BETA


2010/2234(INI) European cooperation in vocational education and training to support the Europe 2020 strategy

Progress: Procedure completed

RoleCommitteeRapporteurShadows
Lead EMPL HIRSCH Nadja (icon: ALDE ALDE)
Committee Opinion IMCO SEHNALOVÁ Olga (icon: S&D S&D) Constance LE GRIP (icon: PPE PPE), Emma McCLARKIN (icon: ECR ECR), Matteo SALVINI (icon: ENF ENF)
Committee Opinion CULT BADIA I CUTCHET Maria (icon: S&D S&D) Marie-Christine VERGIAT (icon: GUE/NGL GUE/NGL)
Committee Opinion FEMM SENYSZYN Joanna (icon: S&D S&D)
Lead committee dossier:
Legal Basis:
RoP 52

Events

2011/10/24
   EC - Commission response to text adopted in plenary
Documents
2011/06/08
   EP - Results of vote in Parliament
2011/06/08
   EP - Decision by Parliament, 1st reading/single reading
Details

The European Parliament adopted a resolution in response to the Commission communication entitled ‘A new impetus for European cooperation in Vocational Education and Training to support the Europe 2020 strategy ’.

The resolution notes that the youth unemployment rate is now 21% , which is twice as high as the general rate of unemployment at EU level and is one of the most pressing challenges in Europe, and is thus one of the goals being pursued to reduce the school drop-out rate below 10%. Another goal is to increase women’s participation in the labour market by 70% by 2020. However, the Commission communication failed to take the gender dimension into account.

Parliament considers that education and training are key factors for successful participation in the labour market and the ability to make life decisions, given a situation where more than 5.5 million young Europeans are without work, are at risk of social exclusion and face poverty and a lack of opportunity after leaving school. The transition from education to work and between jobs is a structural challenge for workers all over the EU.

The resolution underlines that demography and longevity are such that working lives will, as a matter of course, be longer and more varied. Lifelong learning, education, the new digital economy, the adaptation to new technologies and the implementation of the EU 2020 goals are all ways to secure employment and a better standard of living.

Members consider that vocational education and training tailored to learners’ individual needs is of decisive value, increasing the possibility for individuals to deal with competitive pressures, increasing the standard of living, and achieving socio-economic cohesion and better integration, in particular of specific groups such as migrants, people with disabilities, or early school-leavers and vulnerable women.

In this context, the role of the Member States and the Commission should be primarily to help create an environment where enterprises can succeed, develop and grow – to grow they need a reduced tax burden and predictability so they can plan and make investments. Exchanges of best practices are important in order to increase the number and improve the quality of pupils who opt for technical training in Member States, which fares poorly as far as pupil numbers and quality are concerned.

Recognising the importance of modernising vocational education and training as well as the importance of both initial and continuing vocational education, Parliament recommends, inter alia , the following:

the Member States are called upon to make use of the positive experience with the dual system within Vocational Educational and Training (VET) in example countries, where the system has led to the longer-term integration of young workers into the labour market and to higher employment rates for young workers; VET programmes should be extended to comply with the principles of lifelong learning and initial and continuing training; the importance of encouraging regular further training courses as part of lifelong learning is stressed; the Member States are called upon to ensure that vocational training and life-long-learning are geared more closely to the needs of the labour market and allow for entry into and mobility within it. There is a need for better and greater interaction between the world of education, work, vocational education and training as a vital link between the world of education and that of work; the Member States should establish and implement quality assurance systems at national level and develop a competence framework for teachers and trainers and the Commission is encouraged to develop and update regularly a chart giving a region-by-region picture of training qualifications and demand ; the link between education and training , particularly the pathway from vocational to higher education, demands that the opportunities for link-ups between vocational training and university education be expanded, with special emphasis on integrating them into mechanisms for the provision of career information, guidance and counselling; the importance, at local and regional level, of fostering effective synergies and reliable forms of cooperation between schools, training agencies, research centres and firms , in order to overcome the inward-looking nature of education systems and the mismatch between knowledge and skills and the needs of the labour market and to make young people, in particular women, more employable is emphasised; better cooperation among the Member States' different education systems – bridging those differences and ensuring mutual recognition of certificates and diplomas among the Member States – should be emphasised in order to heighten cross-border collaboration and aid mobility; Parliament calls for a specific EU initiative to attract girls to the MINT (mathematics, informatics, natural sciences, and technology) professions and to combat the stereotypes that still dominate these professions; the Commission and the Member States are called upon to render the European Social Fund management more flexible bearing in mind the changing nature of the labour market; the Member States and the Commission are urged to further improve the recognition of informal and non-formal learning . Members point to best practices in this field, especially with ESF-funding, which prove that the recognition of skills, wherever they are learned, leads to more successful integration into the labour market.

lastly, the Member States are asked, as far as vocational education and training are concerned, to take into consideration the individual needs of low-skilled workers, migrant learners, people belonging to an ethnic minority, vulnerable women, the unemployed, people with disabilities and single mothers and at the same time that particular attention be paid to the Roma minority .

Documents
2011/06/08
   EP - End of procedure in Parliament
2011/06/06
   EP - Debate in Parliament
2011/03/23
   EP - Committee report tabled for plenary, single reading
Documents
2011/03/23
   EP - Committee report tabled for plenary, single reading
Documents
2011/03/16
   EP - Vote in committee, 1st reading/single reading
Details

The Committee on Employment and Social Affairs adopted the own-initiative report by Nadja HIRSCH (ADLE, DE) in response to the Commission communication entitled ‘A new impetus for European cooperation in Vocational Education and Training to support the Europe 2020 strategy’.

The report notes that the youth unemployment rate is now 21% , which is twice as high as the general rate of unemployment at EU level and is one of the most pressing challenges in Europe, and is thus one of the goals being pursued to reduce the school drop-out rate below 10%. Another goal is to increase women’s participation in the labour market by 70% by 2020. However, the Commission communication failed to take the gender dimension into account.

Members consider that education and training are key factors for successful participation in the labour market and the ability to make life decisions, given a situation where more than 5.5 million young Europeans are without work, are at risk of social exclusion and face poverty and a lack of opportunity after leaving school.

The transition from education to work and between jobs is a structural challenge for workers all over the EU.

The report underlines that demography and longevity are such that working lives will, as a matter of course, be longer and more varied. Lifelong learning, education, the new digital economy, the adaptation to new technologies and the implementation of the EU 2020 goals are all ways to secure employment and a better standard of living.

Members consider that vocational education and training tailored to learners’ individual needs is of decisive value, increasing the possibility for individuals to deal with competitive pressures, increasing the standard of living, and achieving socio-economic cohesion and better integration, in particular of specific groups such as migrants, people with disabilities, or early school-leavers and vulnerable women.

In this context, the role of the Member States and the Commission should be primarily to help create an environment where enterprises can succeed, develop and grow – to grow they need a reduced tax burden and predictability so they can plan and make investments. Exchanges of best practices are important in order to increase the number and improve the quality of pupils who opt for technical training in Member States, which fares poorly as far as pupil numbers and quality are concerned.

Recognising the importance of modernising vocational education and training as well as the importance of both initial and continuing vocational education, the committee recommends, inter alia , the following:

the Member States are called upon to make use of the positive experience with the dual system within Vocational Educational and Training (VET) in example countries, where the system has led to the longer-term integration of young workers into the labour market and to higher employment rates for young workers; VET programmes should be extended to comply with the principles of lifelong learning and initial and continuing training; the importance of encouraging regular further training courses as part of lifelong learning is stressed; the Member States are called upon to ensure that vocational training and life-long-learning are geared more closely to the needs of the labour market and allow for entry into and mobility within it. There is a need for better and greater interaction between the world of education, work, vocational education and training as a vital link between the world of education and that of work; the link between education and training , particularly the pathway from vocational to higher education, demands that the opportunities for link-ups between vocational training and university education be expanded, with special emphasis on integrating them into mechanisms for the provision of career information, guidance and counselling; the importance, at local and regional level, of fostering effective synergies and reliable forms of cooperation between schools, training agencies, research centres and firms , in order to overcome the inward-looking nature of education systems and the mismatch between knowledge and skills and the needs of the labour market and to make young people, in particular women, more employable is emphasised; the Commission and the Member States are called upon to render the European Social Fund management more flexible bearing in mind the changing nature of the labour market; lastly, the Member States and the Commission are urged to further improve the recognition of informal and non-formal learning . Members point to best practices in this field, especially with ESF-funding, which prove that the recognition of skills, wherever they are learned, leads to more successful integration into the labour market.

2011/03/01
   EP - Committee opinion
Documents
2011/02/01
   EP - Committee opinion
Documents
2011/01/28
   EP - Committee opinion
Documents
2010/12/20
   PT_PARLIAMENT - Contribution
Documents
2010/12/15
   EP - Amendments tabled in committee
Documents
2010/12/01
   EP - SEHNALOVÁ Olga (S&D) appointed as rapporteur in IMCO
2010/11/18
   CSL - Debate in Council
Details

The Council adopted conclusions on the priorities for European cooperation in vocational education and training for the period 2011-2020.

The conclusions set out a global vision for vocational education and training (VET) in 2020 , aiming at a more attractive, relevant, career-oriented, innovative, accessible and flexible European VET system than in 2010.

They also establish four long-term strategic objectives for the period from 2011 to 2020, which reflect those adopted under the overarching "ET 2020" strategic framework, namely:

improving the quality and efficiency of VET - enhancing its attractiveness and relevance; making lifelong learning and mobility a reality; enhancing creativity, innovation and entrepreneurship; promoting equity, social cohesion and active citizenship.

The text also sets out a programme of short-term deliverables related to these priorities, for the years 2011 to 2014. The conclusions will feed into the discussions at the informal ministerial meeting specially devoted to VET on 7 December in Bruges and serve as a basis for a special communiqué to be adopted by that meeting.

Documents
2010/11/18
   CSL - Council Meeting
2010/11/15
   EP - Committee draft report
Documents
2010/10/21
   EP - Committee referral announced in Parliament, 1st reading/single reading
2010/10/21
   EP - Referral to associated committees announced in Parliament
2010/09/28
   EP - SENYSZYN Joanna (S&D) appointed as rapporteur in FEMM
2010/07/08
   EP - HIRSCH Nadja (ALDE) appointed as rapporteur in EMPL
2010/06/24
   EP - BADIA I CUTCHET Maria (S&D) appointed as rapporteur in CULT
2010/06/09
   EC - Non-legislative basic document published
Details

PURPOSE: to give a new impetus for European cooperation in Vocational Education and Training (VET) to support the Europe 2020 strategy.

BACKGROUND: the quality of human capital is crucial for Europe's success. VET must play a dual role: as a tool to help meet Europe's immediate and future skills needs; and, in parallel, to reduce the social impact of and facilitate recovery from the crisis. These twin challenges call for urgent reforms. The case for better skills development [1] in Europe is even more urgent in the light of the global race for talent and rapid development of Education and Training (E&T) systems in emerging economies such as China, Brazil or India.

Initial vocational education and training (IVET) must equip young learners with skills directly relevant to evolving labour markets, such as e-skills, and highly developed key competences; such as digital and media literacy to achieve digital competence ; it has a particular role to play in addressing Europe's high youth unemployment. In addition, as the traditional life sequence of "training-work-retirement" will be modified with mid-life changes of careers and occupations, adults must be able to update their skills and competences through continuing vocational education and training (CVET) .

The EU Ministers in charge of VET, European Social Partners and the European Commission will review the priorities under the Copenhagen process in December 2010.

European cooperation in VET so far has been successful, particularly in the establishment of a number of EU common tools to enhance transparency and portability of qualifications. However, the agenda set in Europe 2020 clearly calls for a much bolder approach to reforms of VET systems .

The re-launch of European cooperation in VET at the end of 2010 should be the result of a close partnership between Member States, the Commission and the Social Partners. It should comprise the definition of priorities for the coming 10 years, with shorter term objectives to be regularly reviewed by the stakeholders. This Communication constitutes the contribution of the Commission to the agenda for the modernisation of VET in the EU and provides policy responses to support the Europe 2020 Strategy.

CONTENT: the aim of this Communication is therefore to propose a vision for the future of VET. It builds on and contributes to the Europe 2020 strategy and the Strategic framework for European cooperation in education and training up to 2020. It also takes into account the EU's renewed social agenda and the EU Strategy for Youth .

This communication outlines several possible ways to give VET a new impetus:

(1) A key role of VET in lifelong learning and mobility : the key actions in VET to support lifelong learning and mobility should focus on:

flexible "à la carte" concepts to maximise the access to continuing VET delivered by employers, traditional training providers and higher education institutions and coupled with appropriate financial incentives; genuinely open pathways from VET to HE and development of tertiary VET programmes; high degree of validation of non-formal and informal learning; integrated guidance and counselling services to facilitate transitions and learning and career choices; by 2020, systematic use of EQF, ECVET and Europass aimed at transparency of qualifications and portability of learning outcomes; transnational mobility strategies at the level of VET providers facilitated by appropriate mobility support structures.

(2) Increasing attractiveness and excellence of VET through quality and efficiency : the key actions to improve the quality and efficiency of initial and continuing VET should aim at:

implementing quality assurance systems at national level, as recommended by EQAVET framework; developing a competence framework for teachers and trainers in initial and continuing VET; providing the workforce with high quality labour market relevant vocational skills by increased use of different forms of work-based learning; strengthening the development of key competences to ensure the adaptability and flexibility of learners and workers; making VET provision more responsive to evolving labour market needs based on forward planning tools in cooperation with social partners and public employment services.

(3) Equity and active citizenship : initial VET can contribute significantly to combat drop outs, improve educational equity and promote upward social mobility of groups at risk by:

providing high quality training focused on work-based learning adapted to individual needs; pathways from VET to HE accessible to groups at risk; appropriate "tracer systems" to monitor the employment rates of VET students, in particular of those belonging to groups at risk.

Continuing VET is particularly well placed to increase the labour market participation of groups at risk through:

flexible and modularised individual learning pathways; work-based learning focused on the acquisition of key competences; guidance services and validation of prior learning, particularly for migrants in order to facilitate their integration into society.

With a view to development of the key competences for active citizenship:

partnerships between VET providers, local communities, civil society organisations, parents and learners should be strengthened.

(4) Innovation, creativity and entrepreneurship : VET can support creativity, innovation and entrepreneurship of learners by:

providing experience-based and active learning to promote the acquisition of e-skills, a risk-taking culture, initiative, curiosity, intrinsic motivation and the critical thinking of individuals; including entrepreneurship in the competence framework of VET teachers and trainers.

Documents

Activities

Votes

A7-0082/2011 - Nadja Hirsch - § 78/1

2011/06/08 Outcome: +: 633, -: 35, 0: 6
DE FR IT ES GB PL RO CZ EL SE BE HU BG PT NL AT LT FI SK IE DK LV LU SI EE CY MT
Total
96
69
64
44
62
42
30
21
21
18
21
19
16
15
24
17
12
13
13
10
12
7
6
6
6
6
3
icon: PPE PPE
241

Czechia PPE

2

Ireland PPE

3

Denmark PPE

For (1)

1

Luxembourg PPE

3

Slovenia PPE

2

Estonia PPE

For (1)

1
2

Malta PPE

For (1)

1
icon: S&D S&D
167

Portugal S&D

1

Netherlands S&D

3

Finland S&D

2

Latvia S&D

1

Luxembourg S&D

For (1)

1

Slovenia S&D

2

Estonia S&D

For (1)

1

Malta S&D

2
icon: ALDE ALDE
77

Greece ALDE

1

Lithuania ALDE

2

Slovakia ALDE

For (1)

1
3

Luxembourg ALDE

For (1)

1

Slovenia ALDE

2
icon: Verts/ALE Verts/ALE
53

Spain Verts/ALE

2

United Kingdom Verts/ALE

4

Greece Verts/ALE

1
3

Netherlands Verts/ALE

3

Austria Verts/ALE

2

Finland Verts/ALE

2

Denmark Verts/ALE

2

Latvia Verts/ALE

1

Luxembourg Verts/ALE

For (1)

1

Estonia Verts/ALE

For (1)

1
icon: ECR ECR
50

Belgium ECR

For (1)

1

Hungary ECR

For (1)

1

Netherlands ECR

For (1)

1

Lithuania ECR

1

Denmark ECR

For (1)

1

Latvia ECR

For (1)

1
icon: GUE/NGL GUE/NGL
35

Spain GUE/NGL

For (1)

1

United Kingdom GUE/NGL

1

Greece GUE/NGL

3

Sweden GUE/NGL

1

Netherlands GUE/NGL

2

Ireland GUE/NGL

For (1)

1

Denmark GUE/NGL

1

Latvia GUE/NGL

For (1)

1
icon: NI NI
25

Spain NI

1
5

Romania NI

2

Belgium NI

2

Hungary NI

Against (1)

1

Bulgaria NI

2
icon: EFD EFD
25

France EFD

Against (1)

1

Greece EFD

2

Netherlands EFD

Against (1)

1

Lithuania EFD

2

Finland EFD

Abstain (1)

1

Slovakia EFD

Against (1)

1

Denmark EFD

Against (1)

1

A7-0082/2011 - Nadja Hirsch - § 78/2

2011/06/08 Outcome: +: 545, -: 102, 0: 9
DE FR ES RO EL PL SE HU BE PT NL BG IT AT IE SK LT FI DK LU CY SI EE LV MT CZ GB
Total
94
67
44
27
21
43
18
19
18
16
23
16
63
17
10
12
11
10
13
6
6
5
5
7
4
21
59
icon: PPE PPE
238

Ireland PPE

3

Denmark PPE

Abstain (1)

1

Luxembourg PPE

3
2

Slovenia PPE

2

Estonia PPE

For (1)

1

Malta PPE

2

Czechia PPE

2
icon: S&D S&D
164

Portugal S&D

1

Netherlands S&D

3

Finland S&D

2

Luxembourg S&D

For (1)

1

Slovenia S&D

2

Estonia S&D

For (1)

1

Latvia S&D

1

Malta S&D

2
icon: ALDE ALDE
72

Greece ALDE

1

Slovakia ALDE

For (1)

1

Lithuania ALDE

2

Finland ALDE

2
3

Luxembourg ALDE

For (1)

1

Slovenia ALDE

For (1)

1
icon: Verts/ALE Verts/ALE
48

Spain Verts/ALE

2

Greece Verts/ALE

1
3

Belgium Verts/ALE

3

Netherlands Verts/ALE

2

Austria Verts/ALE

2

Finland Verts/ALE

2

Denmark Verts/ALE

2

Luxembourg Verts/ALE

For (1)

1

Latvia Verts/ALE

1

United Kingdom Verts/ALE

3
icon: GUE/NGL GUE/NGL
34

Greece GUE/NGL

3

Sweden GUE/NGL

1

Netherlands GUE/NGL

2

Ireland GUE/NGL

For (1)

1

Denmark GUE/NGL

1

Latvia GUE/NGL

For (1)

1

United Kingdom GUE/NGL

1
icon: EFD EFD
25

France EFD

Against (1)

1

Greece EFD

2

Netherlands EFD

Against (1)

1

Slovakia EFD

For (1)

1

Lithuania EFD

2

Finland EFD

Abstain (1)

1

Denmark EFD

Against (1)

1
icon: NI NI
25

Spain NI

1

Romania NI

2

Hungary NI

Against (1)

1

Belgium NI

2

Bulgaria NI

2
5
icon: ECR ECR
49

Hungary ECR

Against (1)

1

Belgium ECR

For (1)

1

Netherlands ECR

For (1)

1

Lithuania ECR

Against (1)

1

Denmark ECR

Against (1)

1

Latvia ECR

Against (1)

1
AmendmentsDossier
225 2010/2234(INI)
2010/12/09 CULT 56 amendments...
source: PE-454.460
2010/12/16 EMPL 116 amendments...
source: PE-454.516
2011/01/18 FEMM 29 amendments...
source: PE-456.775
2011/02/15 IMCO 24 amendments...
source: PE-458.750

History

(these mark the time of scraping, not the official date of the change)

committees/0
type
Responsible Committee
body
EP
associated
True
committee_full
Employment and Social Affairs
committee
EMPL
rapporteur
name: HIRSCH Nadja date: 2010-07-08T00:00:00 group: Alliance of Liberals and Democrats for Europe abbr: ALDE
committees/0
type
Responsible Committee
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EP
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Employment and Social Affairs
committee
EMPL
date
2010-07-08T00:00:00
rapporteur
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committees/1
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Internal Market and Consumer Protection
committee
IMCO
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name: SEHNALOVÁ Olga date: 2010-12-01T00:00:00 group: Progressive Alliance of Socialists and Democrats abbr: S&D
committees/1
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committees/2
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CULT
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committees/2
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CULT
date
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rapporteur
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committees/3
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committee_full
Women's Rights and Gender Equality
committee
FEMM
rapporteur
name: SENYSZYN Joanna date: 2010-09-28T00:00:00 group: Progressive Alliance of Socialists and Democrats abbr: S&D
committees/3
type
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Women's Rights and Gender Equality
committee
FEMM
date
2010-09-28T00:00:00
rapporteur
name: SENYSZYN Joanna group: Progressive Alliance of Socialists and Democrats abbr: S&D
docs/5/docs/0/url
Old
http://www.europarl.europa.eu/sides/getDoc.do?type=REPORT&mode=XML&reference=A7-2011-82&language=EN
New
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docs/6/body
EC
events/5/docs/0/url
Old
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New
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events/8/docs/0/url
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New
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activities
  • date: 2010-06-09T00:00:00 docs: url: http://www.europarl.europa.eu/RegData/docs_autres_institutions/commission_europeenne/com/2010/0296/COM_COM(2010)0296_EN.pdf title: COM(2010)0296 type: Non-legislative basic document published celexid: CELEX:52010DC0296:EN body: EC commission: DG: url: http://ec.europa.eu/dgs/education_culture/ title: Education and Culture Commissioner: VASSILIOU Androulla type: Non-legislative basic document published
  • date: 2010-10-21T00:00:00 body: EP type: Committee referral announced in Parliament, 1st reading/single reading committees: body: EP responsible: False committee: CULT date: 2010-06-24T00:00:00 committee_full: Culture and Education (Associated committee) rapporteur: group: S&D name: BADIA I CUTCHET Maria body: EP responsible: True committee: EMPL date: 2010-07-08T00:00:00 committee_full: Employment and Social Affairs (Associated committee) rapporteur: group: ALDE name: HIRSCH Nadja body: EP responsible: False committee: FEMM date: 2010-09-28T00:00:00 committee_full: Women's Rights and Gender Equality rapporteur: group: S&D name: SENYSZYN Joanna body: EP responsible: False committee: IMCO date: 2010-12-01T00:00:00 committee_full: Internal Market and Consumer Protection rapporteur: group: S&D name: SEHNALOVÁ Olga
  • body: CSL meeting_id: 3046 docs: url: http://register.consilium.europa.eu/content/out?lang=EN&typ=SET&i=SMPL&ROWSPP=25&RESULTSET=1&NRROWS=500&DOC_LANCD=EN&ORDERBY=DOC_DATE+DESC&CONTENTS=3046*&MEET_DATE=18/11/2010 type: Debate in Council title: 3046 council: Education, Youth, Culture and Sport date: 2010-11-18T00:00:00 type: Council Meeting
  • date: 2011-03-16T00:00:00 body: EP committees: body: EP responsible: False committee: CULT date: 2010-06-24T00:00:00 committee_full: Culture and Education (Associated committee) rapporteur: group: S&D name: BADIA I CUTCHET Maria body: EP responsible: True committee: EMPL date: 2010-07-08T00:00:00 committee_full: Employment and Social Affairs (Associated committee) rapporteur: group: ALDE name: HIRSCH Nadja body: EP responsible: False committee: FEMM date: 2010-09-28T00:00:00 committee_full: Women's Rights and Gender Equality rapporteur: group: S&D name: SENYSZYN Joanna body: EP responsible: False committee: IMCO date: 2010-12-01T00:00:00 committee_full: Internal Market and Consumer Protection rapporteur: group: S&D name: SEHNALOVÁ Olga type: Vote in committee, 1st reading/single reading
  • date: 2011-03-23T00:00:00 docs: url: http://www.europarl.europa.eu/sides/getDoc.do?type=REPORT&mode=XML&reference=A7-2011-82&language=EN type: Committee report tabled for plenary, single reading title: A7-0082/2011 body: EP type: Committee report tabled for plenary, single reading
  • date: 2011-06-06T00:00:00 docs: url: http://www.europarl.europa.eu/sides/getDoc.do?secondRef=TOC&language=EN&reference=20110606&type=CRE type: Debate in Parliament title: Debate in Parliament body: EP type: Debate in Parliament
  • date: 2011-06-08T00:00:00 docs: url: http://www.europarl.europa.eu/oeil/popups/sda.do?id=19843&l=en type: Results of vote in Parliament title: Results of vote in Parliament url: http://www.europarl.europa.eu/sides/getDoc.do?type=TA&language=EN&reference=P7-TA-2011-263 type: Decision by Parliament, 1st reading/single reading title: T7-0263/2011 body: EP type: Results of vote in Parliament
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council
  • body: CSL type: Council Meeting council: Education, Youth, Culture and Sport meeting_id: 3046 url: http://register.consilium.europa.eu/content/out?lang=EN&typ=SET&i=SMPL&ROWSPP=25&RESULTSET=1&NRROWS=500&DOC_LANCD=EN&ORDERBY=DOC_DATE+DESC&CONTENTS=3046*&MEET_DATE=18/11/2010 date: 2010-11-18T00:00:00
docs
  • date: 2010-11-15T00:00:00 docs: url: http://www.europarl.europa.eu/sides/getDoc.do?type=COMPARL&mode=XML&language=EN&reference=PE452.809 title: PE452.809 type: Committee draft report body: EP
  • date: 2010-12-15T00:00:00 docs: url: http://www.europarl.europa.eu/sides/getDoc.do?type=COMPARL&mode=XML&language=EN&reference=PE454.516 title: PE454.516 type: Amendments tabled in committee body: EP
  • date: 2011-01-28T00:00:00 docs: url: http://www.europarl.europa.eu/sides/getDoc.do?type=COMPARL&mode=XML&language=EN&reference=PE450.958&secondRef=02 title: PE450.958 committee: CULT type: Committee opinion body: EP
  • date: 2011-02-01T00:00:00 docs: url: http://www.europarl.europa.eu/sides/getDoc.do?type=COMPARL&mode=XML&language=EN&reference=PE454.683&secondRef=03 title: PE454.683 committee: FEMM type: Committee opinion body: EP
  • date: 2011-03-01T00:00:00 docs: url: http://www.europarl.europa.eu/sides/getDoc.do?type=COMPARL&mode=XML&language=EN&reference=PE456.624&secondRef=02 title: PE456.624 committee: IMCO type: Committee opinion body: EP
  • date: 2011-03-23T00:00:00 docs: url: http://www.europarl.europa.eu/sides/getDoc.do?type=REPORT&mode=XML&reference=A7-2011-82&language=EN title: A7-0082/2011 type: Committee report tabled for plenary, single reading body: EP
  • date: 2011-10-24T00:00:00 docs: url: /oeil/spdoc.do?i=19843&j=0&l=en title: SP(2011)8071 type: Commission response to text adopted in plenary
  • date: 2010-12-20T00:00:00 docs: url: http://www.connefof.europarl.europa.eu/connefof/app/exp/COM(2010)0296 title: COM(2010)0296 type: Contribution body: PT_PARLIAMENT
events
  • date: 2010-06-09T00:00:00 type: Non-legislative basic document published body: EC docs: url: http://www.europarl.europa.eu/RegData/docs_autres_institutions/commission_europeenne/com/2010/0296/COM_COM(2010)0296_EN.pdf title: COM(2010)0296 url: https://eur-lex.europa.eu/smartapi/cgi/sga_doc?smartapi!celexplus!prod!DocNumber&lg=EN&type_doc=COMfinal&an_doc=2010&nu_doc=296 title: EUR-Lex summary: PURPOSE: to give a new impetus for European cooperation in Vocational Education and Training (VET) to support the Europe 2020 strategy. BACKGROUND: the quality of human capital is crucial for Europe's success. VET must play a dual role: as a tool to help meet Europe's immediate and future skills needs; and, in parallel, to reduce the social impact of and facilitate recovery from the crisis. These twin challenges call for urgent reforms. The case for better skills development [1] in Europe is even more urgent in the light of the global race for talent and rapid development of Education and Training (E&T) systems in emerging economies such as China, Brazil or India. Initial vocational education and training (IVET) must equip young learners with skills directly relevant to evolving labour markets, such as e-skills, and highly developed key competences; such as digital and media literacy to achieve digital competence ; it has a particular role to play in addressing Europe's high youth unemployment. In addition, as the traditional life sequence of "training-work-retirement" will be modified with mid-life changes of careers and occupations, adults must be able to update their skills and competences through continuing vocational education and training (CVET) . The EU Ministers in charge of VET, European Social Partners and the European Commission will review the priorities under the Copenhagen process in December 2010. European cooperation in VET so far has been successful, particularly in the establishment of a number of EU common tools to enhance transparency and portability of qualifications. However, the agenda set in Europe 2020 clearly calls for a much bolder approach to reforms of VET systems . The re-launch of European cooperation in VET at the end of 2010 should be the result of a close partnership between Member States, the Commission and the Social Partners. It should comprise the definition of priorities for the coming 10 years, with shorter term objectives to be regularly reviewed by the stakeholders. This Communication constitutes the contribution of the Commission to the agenda for the modernisation of VET in the EU and provides policy responses to support the Europe 2020 Strategy. CONTENT: the aim of this Communication is therefore to propose a vision for the future of VET. It builds on and contributes to the Europe 2020 strategy and the Strategic framework for European cooperation in education and training up to 2020. It also takes into account the EU's renewed social agenda and the EU Strategy for Youth . This communication outlines several possible ways to give VET a new impetus: (1) A key role of VET in lifelong learning and mobility : the key actions in VET to support lifelong learning and mobility should focus on: flexible "à la carte" concepts to maximise the access to continuing VET delivered by employers, traditional training providers and higher education institutions and coupled with appropriate financial incentives; genuinely open pathways from VET to HE and development of tertiary VET programmes; high degree of validation of non-formal and informal learning; integrated guidance and counselling services to facilitate transitions and learning and career choices; by 2020, systematic use of EQF, ECVET and Europass aimed at transparency of qualifications and portability of learning outcomes; transnational mobility strategies at the level of VET providers facilitated by appropriate mobility support structures. (2) Increasing attractiveness and excellence of VET through quality and efficiency : the key actions to improve the quality and efficiency of initial and continuing VET should aim at: implementing quality assurance systems at national level, as recommended by EQAVET framework; developing a competence framework for teachers and trainers in initial and continuing VET; providing the workforce with high quality labour market relevant vocational skills by increased use of different forms of work-based learning; strengthening the development of key competences to ensure the adaptability and flexibility of learners and workers; making VET provision more responsive to evolving labour market needs based on forward planning tools in cooperation with social partners and public employment services. (3) Equity and active citizenship : initial VET can contribute significantly to combat drop outs, improve educational equity and promote upward social mobility of groups at risk by: providing high quality training focused on work-based learning adapted to individual needs; pathways from VET to HE accessible to groups at risk; appropriate "tracer systems" to monitor the employment rates of VET students, in particular of those belonging to groups at risk. Continuing VET is particularly well placed to increase the labour market participation of groups at risk through: flexible and modularised individual learning pathways; work-based learning focused on the acquisition of key competences; guidance services and validation of prior learning, particularly for migrants in order to facilitate their integration into society. With a view to development of the key competences for active citizenship: partnerships between VET providers, local communities, civil society organisations, parents and learners should be strengthened. (4) Innovation, creativity and entrepreneurship : VET can support creativity, innovation and entrepreneurship of learners by: providing experience-based and active learning to promote the acquisition of e-skills, a risk-taking culture, initiative, curiosity, intrinsic motivation and the critical thinking of individuals; including entrepreneurship in the competence framework of VET teachers and trainers.
  • date: 2010-10-21T00:00:00 type: Committee referral announced in Parliament, 1st reading/single reading body: EP
  • date: 2010-10-21T00:00:00 type: Referral to associated committees announced in Parliament body: EP
  • date: 2010-11-18T00:00:00 type: Debate in Council body: CSL docs: url: http://register.consilium.europa.eu/content/out?lang=EN&typ=SET&i=SMPL&ROWSPP=25&RESULTSET=1&NRROWS=500&DOC_LANCD=EN&ORDERBY=DOC_DATE+DESC&CONTENTS=3046*&MEET_DATE=18/11/2010 title: 3046 summary: The Council adopted conclusions on the priorities for European cooperation in vocational education and training for the period 2011-2020. The conclusions set out a global vision for vocational education and training (VET) in 2020 , aiming at a more attractive, relevant, career-oriented, innovative, accessible and flexible European VET system than in 2010. They also establish four long-term strategic objectives for the period from 2011 to 2020, which reflect those adopted under the overarching "ET 2020" strategic framework, namely: improving the quality and efficiency of VET - enhancing its attractiveness and relevance; making lifelong learning and mobility a reality; enhancing creativity, innovation and entrepreneurship; promoting equity, social cohesion and active citizenship. The text also sets out a programme of short-term deliverables related to these priorities, for the years 2011 to 2014. The conclusions will feed into the discussions at the informal ministerial meeting specially devoted to VET on 7 December in Bruges and serve as a basis for a special communiqué to be adopted by that meeting.
  • date: 2011-03-16T00:00:00 type: Vote in committee, 1st reading/single reading body: EP summary: The Committee on Employment and Social Affairs adopted the own-initiative report by Nadja HIRSCH (ADLE, DE) in response to the Commission communication entitled ‘A new impetus for European cooperation in Vocational Education and Training to support the Europe 2020 strategy’. The report notes that the youth unemployment rate is now 21% , which is twice as high as the general rate of unemployment at EU level and is one of the most pressing challenges in Europe, and is thus one of the goals being pursued to reduce the school drop-out rate below 10%. Another goal is to increase women’s participation in the labour market by 70% by 2020. However, the Commission communication failed to take the gender dimension into account. Members consider that education and training are key factors for successful participation in the labour market and the ability to make life decisions, given a situation where more than 5.5 million young Europeans are without work, are at risk of social exclusion and face poverty and a lack of opportunity after leaving school. The transition from education to work and between jobs is a structural challenge for workers all over the EU. The report underlines that demography and longevity are such that working lives will, as a matter of course, be longer and more varied. Lifelong learning, education, the new digital economy, the adaptation to new technologies and the implementation of the EU 2020 goals are all ways to secure employment and a better standard of living. Members consider that vocational education and training tailored to learners’ individual needs is of decisive value, increasing the possibility for individuals to deal with competitive pressures, increasing the standard of living, and achieving socio-economic cohesion and better integration, in particular of specific groups such as migrants, people with disabilities, or early school-leavers and vulnerable women. In this context, the role of the Member States and the Commission should be primarily to help create an environment where enterprises can succeed, develop and grow – to grow they need a reduced tax burden and predictability so they can plan and make investments. Exchanges of best practices are important in order to increase the number and improve the quality of pupils who opt for technical training in Member States, which fares poorly as far as pupil numbers and quality are concerned. Recognising the importance of modernising vocational education and training as well as the importance of both initial and continuing vocational education, the committee recommends, inter alia , the following: the Member States are called upon to make use of the positive experience with the dual system within Vocational Educational and Training (VET) in example countries, where the system has led to the longer-term integration of young workers into the labour market and to higher employment rates for young workers; VET programmes should be extended to comply with the principles of lifelong learning and initial and continuing training; the importance of encouraging regular further training courses as part of lifelong learning is stressed; the Member States are called upon to ensure that vocational training and life-long-learning are geared more closely to the needs of the labour market and allow for entry into and mobility within it. There is a need for better and greater interaction between the world of education, work, vocational education and training as a vital link between the world of education and that of work; the link between education and training , particularly the pathway from vocational to higher education, demands that the opportunities for link-ups between vocational training and university education be expanded, with special emphasis on integrating them into mechanisms for the provision of career information, guidance and counselling; the importance, at local and regional level, of fostering effective synergies and reliable forms of cooperation between schools, training agencies, research centres and firms , in order to overcome the inward-looking nature of education systems and the mismatch between knowledge and skills and the needs of the labour market and to make young people, in particular women, more employable is emphasised; the Commission and the Member States are called upon to render the European Social Fund management more flexible bearing in mind the changing nature of the labour market; lastly, the Member States and the Commission are urged to further improve the recognition of informal and non-formal learning . Members point to best practices in this field, especially with ESF-funding, which prove that the recognition of skills, wherever they are learned, leads to more successful integration into the labour market.
  • date: 2011-03-23T00:00:00 type: Committee report tabled for plenary, single reading body: EP docs: url: http://www.europarl.europa.eu/sides/getDoc.do?type=REPORT&mode=XML&reference=A7-2011-82&language=EN title: A7-0082/2011
  • date: 2011-06-06T00:00:00 type: Debate in Parliament body: EP docs: url: http://www.europarl.europa.eu/sides/getDoc.do?secondRef=TOC&language=EN&reference=20110606&type=CRE title: Debate in Parliament
  • date: 2011-06-08T00:00:00 type: Results of vote in Parliament body: EP docs: url: https://oeil.secure.europarl.europa.eu/oeil/popups/sda.do?id=19843&l=en title: Results of vote in Parliament
  • date: 2011-06-08T00:00:00 type: Decision by Parliament, 1st reading/single reading body: EP docs: url: http://www.europarl.europa.eu/sides/getDoc.do?type=TA&language=EN&reference=P7-TA-2011-263 title: T7-0263/2011 summary: The European Parliament adopted a resolution in response to the Commission communication entitled ‘A new impetus for European cooperation in Vocational Education and Training to support the Europe 2020 strategy ’. The resolution notes that the youth unemployment rate is now 21% , which is twice as high as the general rate of unemployment at EU level and is one of the most pressing challenges in Europe, and is thus one of the goals being pursued to reduce the school drop-out rate below 10%. Another goal is to increase women’s participation in the labour market by 70% by 2020. However, the Commission communication failed to take the gender dimension into account. Parliament considers that education and training are key factors for successful participation in the labour market and the ability to make life decisions, given a situation where more than 5.5 million young Europeans are without work, are at risk of social exclusion and face poverty and a lack of opportunity after leaving school. The transition from education to work and between jobs is a structural challenge for workers all over the EU. The resolution underlines that demography and longevity are such that working lives will, as a matter of course, be longer and more varied. Lifelong learning, education, the new digital economy, the adaptation to new technologies and the implementation of the EU 2020 goals are all ways to secure employment and a better standard of living. Members consider that vocational education and training tailored to learners’ individual needs is of decisive value, increasing the possibility for individuals to deal with competitive pressures, increasing the standard of living, and achieving socio-economic cohesion and better integration, in particular of specific groups such as migrants, people with disabilities, or early school-leavers and vulnerable women. In this context, the role of the Member States and the Commission should be primarily to help create an environment where enterprises can succeed, develop and grow – to grow they need a reduced tax burden and predictability so they can plan and make investments. Exchanges of best practices are important in order to increase the number and improve the quality of pupils who opt for technical training in Member States, which fares poorly as far as pupil numbers and quality are concerned. Recognising the importance of modernising vocational education and training as well as the importance of both initial and continuing vocational education, Parliament recommends, inter alia , the following: the Member States are called upon to make use of the positive experience with the dual system within Vocational Educational and Training (VET) in example countries, where the system has led to the longer-term integration of young workers into the labour market and to higher employment rates for young workers; VET programmes should be extended to comply with the principles of lifelong learning and initial and continuing training; the importance of encouraging regular further training courses as part of lifelong learning is stressed; the Member States are called upon to ensure that vocational training and life-long-learning are geared more closely to the needs of the labour market and allow for entry into and mobility within it. There is a need for better and greater interaction between the world of education, work, vocational education and training as a vital link between the world of education and that of work; the Member States should establish and implement quality assurance systems at national level and develop a competence framework for teachers and trainers and the Commission is encouraged to develop and update regularly a chart giving a region-by-region picture of training qualifications and demand ; the link between education and training , particularly the pathway from vocational to higher education, demands that the opportunities for link-ups between vocational training and university education be expanded, with special emphasis on integrating them into mechanisms for the provision of career information, guidance and counselling; the importance, at local and regional level, of fostering effective synergies and reliable forms of cooperation between schools, training agencies, research centres and firms , in order to overcome the inward-looking nature of education systems and the mismatch between knowledge and skills and the needs of the labour market and to make young people, in particular women, more employable is emphasised; better cooperation among the Member States' different education systems – bridging those differences and ensuring mutual recognition of certificates and diplomas among the Member States – should be emphasised in order to heighten cross-border collaboration and aid mobility; Parliament calls for a specific EU initiative to attract girls to the MINT (mathematics, informatics, natural sciences, and technology) professions and to combat the stereotypes that still dominate these professions; the Commission and the Member States are called upon to render the European Social Fund management more flexible bearing in mind the changing nature of the labour market; the Member States and the Commission are urged to further improve the recognition of informal and non-formal learning . Members point to best practices in this field, especially with ESF-funding, which prove that the recognition of skills, wherever they are learned, leads to more successful integration into the labour market. lastly, the Member States are asked, as far as vocational education and training are concerned, to take into consideration the individual needs of low-skilled workers, migrant learners, people belonging to an ethnic minority, vulnerable women, the unemployed, people with disabilities and single mothers and at the same time that particular attention be paid to the Roma minority .
  • date: 2011-06-08T00:00:00 type: End of procedure in Parliament body: EP
links
other
  • body: EC dg: url: http://ec.europa.eu/dgs/education_culture/ title: Education and Culture commissioner: VASSILIOU Androulla
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Rules of Procedure EP 150
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New
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  • 4.40.15 Vocational education and training
  • 4.40.20 Cooperation and agreements in the fields of education, training and youth
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4.40.15
Vocational education and training
4.40.20
Cooperation and agreements in the fields of education, training and youth
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activities
  • date: 2010-06-09T00:00:00 docs: url: http://www.europarl.europa.eu/registre/docs_autres_institutions/commission_europeenne/com/2010/0296/COM_COM(2010)0296_EN.pdf celexid: CELEX:52010DC0296:EN type: Non-legislative basic document published title: COM(2010)0296 type: Non-legislative basic document published body: EC commission: DG: url: http://ec.europa.eu/dgs/education_culture/ title: Education and Culture Commissioner: VASSILIOU Androulla
  • date: 2010-10-21T00:00:00 body: EP type: Committee referral announced in Parliament, 1st reading/single reading committees: body: EP responsible: False committee: CULT date: 2010-06-24T00:00:00 committee_full: Culture and Education (Associated committee) rapporteur: group: S&D name: BADIA I CUTCHET Maria body: EP responsible: True committee: EMPL date: 2010-07-08T00:00:00 committee_full: Employment and Social Affairs (Associated committee) rapporteur: group: ALDE name: HIRSCH Nadja body: EP responsible: False committee: FEMM date: 2010-09-28T00:00:00 committee_full: Women's Rights and Gender Equality rapporteur: group: S&D name: SENYSZYN Joanna body: EP responsible: False committee: IMCO date: 2010-12-01T00:00:00 committee_full: Internal Market and Consumer Protection rapporteur: group: S&D name: SEHNALOVÁ Olga
  • body: CSL meeting_id: 3046 docs: url: http://register.consilium.europa.eu/content/out?lang=EN&typ=SET&i=SMPL&ROWSPP=25&RESULTSET=1&NRROWS=500&DOC_LANCD=EN&ORDERBY=DOC_DATE+DESC&CONTENTS=3046*&MEET_DATE=18/11/2010 type: Debate in Council title: 3046 council: Education, Youth, Culture and Sport date: 2010-11-18T00:00:00 type: Council Meeting
  • date: 2011-03-16T00:00:00 body: EP committees: body: EP responsible: False committee: CULT date: 2010-06-24T00:00:00 committee_full: Culture and Education (Associated committee) rapporteur: group: S&D name: BADIA I CUTCHET Maria body: EP responsible: True committee: EMPL date: 2010-07-08T00:00:00 committee_full: Employment and Social Affairs (Associated committee) rapporteur: group: ALDE name: HIRSCH Nadja body: EP responsible: False committee: FEMM date: 2010-09-28T00:00:00 committee_full: Women's Rights and Gender Equality rapporteur: group: S&D name: SENYSZYN Joanna body: EP responsible: False committee: IMCO date: 2010-12-01T00:00:00 committee_full: Internal Market and Consumer Protection rapporteur: group: S&D name: SEHNALOVÁ Olga type: Vote in committee, 1st reading/single reading
  • date: 2011-03-23T00:00:00 docs: url: http://www.europarl.europa.eu/sides/getDoc.do?type=REPORT&mode=XML&reference=A7-2011-82&language=EN type: Committee report tabled for plenary, single reading title: A7-0082/2011 body: EP type: Committee report tabled for plenary, single reading
  • date: 2011-06-06T00:00:00 docs: url: http://www.europarl.europa.eu/sides/getDoc.do?secondRef=TOC&language=EN&reference=20110606&type=CRE type: Debate in Parliament title: Debate in Parliament body: EP type: Debate in Parliament
  • date: 2011-06-08T00:00:00 docs: url: http://www.europarl.europa.eu/oeil/popups/sda.do?id=19843&l=en type: Results of vote in Parliament title: Results of vote in Parliament url: http://www.europarl.europa.eu/sides/getDoc.do?type=TA&language=EN&reference=P7-TA-2011-263 type: Decision by Parliament, 1st reading/single reading title: T7-0263/2011 body: EP type: Results of vote in Parliament
committees
  • body: EP responsible: False committee: CULT date: 2010-06-24T00:00:00 committee_full: Culture and Education (Associated committee) rapporteur: group: S&D name: BADIA I CUTCHET Maria
  • body: EP responsible: True committee: EMPL date: 2010-07-08T00:00:00 committee_full: Employment and Social Affairs (Associated committee) rapporteur: group: ALDE name: HIRSCH Nadja
  • body: EP responsible: False committee: FEMM date: 2010-09-28T00:00:00 committee_full: Women's Rights and Gender Equality rapporteur: group: S&D name: SENYSZYN Joanna
  • body: EP responsible: False committee: IMCO date: 2010-12-01T00:00:00 committee_full: Internal Market and Consumer Protection rapporteur: group: S&D name: SEHNALOVÁ Olga
links
other
  • body: EC dg: url: http://ec.europa.eu/dgs/education_culture/ title: Education and Culture commissioner: VASSILIOU Androulla
procedure
dossier_of_the_committee
EMPL/7/04271
reference
2010/2234(INI)
title
European cooperation in vocational education and training to support the Europe 2020 strategy
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Rules of Procedure of the European Parliament EP 052
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Procedure completed
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Initiative
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INI - Own-initiative procedure
subject