Activities of Jean LAMBERT related to 2017/2002(INI)
Shadow reports (1)
REPORT on a new skills agenda for Europe PDF (419 KB) DOC (98 KB)
Amendments (54)
Amendment 10 #
Motion for a resolution
Citation 8 a (new)
Citation 8 a (new)
- having regard to the Council recommendation of 28 November 2011 on a renewed European agenda for adult learning7a, _________________ 7a OJ C 372, 20.12.2011, p. 1
Amendment 12 #
Motion for a resolution
Citation 8 b (new)
Citation 8 b (new)
- having regard to the Council conclusions of 15 June 2011 on early childhood education and care: providing all our children with the best start for the world of tomorrow,
Amendment 13 #
Motion for a resolution
Citation 13 a (new)
Citation 13 a (new)
- having regard to the European Parliament resolution of 13 September 2016 on creating labour market conditions favourable for work-life balance (2016/2017(INI)),
Amendment 15 #
Motion for a resolution
Citation 16 a (new)
Citation 16 a (new)
- having regard to its resolution of 8 July 2015 on the Green Employment Initiative: Tapping into the job creation potential of the green economy,
Amendment 35 #
Motion for a resolution
Recital C a (new)
Recital C a (new)
C a. whereas Member States need to find ways to protect or promote longer term investment in education, research, innovation, energy and climate action and invest in the modernisation of education and training systems, including lifelong learning;
Amendment 40 #
Motion for a resolution
Recital C b (new)
Recital C b (new)
C b. whereas, the development of future-oriented sectors, in particular the green and circular economy, has a determinant role on the types of skills needed;
Amendment 50 #
Motion for a resolution
Recital F a (new)
Recital F a (new)
F a. whereas expanding access to lifelong learning can open up new possibilities for active inclusion and enhanced social participation, especially for the low skilled, the unemployed, people with special needs, older persons and migrants;
Amendment 59 #
Motion for a resolution
Recital G a (new)
Recital G a (new)
G a. whereas stereotypes widely conveyed by society leave women in a subordinate role; whereas these stereotypes start to develop during childhood and are reflected in educational and training choices and continue into the labour market17a; _________________ 17a European Parliament resolution of 13 September 2016 on creating labour market conditions favourable for work- life balance (2016/2017(INI))
Amendment 63 #
Motion for a resolution
Recital H
Recital H
H. whereas, at EU level, NEETs (not in employment, education or training) are considered to be one of the most problematicvulnerable groups in the context of youth unemployment; whereas women are 1.4 times more likely to become NEET than men on average;
Amendment 79 #
Motion for a resolution
Recital J a (new)
Recital J a (new)
J a. whereas allowing workers time off for personal and training development in the context of life-long learning without being discriminated against benefits their well-being as well as their contribution to the economy with more skills and higher productivity18a; _________________ 18aCEDEFOP Research Paper: Training leave. Policies and practices in Europe, 2010 - European Parliament resolution of 13 September 2016 on creating labour market conditions favourable for work- life balance (2016/2017(INI))
Amendment 80 #
Motion for a resolution
Recital K
Recital K
K. whereas, nowadays, our education systems are facing a significant challenge as a result of the digital transformation, which is impacting teaching and learning processess which are impacting teaching and learning processes, such as the digital transformation and the need to bolster the capacity for social inclusion and civic participation as well as personal development, and to enhance European democratic values and tolerance in view of fostering open-mindedness and preventing intolerance of any kind;
Amendment 97 #
Motion for a resolution
Recital L a (new)
Recital L a (new)
L a. whereas the Green sector was one of the main net creators of jobs in Europe during the recession and should be further promoted through in the Skills Agenda;
Amendment 103 #
Motion for a resolution
Recital L b (new)
Recital L b (new)
L b. whereas transversal competences such as civic, social competences and citizenship education should be particularly highlighted alongside language, digital and entrepreneurial skills;
Amendment 105 #
Motion for a resolution
Recital L c (new)
Recital L c (new)
L c. whereas early childhood education and care and children's experiences from the ages of 0-3 have a decisive impact on their cognitive development, given that they develop essential capacities in the first five years; whereas there is a lack of sufficient infrastructure offering quality and accessible childcare for all income levels; whereas achieving quality services means investing in childcare workforce training19a; _________________ 19a Eurofound (2015), Early childhood care: working conditions, training and quality of services – A systematic review - European Parliament resolution of 13 September 2016 on creating labour market conditions favourable for work- life balance (2016/2017(INI))
Amendment 108 #
Motion for a resolution
Recital L d (new)
Recital L d (new)
L d. whereas the EU 2020 Agenda and Circular Economy proposals recognise the need to move to a low-carbon, resource efficient economy which has implications for the future of jobs and the skills that will be necessary;
Amendment 120 #
Motion for a resolution
Paragraph 2
Paragraph 2
2. Agrees with the focus on the need to upgrade the European education and training systems in line with the fast changing economic and societal environment; notes that, while skills needs are dynamic, the main focus of the skills package is the immediate needs of the labour market; highlights in this respect the importance of a pan-European skills needs foreensuring the right to access quality education at all stages: from early childhood educastiong tool and upskilling for low- skilled adults and workers lifelong learning with a view to adapting to new situations in the labour market and the society;
Amendment 139 #
Motion for a resolution
Paragraph 4
Paragraph 4
4. Encourages Member States to go beyond promoting the ‘'right occupational skills’' and to also focus on those aspects of education that are more work-based and more practical, and that foster an entrepreneurial mind-set and creativity, allow people to think criticallyinnovativeness and creativity, understand the concept of sustainability, allow people to think critically, esteeming values such as human dignity, freedom, fundamental rights, democracy, tolerance and respect, and to fully participate in the democratic process and social life;
Amendment 148 #
Motion for a resolution
Paragraph 5
Paragraph 5
5. Encourages Member States to better match the skills with the jobs in the labour market and in particular to put in place dqual systems18ity apprenticeships which help people to be flexible in their education paths and later in the labour market; recognises the value of dual education18 systems, but points out that a system used in one Member State cannot be copied blindly into another Member State; _________________ 18 A dual education system combines apprenticeships in a company with vocational education at a vocational school in one course.
Amendment 157 #
Motion for a resolution
Paragraph 6
Paragraph 6
6. Recalls, in this respect, the need for enhanced cooperation among the Member States to learn from best practices which lead to lower unemployment rates, like alternance training19 ; _________________ 19 Educational training combining periods in any educational institution or training centre and in the work place. The alternance scheme cquality apprenticeships and take place on a weekly, monthly or yearly basis. Depending on the country and the applicable status, participants may be contractually linked to the employer and/raineeships, non-discriminatory receive remuneration. According to the CEDEFOP terminology, the German dual system is an example of alternance training. (Terminology of European education and training policy, CEDEFOP)ruitment and quality job offers;
Amendment 164 #
Motion for a resolution
Paragraph 6 a (new)
Paragraph 6 a (new)
6 a. Recalls that investing in the capacity of today´s education will determine the quality of jobs now and in the future, qualification of workers, social well-being and democratic participation in society;
Amendment 181 #
Motion for a resolution
Paragraph 8 a (new)
Paragraph 8 a (new)
8 a. Advocates that, in order to boost labour market inclusion, comprehensive lifelong learning strategies are needed; calls on Member States, therefore, to enhance quality and broaden access to Early Childhood Education and Care (ECEC), Vocational Education and Training and Adult Learning and to adopt measures aimed at reducing early school leaving; calls on Member States to endorse the 2014 quality framework on ECEC20a; asks Member States to invest in high-quality ECEC and to consider granting free access for families living in poverty and social exclusion21a; _________________ 20aEurofound (2015), Early childhood care: working conditions, training and quality of services – A systematic review 21a European Parliament resolution of 13 September 2016 on creating labour market conditions favourable for work- life balance (2016/2017(INI))
Amendment 192 #
Motion for a resolution
Paragraph 9 a (new)
Paragraph 9 a (new)
9 a. Regrets with concern that investment in education are still lagging behind and that subsequent cuts in education budgets affect the most those students and adults coming from disadvantaged socio-economic background;
Amendment 203 #
Motion for a resolution
Paragraph 10
Paragraph 10
10. Stresses the need to strive for a more flexible and individualpersonalised approach to career development and lifelong education and training across one’'s personal career path, and recognises the role that both public andprimarily public but also private parties can play in providing this, while recognising that guidance and counselling which address individual needs and preferences and focus on the evaluation and expansion of individual skills must be a core element of education and skills policies from an early stage;
Amendment 212 #
Motion for a resolution
Paragraph 11
Paragraph 11
11. Stresses that sectoral and specific skills development must be a shared responsibility between education providers and employers; insists that the industry/employers should be involved in providing and training people with the necessary skills in order for businesses to be competitive and at the same time boost people’s self-confidencersonal development, quality jobs and career perspectives and development;
Amendment 219 #
Motion for a resolution
Paragraph 11 a (new)
Paragraph 11 a (new)
11 a. Reiterates that to enhance employability, innovation and active citizenship, including eco-citizenship,, basic skills must go hand in hand with other key competences and attitudes: creativity, nature-awareness, sense of initiative, foreign language competences, critical thinking including through e- literacy and media literacy, and skills reflecting growing sectors, such as the low carbon and circular economy;
Amendment 226 #
Motion for a resolution
Paragraph 13
Paragraph 13
13. Asks for concrete measures to be put in place in order to facilitate the transition of young people from education to work by ensuring quality internships and apprenticeships, giving young people the possibility of putting their talents into practice and have a set of rights and access to social protecadequate employment and social protection; calls to this end on Member States to establish national legal quality frameworks on internships and apprenticeships, ensuring in particular employment protection and adequate social security coverage; points out that an understanding of core Health and Safety standards and rights in the workplace are also important in developing quality employment and preventing exploitation;
Amendment 250 #
Motion for a resolution
Paragraph 15
Paragraph 15
15. Insists on the importance of validating non-formal and informal learning to reach out and empower learners; recognises that this is particularly evident for people in a vulnerable or disadvantaged groupssituation, such as low- skilled adults or refugees who are in need of priority access to validation arrangements; calls the Commission and the Member States to raise awareness of validation possibilities;
Amendment 256 #
Motion for a resolution
Paragraph 16 a (new)
Paragraph 16 a (new)
16 a. Stresses the role of external associations and NGOs to provide children with other skills and social competences, like arts, manual activities, in helping integration, better understanding of their environment, solidarity in learning and living, and easing up the learning competences of whole classes;
Amendment 260 #
Motion for a resolution
Paragraph 17 a (new)
Paragraph 17 a (new)
17 a. Reminds that many existing European transparency tools such as EQF, ECVET etc. have been developed in isolation; in order to allow individuals to better measure their progress and opportunities, and capitalise on the learning outcomes gained in different contexts, they need to be better coordinated and supported by quality assurance systems and embedded in a framework of national qualifications in order to build trust across sectors and actors, including employers;
Amendment 270 #
Motion for a resolution
Paragraph 19 a (new)
Paragraph 19 a (new)
19 a. Calls on the Commission and Member States to support the development of skills to understand and esteem the essence of human dignity, freedom, fundamental rights, democracy, tolerance and respect via a greater number of informal educational programmes, volunteering opportunities, sports activities and intercultural dialogue fora, including religious centres, with a view to actively involving people in societal and democratic processes;
Amendment 299 #
Motion for a resolution
Paragraph 21
Paragraph 21
21. Insists on the need to finance and incorporate new technologies in the teaching and learning process in order to equip people with the right set of skills, competences and knowledge;
Amendment 311 #
Motion for a resolution
Paragraph 22
Paragraph 22
22. Welcomes the Commission’'s proposal to urge Member States to draw up comprehensive national strategies for digital skills; points out however that in order for these strategies to be effective, there is a need for strong support to and strong pedagogical leadership from teachers at all levels of education;
Amendment 322 #
Motion for a resolution
Paragraph 23
Paragraph 23
23. Stresses the need to include elements of entrepreneurial learning, including social entrepreneurship, at all levels of education, since instilling entrepreneurial spirit among the young at an early stage is an effective way of combating youth unemploymentwill provide young people with more employment opportunities, which can support the fight against youth unemployment; points out in this context that becoming an entrepreneur always has to be a genuine choice and not the result of a lack of quality job opportunities;
Amendment 349 #
Motion for a resolution
Paragraph 24
Paragraph 24
24. Urges active dialogue and cooperation between the university community, other educational actors and sectors and the world of work aimed at developing educational programmes which equip young people with the requisite skills and competences;
Amendment 357 #
Motion for a resolution
Paragraph 24 a (new)
Paragraph 24 a (new)
24 a. Stresses the importance of STEM skills and again regrets the gender imbalance in this area;
Amendment 362 #
Motion for a resolution
Paragraph 25
Paragraph 25
25. Reiterates the importance of vocational education and training (VET) as a valuable and relevant education not only for enhancing employability and clearing the pathway to professional qualifications for young people but also for enabling access to quality education for all; calls on the Commission and the Member States to ensure that VET is made more relevantere is adequate investment in VET and that VET is made more relevant for employers, learners and society and is tailored to labour market needs by making them an integral part of the education system, and to guarantee high qualification standards and quality assurance in this regard;
Amendment 376 #
Motion for a resolution
Paragraph 26 a (new)
Paragraph 26 a (new)
26 a. Recalls that more support for learners´ and teachers' mobility is needed; calls, therefore, Member States to include mobility support in their national programmes to assist a large share of young people to benefit from an experience abroad;
Amendment 388 #
Motion for a resolution
Paragraph 27
Paragraph 27
27. Stresses the need to increase the attractiveness of VET by making sure that young people and their families have access to information on VET options and by ensuring it is affordable and available for everyone;
Amendment 394 #
Motion for a resolution
Paragraph 27 a (new)
Paragraph 27 a (new)
27 a. Underlines the importance of lifelong learning for the self-development of workers, including staying up to date with ever-changing working conditions22a and of creating opportunities for all in order to foster a culture of learning at all ages in Europe; encourages the Commission and the Member States to promote and invest in lifelong learning in particular in countries with a participation rate below the 15% benchmark; _________________ 22a European Parliament resolution of 13 September 2016 on creating labour market conditions favourable for work- life balance (2016/2017(INI))
Amendment 396 #
Motion for a resolution
Paragraph 27 b (new)
Paragraph 27 b (new)
27 b. Calls on the Commission, the Member States and the social partners to develop and put in place policies that provide for educational and training leave, as well as in-work vocational training and life-long learning, including in Member States other than their own; calls on them to make learning inside and outside work, including paid study opportunities, accessible to all workers and in particular to those in disadvantaged situations, and with an emphasis on women employees in sectors where women are structurally underrepresented23a; _________________ 23aEuropean Parliament resolution of 13 September 2016 on creating labour market conditions favourable for work- life balance (2016/2017(INI))
Amendment 398 #
Motion for a resolution
Paragraph 28
Paragraph 28
28. Stresses that improving the status and valorisation as well as the upskilling of all teachers and educators would be the prerequisite for the delivery of the Skills Agenda and that further efforts and analys, such as innovative recruitment, attractive working conditions including remuneration, better access to further training during working time and retention policies, have to be made into attract and retaing talents to this professionin this profession; welcomes the Commission's recognition of the importance of retaining staff in the education sector and asks for a study on good practice in this area;
Amendment 408 #
Motion for a resolution
Paragraph 29
Paragraph 29
29. EmphasBelieves teachers and trainers play a key role on learners' performance; recognises the need to invest and support the professional development of teachers of all educational sectors and to establish lifelong career guidance services, is also an ongoing priority throughout the EU;
Amendment 414 #
Motion for a resolution
Paragraph 29 a (new)
Paragraph 29 a (new)
29 a. Welcomes the Commission proposals concerning the Skills Profile Tool for third-country nationals and hopes for rapid progress in this endeavour;
Amendment 426 #
Motion for a resolution
Paragraph 30 a (new)
Paragraph 30 a (new)
30 a. Welcomes the proposals on a Blueprint for Sectoral Co-operation on skills but regrets that renewable energies and green technologies will be part of the second wave, given their strategic importance;
Amendment 434 #
Motion for a resolution
Paragraph 31
Paragraph 31
31. Calls on the Commission and the Member States to continue to focus on digital skills, in particular the digital transformation of the economy and re- shaping the way people work and do business and the wider societal implications of these changes, and takes note of the Commission’'s intention to focus on the positive aspects of this transformation via the EU e-skills strategy;
Amendment 441 #
Motion for a resolution
Paragraph 32
Paragraph 32
32. Calls for entrepreneurship, including social entrepreneurship, education to be part of the curriculum in the Member States in order to develop an individual entrepreneurial mind-set in citizens;
Amendment 446 #
Motion for a resolution
Paragraph 32 a (new)
Paragraph 32 a (new)
32 a. Emphasises the huge innovation and employment potential of renewable energy sources, search for greater resource efficiency and energy efficiencies; calls on the Commission to integrate a specific energy and environmental strategy into the implementation of the New Skills Agenda with a view to education and employment;
Amendment 449 #
Motion for a resolution
Paragraph 33
Paragraph 33
33. Calls on the Commission in addition to develop a pan-European skill needs forecasting tool, which would make it possible to estimate future skill needs and adapt thNotes that, even though, competence for the content of teaching and the organisation of education and training systems lies with Mem better to the jobs available on the labour marketr States, a concerted effort is required to achieve meaningful, sustainable results;
Amendment 456 #
Motion for a resolution
Paragraph 33 a (new)
Paragraph 33 a (new)
33 a. Stresses the need for the New Skills agenda to be further elaborated, implemented and monitored in cooperation with all relevant stakeholders, including social partners, civil society organisations and non-formal education providers, employment services and local authorities; calls on the European Commission to foster the promotion of broader partnerships with these stakeholders;
Amendment 470 #
Motion for a resolution
Paragraph 36
Paragraph 36
36. Regrets the lack of dedicated funding for the implementation of the proposals, which might be an important obstacle to taking actions that make a real difference at national level; calls on the Commission to encourage more funding for skills as important human capital investments which bring not only social but also economic returns;
Amendment 472 #
Motion for a resolution
Paragraph 36 a (new)
Paragraph 36 a (new)
36 a. Calls on Member States to consider education and training as an investment and agree that a minimum of expenditure on education should be off the fiscal balance sheet so that the current crisis does not have a negative impact on education and training;
Amendment 482 #
Motion for a resolution
Paragraph 37 a (new)
Paragraph 37 a (new)
37 a. Asks the Commission and Member States to work, as well, on issues such as underachievement of pupils in some study fields, the low participation rates in adult learning, early school leaving, social inclusion, civic engagement, gender gaps and employability rates of graduates;
Amendment 483 #
Motion for a resolution
Paragraph 38
Paragraph 38
38. Calls on the Member States to foster cooperation and reinforce synergies between formal, non-formal and informal education providers, regions and local authorities, employers and civil society, with a view to reaching a wider group of low-skilled people in order to better take into account their specific needs;
Amendment 491 #
Motion for a resolution
Paragraph 39 a (new)
Paragraph 39 a (new)
39 a. Calls for a revision of the EQF to promote the comparability of qualifications between the countries covered in the EQF and other countries, in particular Neighbourhood Countries and other countries with mature qualifications frameworks, to better understand the qualifications acquired abroad and people with migrant backgrounds and refuges back into lifelong learning and employment;