19 Amendments of Ilana CICUREL related to 2020/2818(RSP)
Amendment 1 #
Citation 1
— having regard to Article Articles 166 and 165 of the Treaty on the Functioning of the European Union,
Amendment 18 #
Recital B a (new)
Ba. whereas the COVID-19 pandemic has accentuated the already increased importance of digital skills and digital literacy, accelerated the digital skills demand on the labour market thus increasing the divide between the countries, regions and citizens who had access to adequate digital education or skills training, as well as required technology components and good Internet connections and those who did or do not, leading to a widening digital gap;
Amendment 20 #
Recital B b (new)
Bb. whereas numerous inequalities persist in the access to education and skills for vulnerable groups in society, as well as between genders, with citizens stemming from different ethnic backgrounds, people with disabilities or women being less likely to have the opportunity to learn new skills;
Amendment 59 #
Paragraph 1 a (new)
1a. Calls on the Commission and Member States to provide broad accessibility to skilling and upskilling for vulnerable groups, including people with disabilities, low-skilled adults, minorities, including the Roma, as well as people with a migrant background;
Amendment 78 #
Paragraph 3 a (new)
3a. Recalls that vocational skills are one of the driving forces of the European economy and calls for a correlation between conventional education and vocational education and training (VET), where the development of skills in this area, either as a central focus or a complementary part of the options available for both students and adults can boost available opportunities for job- seekers, would foster job mobility and improve labour market resilience in crisis situations;
Amendment 80 #
Paragraph 3 b (new)
3b. Advises the Commission to provide recommendations to Member States that correlate VET with the Skills Agenda, bearing in mind national competences and the principle of subsidiarity, with a focus to improve early VET career guidance and maximise the number of opportunities European youth have for their skills development; welcomes in this aspect the input provided on the topic by CEDEFOP and EUROFOUND;
Amendment 94 #
Paragraph 5
5. Is of the opinion that the mutual recognition of qualifications and skills acquired while under employment in another Member State than the one of residence will help to overcome skills shortages and skills mismatches, foster mobility and strengthen Europe's competitiveness;
Amendment 100 #
Paragraph 5 a (new)
5a. Calls for the full implementation of the Professional Qualifications Directive, as the common training framework included can increase the number of professionals benefitting from the automatic recognition system and supports correlating it with the European Commission's development of a digital and pan-European EU Skills -Passport;
Amendment 103 #
Paragraph 5 b (new)
5b. Calls for the unblocking of the current Blue Card proposal in order to provide European companies with the competences necessary for them to remain or become competitive;
Amendment 104 #
Paragraph 6
6. Notes that the COVID-19 pandemic has accentuCalls on the European Commission and Member Stateds the importance of digital skills, changed the skills demand on the labour market thus increasing the digital skills gap, and exacerbated pre- existing education inequalitieso make it a priority to close the digital skills gap, by ensuring that vulnerable regions and deprived citizens, as well as those at the risk of social exclusion, including people with disabilities or coming from ethnic minorities have access to digital education and training, the minimum required hardware and widespread access to the Internet;
Amendment 112 #
Paragraph 6 a (new)
6a. Notes with great interest the opportunity provided by the spread of digital work for the social inclusion for people with disabilities and calls for a particular focus to be places by the Commission in its recommendations to Member States on ways to improve their access to digital skilling or re-skilling, coordinating it with the new needs of the emerging global digital economy;
Amendment 116 #
Paragraph 6 b (new)
6b. Notes that in the context of rising teleworking, the Commission and Member States must make skills fostering this new way of work central to their strategies; underlines that tele-education and tele- schools pose challenges to both educators and recipients of education alike and that the skills needed to deliver tele-education and the training of trainers and educators are a short-term priority for Europe at this time;
Amendment 136 #
Paragraph 8 a (new)
8a. Notes that creative and artistic skills are essential for the economy and call for the introduction of a more horizontal approach by the Skills Agenda in order to include them into all curricula;
Amendment 144 #
Paragraph 9 a (new)
9a. Calls for the potential of programs such as Erasmus+, the European Solidarity Corps, Creative Europe, the Digital Europe Programme and the Youth and Children Guarantees to be continuously explored by Commission and Member States in order to foster permanent skilling correlation with job market needs;
Amendment 148 #
Paragraph 9 b (new)
9b. Encourages the Commission and Member States to ensure the availability of vocational and career guidance for youth that includes the development of entrepreneurial skills;
Amendment 150 #
Paragraph 9 c (new)
9c. Notes that the main source of EU education funding is the European Social Fund+ and stresses the importance of ensuring that these funds remain available for this purpose, especially in times of crisis;
Amendment 152 #
Paragraph 10
10. Underlines the need for education and, outreach, guidance and motivation strategies as well as lifelong learning systems to be inclusive, flexible and accessible for all, in order to promote both labour market competitivity and social inclusion and equal opportunities; calls on the Commission and in particular the Member States to ensure equal access to quality education and to facilitate access to skills development for disadvantaged groups and, vulnerable citizens and adult learners;
Amendment 175 #
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 skillsand financial skills, empowerment, teamwork, communication, adaptability, creativity, innovation and critical thinking, which will become even more important in the post- COVID-19 world of work;
Amendment 191 #
Paragraph 13 a (new)
13a. Underlines the need for solutions aimed at enabling companies and private employers to encourage and support at- work trainings and training leave, including by examining training vouchers or the automatic recognition of at-work acquired skills;