7 Amendments of Petra KAMMEREVERT related to 2010/2307(INI)
Amendment 37 #
Motion for a resolution
Paragraph 2 a (new)
Paragraph 2 a (new)
2a. Stresses that the crisis must not be used as a reason to cut education costs, since higher-level education for young people is necessary in order to overcome the impact of the crisis; stresses, accordngly, that all young people should have access free of charge to schooling, vocational training and higher education;
Amendment 81 #
Motion for a resolution
Paragraph 8 a (new)
Paragraph 8 a (new)
8 a. Stresses that no young person who has had problems in his or her educational career for whatever reason must be lost to working life, but that such young people must instead receive targeted support; points out that access to education must not be contingent on the social or financial status of a young person’s parents; emphasises the importance of horizontal mobility at all levels of education, both at school and during vocational training;
Amendment 130 #
Motion for a resolution
Paragraph 15 a (new)
Paragraph 15 a (new)
15a. Stresses the importance of the YoM programme, which is instrumental in involving young people in society, and calls on the Commission to make use of the know-how gained from the Youth in Action programme when implementing YoM;
Amendment 176 #
Motion for a resolution
Paragraph 22 a (new)
Paragraph 22 a (new)
22a. Emphasises the importance for increased mobility of the mutual recognition of school, vocational training and university diplomas and further training qualifications made possible within the EU; states that recognition procedures must have been completed within 12 months;
Amendment 201 #
Motion for a resolution
Paragraph 27
Paragraph 27
27. Stresses the importance of guidance instruments for young people to help them in their educational and professional choices from primary schools to higher levels of education and training in order to better prepare them for a smooth transition to active life; takes the view that measures must be taken to reinforce the role of the family and social environment of young people and of their school in guiding them in their career choices and towards finding an occupation; emphasises that vocationally based teaching in schools, the transfer of vocationally relevant information through the identification and fostering of aptitudes and skills and the provision of training in making job applications have a particularly important role to play in preparing young people for the labour market; points out that in many cases individually tailored support, in the form of advice for young people choosing a career and starting work, is required in order to achieve that objective;
Amendment 204 #
Motion for a resolution
Paragraph 27 a (new)
Paragraph 27 a (new)
27a. Stresses that the social partners and youth organisations must take measures to enable parents and schools to act as effective careers advisers long before their children or pupils are faced with the transition to vocational training; points out that, in the case of young people with special needs, support measures must be tailored in terms of language and content to their parents and social environment; emphasises the importance of informal training in peer-to-peer networks, in particular organised youth associations, in helping young people to develop the social skills they need to help them choose a career and cope with the transition to working life, whether through group leisure activities, international meetings or voluntary social work;
Amendment 205 #
Motion for a resolution
Paragraph 27 b (new)
Paragraph 27 b (new)
27b. Takes the view that occupational choices must be less strongly influenced by gender, that measures must be taken to present a comprehensive overview of possible career choices and that the attempt must be made from an early age to interest and support girls, in particular, in mathematical and technical professions; emphasises that, in the light of the future shortage of skilled workers, specific measures must be taken to foster the potential of girls and women; in particular, specific support programmes must be implemented to overcome women’s and girls’ own doubts as to their suitability for scientific and technical professions;