs and the skills and qualifications required; whereas upskilling and re-skilling will be crucial to cope with the challenges and the opportunities generated by the accelerating macro trends and will be key to fill the widening skills gap in the EU labour market;
Amendment 16 #
Recital B
B. whereas the COVID-19 crisis has changed the world of work and reinforced the need to update the skills sets of the European workforce, in particular as regards digital and technological skills as well as resilience and adaptability; whereas these needs will be even more urgent with the bigger use of the Artificial Intelligence which might completely change the work patterns and substitute some types of activities;
Amendment 26 #
Recital D a (new)
Da. whereas critical thinking is besides the technological and digitals skills one of the key skills people need in the digital era; whereas there is a clear need to strengthen critical thinking among all groups of citizens in order to enable them to enjoy the full potential of the digital tools and protect them from their dangers;
Amendment 40 #
Recital E a (new)
Ea. whereas having up to date skills facilitate people to stay employed in the labour market and to be socially included, which is fundamental also for the mental health and lives of millions of our citizens;
Amendment 44 #
Recital F
F. whereas education, training and skills policies are in the competence of the Member States; whereas the EU plays an important role in supporting, coordinating and complementing the actions of the Member States in these areas; whereas, however new challenges require the mobilisation of European tools and supporting policies within the European Education Area;
Amendment 45 #
Recital F a (new)
Fa. whereas digital technologies should however be perceived as a tool to provide quality education and training; whereas in the future there would be an increased need for digital skills (coding, logistics and robotics) which will concern not only the IT education courses but will touch upon the curriculum as a whole;
Amendment 65 #
Paragraph 2
2. Underlines that skills and lifelong learning are vital for sustainable growth, productivity, investment, and innovation and therefore are key factors for the competitiveness of businesses, especially SMEs; Emphasises that close cooperation and exchange of best practices between all relevant actors involved in skills development is crucial to ensure that the workforce has the skills needed on the labour market; in this regard, highlights the need to collect up-to-date data and information regarding skills needs and demand on the labour market; supports the launch of the Pact for Skills, aiming to bring together all stakeholders which share the objective of upskilling and re-skilling Europe’s workforce;
Amendment 75 #
Paragraph 3
3. Recalls that modernizing vocational education and training systems is key to prepare young people and adults for the green and digital transitions and to contribute to the recovery from the COVID-19 pandemic; welcomes the Commission proposal for a ‘Council Recommendation on vocational education and training (VET) for sustainable competitiveness, social fairness and resilience’; stresses that VET programmes need to be targeted, providing learners with the skills set to thrive in the labour market; recalls that modernizing of the VET programmes must go hand in hand with increasing the attractiveness of these programmes for young people so they opt for them not because their results are not good enough for university but because they are interested in the vocational training itself;
Amendment 76 #
Paragraph 3
3. Recalls that modernizing vocational education and training systems is key to prepare young people and adults for the green and digital transitions and to contribute to the recovery from the COVID-19 pandemic; welcomes the Commission proposal for a ‘Council Recommendation on vocational education and training (VET) for sustainable competitiveness, social fairness and resilience’; stresses that VET programmes need to be targeted, providing learners with the skills set to thrive in the labour market; highlights the importance of best practices related to dual education systems and VET which could contribute to structural changes in the labour market and lead to higher levels of youth employment;
Amendment 92 #
Paragraph 5
5. Is of the opinion that the mutual recognition of qualifications will help to overcome skills shortages and skills mismatches; emphasizes the importance of addressing skills shortages and mismatches by facilitating the mobility of learners and cross-border recognition of qualifications through a better use of tools such as the European Qualifications Framework, Europass CV, the European Credit Transfer System, Skills Panorama, ESCO, EURES, etc.;
Amendment 98 #
Paragraph 5 a (new)
5a. Emphasises that many citizens gain valuable skills and experience outside the system of formal education or training as is for example the case of informal carers providing care to persons with disabilities or elderly; believes that these informal skills should be recognized as they can help the informal carers to increase their possibilities on the labour market;
Amendment 107 #
Paragraph 6
6. Notes that the COVID-19 pandemic has accentuated the importance of digital skills, changed the skills demand on the labour market thus increasing the digital skills gap, and exacerbated pre-existing education inequalities; highlights the need for highly-skilled specialists to be trained and equipped with digital skills and innovative and entrepreneur thinking;
Amendment 110 #
Paragraph 6 a (new)
6a. Recalls that except of the digital skills gap, the COVID-19 crises revealed also the lack of internet connection and digital tools among vulnerable groups of persons like persons coming from disadvantaged background, minorities or persons with disabilities; believes that strengthening of the digital skills must be accompanied by the increased access to the internet and digital tools with the special attention to the most vulnerable groups;
Amendment 127 #
Paragraph 7 a (new)
7a. Underlines that the consequences of COVID-19 offer a unique opportunity to accelerate the digital and technological revolution in lifelong learning, which can break physical barriers, where possible, and increase significantly its reach and impact; encourages Member States and education providers to increase location- less learning opportunities, allowing students in remote and rural areas or abroad to access courses around the EU without location constraints;
Amendment 163 #
Paragraph 10 a (new)
10a. Stresses the importance to reach people in rural and remote areas and make up-skilling and reskilling opportunities more accessible and designed for people working in agriculture, fisheries, forestry, and other jobs in these regions, and to provide them with green, digital and all the necessary skills to better grasp present and future opportunities offered by the green and blue economy, and to allow them to give an important contribution to the preservation of the environment;
Amendment 173 #
Paragraph 11
11. Notes the Commission’s envisaged actions to promote Skills for Life, in particular the updating of the European Agenda for Adult Learning; calls on the Commission and Member States to give specific attention to the development of soft skills such as analytical skills, emotional intelligence, leadership, entrepreneurship skills, teamwork, communication, adaptability, creativity, innovation and, critical thinking and language skills, which will become even more important in the post- COVID-19 world of work;
Amendment 184 #
Paragraph 12
12. Points out that in an ageing society, it is crucial to ensure learning throughout life, including at an older age; calls on the Commission and Member States to give greater attention to older workers and to ensure that they can participate in upskilling and re-skilling programmes allowing them to adapt themselves to changing skills needs and stay in the labour market; notes that digital technologies can offer new methods and opportunities for adult and elderly people's education too;