Activities of Elisabeth MORIN-CHARTIER related to 2015/2257(INI)
Plenary speeches (1)
Erasmus+ and other tools to foster mobility in vocational education and training (A8-0049/2016 - Ernest Maragall) FR
Shadow reports (1)
REPORT on Erasmus+ and other tools to foster mobility in VET – a lifelong learning approach PDF (449 KB) DOC (167 KB)
Amendments (25)
Amendment 14 #
Draft opinion
Paragraph 1
Paragraph 1
1. Points out that Erasmus and other mobility programmes have fostered European integration and strengthened the idea of citizenship; notes that these programmes have had an indirect impact on employment; points out that mobility in the context of vocational education and training (VET) is fundamental to students' personal development, which forms the basis of the fight against unemployment, enhancesof improving employability and of reducesing the skills gap;
Amendment 33 #
Motion for a resolution
Recital E
Recital E
E. whereas entrepreneurs, chambers of commerce and industry and the equivalent professional bodies for the craft trades and farmers, and trade unions must be part of the reflection on mobility structures;
Amendment 38 #
Motion for a resolution
Paragraph 1
Paragraph 1
1. Acknowledges the important role and the results of existing programmes and initiatives for mobility; calls on the Commission to improve indicators and assessment criteria so as to be able to monitor on a more regular basis the effectiveness of EU programmes and to make any necessary improvements;
Amendment 49 #
Motion for a resolution
Paragraph 2
Paragraph 2
2. Points out that the existing mobility initiatives have contributed to improving not only learners’ civic values and sense of belonging to Europe, but also their academic skills and job prospects, more specifically those skills linked to problem- solving capacity, planning and structuring, and that mobility develops their capacity to act and adapt in face of new situations, decision making,and to take decisions and improve their knowledge of foreign languages, and communication, as well as those related to personal skills that impact employability such asenhances their self- confidence, motivation, curiosity, critical thinking and, assertiveness and communication skills; points out that these general skills clearly help to make them more employable;
Amendment 62 #
Draft opinion
Paragraph 3 a (new)
Paragraph 3 a (new)
3a . Calls on the Commission, the Member States and the agencies to work towards reducing the gap between the training on offer and what actually awaits young people in businesses;
Amendment 70 #
Motion for a resolution
Paragraph 4
Paragraph 4
4. Underlines the key aspects that need to be taken into account when assessing the success of the implementation of mobility actions: learners’ economic capacity to engage in mobility; recognition of studiestraining content between countries, whether via credits or certificates; and level of language knowledge; organisation of the curricula or studies;
Amendment 74 #
Draft opinion
Paragraph 4
Paragraph 4
4. Urges that the manufacturing sector, including SMUs, should be more closely involved in the framing, implementation and funding of VET mobility programmes; believes that flexible and constructive dialogue between training centres and firms will ensure that VET is a success; notes that it is essential to define clearly at a European level the division of responsibilities between training centres and businesses for the training of learners;
Amendment 74 #
Motion for a resolution
Paragraph 5
Paragraph 5
5. Encourages the European UnionPoints out that, at present, only 1% of young people in work-related training schemes, who include apprentices, are involved in mobility schemes during the course of their training; points to the vital need to create the conditions for greater apprentice mobility within the EU, so as to give apprentices the same opportunities as higher-education students; encourages the European Union therefore to take action within the bounds of its powers in this area to define a statute of the ‘European Apprentice’;
Amendment 82 #
Draft opinion
Paragraph 4 a (new)
Paragraph 4 a (new)
4a. Calls on the Commission to put in place a communications strategy aimed at both training centres and businesses;
Amendment 82 #
Motion for a resolution
Paragraph 6
Paragraph 6
6. Notes that early school leaving is one of the most distinctand leaving school without any qualifications are growing problems faced bythat mobility target groups, and that better vocational options lead to fewer dropouts fromprogrammes need to address, and that those programmes therefore need to be promoted and access to vocational training needs to be improved in order to reduce the number of people dropping out of education and training;
Amendment 85 #
Draft opinion
Paragraph 4 b (new)
Paragraph 4 b (new)
4b. Calls on the Commission to make efforts to reduce the administrative burdens on businesses and on SMUs especially in relation to their training policies, so that more young people can benefit from vocational training arrangements;
Amendment 117 #
Motion for a resolution
Paragraph 10
Paragraph 10
Amendment 118 #
Motion for a resolution
Paragraph 10 a (new)
Paragraph 10 a (new)
Amendment 122 #
Motion for a resolution
Paragraph 11
Paragraph 11
11. Underlines the need to compensate for the obstacles that derive from the lower socioeconomic status of students in VET and European Voluntary Service (EVS) participants through measures such as a possible increase in the amounts of individual grants from the Commission, or an increase in the contributions made by Member States and regional and local administrations, intermediate institutions or NGOs, whether funded from their own budgets or via partnership schemes involving businesses, foundations and organisations that collaborate in the system of qualification and vocational training in their region or territory;
Amendment 177 #
Motion for a resolution
Paragraph 18
Paragraph 18
18. Supports all accompanying measures first of all to assist apprentices in their wish to go abroad and later to help them better communicate their acquired skills through mobility, and develop their self- assertiveness in order to make their know- how and the richness of their experience visible and worthwhile;
Amendment 186 #
Motion for a resolution
Paragraph 20
Paragraph 20
20. Emphasises the need, at all levels, for good communication vis-à-vis entrepreneurs to have them on board to centralise information and data on mobility programmes in order to provide a practical and effective service to all those who wish to obtain information; calls therefore further recognition of the experienced acquired by the young people taking advantage of mobility schemesor the creation of a one-stop shop in order to create contacts among candidates, training centres, chambers of commerce and industry, chambers of skilled and craft trades, chambers of agriculture and undertakings, and enable them to communicate with one another;
Amendment 193 #
Motion for a resolution
Paragraph 21
Paragraph 21
21. Supports all measures in line with Erasmus+ objectives taken by entrepreneurs to develop mobility schemes for young employees or apprentices either by branch of activity or in interaction with bodies representing the industries, such as chambers of commerce and industry, chambers of skilled and craft trades and the relevant trade unions;
Amendment 197 #
Motion for a resolution
Subheading 4 a (new) - after para 22
Subheading 4 a (new) - after para 22
Obstacles to mobility: reducing the main factors which act as a brake on actors under the programme
Amendment 201 #
Motion for a resolution
Paragraph 22
Paragraph 22
Amendment 207 #
Motion for a resolution
Paragraph 22 a (new)
Paragraph 22 a (new)
22a. Draws attention to the cumbersome nature of the administrative procedures that undertakings are required to complete in order to establish partnerships; calls for appropriate and coherent accompanying and follow-up measures to be instituted which take account of the legal requirements that for specified periods bind the apprentice, the training centre, the intermediate chambers and the undertaking; observes that the complexity of the financial and administrative rules and their unsuitability, inter alia, for grouped projects, hamper the educational institutions and undertakings involved in the project;
Amendment 212 #
Motion for a resolution
Paragraph 22 b (new)
Paragraph 22 b (new)
22b. In view of the 2014 figures on the Erasmus+ programme, calls for a reduction in the disparity between applications for mobility and the award of finance, in order to attain the political objectives set;
Amendment 217 #
Motion for a resolution
Paragraph 22 c (new)
Paragraph 22 c (new)
22c. In order to meet the objectives of the European Union’s economic, social and regional cohesion policy, and in view of the persistent inequalities between urban, periurban and rural areas, calls for the launching of campaigns to provide information, raise awareness and highlight the value of mobility programmes in all general and vocational education establishments in the Union;
Amendment 219 #
Motion for a resolution
Paragraph 22 d (new)
Paragraph 22 d (new)
22d. With due regard for the European Union’s aims of combating social exclusion and inequalities, encourages the adoption of corrective measures to ensure equal opportunities in the conduct and realisation of mobility projects;
Amendment 220 #
Motion for a resolution
Paragraph 22 e (new)
Paragraph 22 e (new)
22e. Draws attention to the persistent financial difficulties facing candidates in the implementation of Erasmus+ programme measures; observes that candidates who have less funds of their own to invest in their mobility remain at a disadvantage in the pursuit of mobility; accordingly, stresses the need for measures to possibly increase the amounts of individual scholarships;
Amendment 221 #
Motion for a resolution
Paragraph 22 f (new)
Paragraph 22 f (new)
22f. Notes that the obstacles to mobility include reluctance due to having to go away: observes that emotional distance from the family and anxiety arising from the need to use a foreign language which may initially be unknown or relatively unfamiliar inspire fear in candidates for mobility; calls therefore for a pedagogic and reception framework for people to be established to assist them both before and during their mobility, in order to increase its success;