Procedure completed
2010/2234(INI) European cooperation in vocational education and training to support the Europe 2020 strategy
Lead committee dossier: EMPL/7/04271
Legal Basis RoP 052
| Role | Committee | Rapporteur | Shadows |
|---|---|---|---|
| Opinion | CULT | BADIA I CUTCHET Maria (S&D) | |
| Lead | EMPL | HIRSCH Nadja (ALDE) | |
| Opinion | FEMM | SENYSZYN Joanna (S&D) | |
| Opinion | IMCO | SEHNALOVÁ Olga (S&D) |
Legal Basis RoP 052
Subjects
Activites
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2011/06/08
Results of vote in Parliament
- Results of vote in Parliament
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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.
- 2011/06/06 Debate in Parliament
- 2011/03/23 Committee report tabled for plenary, single reading
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2011/03/16
Vote in committee, 1st reading/single reading
- #3046
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2010/11/18
Council Meeting
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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.
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3046
summary
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2010/10/21
Committee referral announced in Parliament, 1st reading/single reading
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2010/06/09
Non-legislative basic document published
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COM(2010)0296
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.
- DG {'url': 'http://ec.europa.eu/dgs/education_culture/', 'title': 'Education and Culture'}, VASSILIOU Androulla
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COM(2010)0296
summary
Documents
- Non-legislative basic document published: COM(2010)0296
- Debate in Council: 3046
- Committee report tabled for plenary, single reading: A7-0082/2011
- Debate in Parliament: Debate in Parliament
- Results of vote in Parliament: Results of vote in Parliament
- Decision by Parliament, 1st reading/single reading: T7-0263/2011
| Amendments | Dossier |
| 225 |
2010/2234(INI)
2010/12/09
CULT
56 amendments...
Amendment 1 #
Draft opinion Paragraph 1 1. Points out that in the new digital economy,
Amendment 10 #
Draft opinion Paragraph 2 a (new) 2a. Reiterates its criticism of the cuts made by the Council of Ministers in the 2011 budget as regards funding for the main EU programmes in the education sphere (the 'Lifelong Learning' programme and the People programme - cuts of EUR 25 million and EUR 100 million respectively); the ambitious Europe 2020 strategy is thus clearly out of step with the reality of budgetary constraints;
Amendment 11 #
Draft opinion Paragraph 2 a (new) 2a. Believes that existing European vocational training programmes are effective and should be given more support in future;
Amendment 12 #
Draft opinion Paragraph 2 a (new) 2a. Recommends that incentives be provided to employers to encourage their employees to take part in training programmes;
Amendment 13 #
Draft opinion Paragraph 2 b (new) 2b. Stresses the importance of encouraging regular further training courses as part of lifelong learning;
Amendment 14 #
Draft opinion Paragraph 2 c (new) 2c. Believes that the idea of a prior assessment of the retraining potential of every person concerned merits attention;
Amendment 15 #
Draft opinion Paragraph 3 3. Points out that the link between education and training, particularly the pathway from vocational to higher
Amendment 16 #
Draft opinion Paragraph 3 3. Points out that the link between education and training, particularly the pathway from vocational training, whether formal, non-formal or informal, to higher education, demands changes from learning institutions to cope with the difficulties linked to the differences in teaching and learning styles, and that
Amendment 17 #
Draft opinion Paragraph 3 3. Points out that the link between education and training, particularly the pathway from vocational to higher education, demands changes from learning institutions to cope with the difficulties linked to the differences in teaching and learning styles, and that more suitable teacher training is therefore necessary; considers at the same time that switching between training and employment ensures that those who receive vocational training acquire the skills in demand on the labour market;
Amendment 18 #
Draft opinion Paragraph 3 3. Points out that the link between education and training, particularly the pathway from vocational to higher education, demands changes from learning institutions to cope with the difficulties linked to the differences in teaching and learning styles which stem from the adoption of curricula based on the development of skills, rather than the mere processing of course material, and that more suitable teacher training is therefore necessary;
Amendment 19 #
Draft opinion Paragraph 3 3. Points out that the link between education and training, particularly the pathway from vocational to higher education, demands changes from learning institutions to cope with the difficulties linked to the differences in teaching and learning styles, and that more suitable
Amendment 2 #
Draft opinion Paragraph 1 1. Points out that in the new digital economy, creativity and ICTs are building a new business culture closely linked to VET and that it is therefore time to put VET at the centre of the agenda, especially in order to face the challenges posed by the 2020 strategy; therefore strongly emphasizes the essential contribution of high quality post secondary vocational education and training to the achievement of the EU headline target of 40% within tertiary or equivalent education;
Amendment 20 #
Draft opinion Paragraph 3 3. Points out that the link between education and training, particularly the pathway from vocational to higher education, demands profound structural changes from learning institutions to cope with the difficulties linked to the accessibility for citizens and differences in teaching and learning styles, and that more suitable teacher training is therefore necessary;
Amendment 21 #
Draft opinion Paragraph 3 3. Points out that the link between education and training, particularly the pathway from vocational to higher education, demands changes from learning institutions to cope with the difficulties linked to the differences in teaching and learning styles, and that
Amendment 22 #
Draft opinion Paragraph 3 a (new) 3a. Emphasises the importance, at territorial 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 make young people and women in particular more employable, with specific reference to vocational further education qualifications;
Amendment 23 #
Draft opinion Paragraph 4 4. Suggests that setting up a new language- learning strategy to improve general knowledge in specific skill areas will facilitate the mobility of teachers and students; in addition, the guarantee of a smooth transition from vocational education to higher education will help to make vocational training courses more attractive;
Amendment 24 #
Draft opinion Paragraph 4 a (new) 4a. Sees the opportunity of mobility as an important part of VET and therefore recommends upgrading the Leonardo da Vinci programme;
Amendment 25 #
Draft opinion Paragraph 4 a (new) 4a. Believes that cross-border mobility in the area of vocational education and training is as important as mobility in the area of general education, and believes that more effort should be put into developing such mobility;
Amendment 26 #
Draft opinion Paragraph 5 5. Recommends boosting creativity at all levels of education
Amendment 27 #
Draft opinion Paragraph 5 5. Recommends boosting creativity
Amendment 28 #
Draft opinion Paragraph 5 5. Recommends
Amendment 29 #
Draft opinion Paragraph 5 5. Recommends boosting
Amendment 3 #
Draft opinion Paragraph 1 1. Points out that in the new digital economy, creativity and ICTs are building a
Amendment 30 #
Draft opinion Paragraph 5 5. Recommends boosting creativity and the capacity for innovation at all levels of education including vocational, non-formal and informal learning, by giving students an interest in culture, the arts and the sciences;
Amendment 31 #
Draft opinion Paragraph 5 5. Recommends boosting creativity at all levels of education, including vocational
Amendment 32 #
Draft opinion Paragraph 5 a (new) 5a. Points out that rising population ageing rates in Europe increase the importance of lifelong learning and education programmes and make it necessary to provide support for them;
Amendment 33 #
Draft opinion Paragraph 5 a (new) 5a. Considers that an education for entrepreneurship should form an important part of VET in order to increase its attractiveness to all students and insure the enhancement of entrepreneurship in accordance with the provisions of the EU 2020 Strategy;
Amendment 34 #
Draft opinion Paragraph 5 a (new) 5a. Acknowledges the significant role played by gender stereotypes in our educational practices, and emphasises, therefore, the importance of drawing up strategies designed to lead to the establishment of gender-neutral education, which would help to bring about, for example, equal access for women and men to VET and employment;
Amendment 35 #
Draft opinion Paragraph 5 a (new) 5a. Emphasises that importance should be attached to the training requirements of SME staff, as drivers of creativity;
Amendment 36 #
Draft opinion Paragraph 6 6. Considers that the role of regional and local authorities in cooperating with VET centres and the business world to develop
Amendment 37 #
Draft opinion Paragraph 6 6. Considers that the role of regional and local authorities in developing a friendly environment for successful cooperation between the labour market and VET
Amendment 38 #
Draft opinion Paragraph 6 6. Considers that the role of regional and local authorities in developing a friendly environment for successful cooperation between the labour market and VET students is essential; and underlines the importance of apprenticeships to this end;
Amendment 39 #
Draft opinion Paragraph 6 6. Considers that the role of regional and local authorities in supporting VET providers and developing a friendly environment for successful cooperation between the labour market and VET students is essential;
Amendment 4 #
Draft opinion Paragraph 1 a (new) 1a. Emphasises the importance of social and inclusive economy models for this new enterprise culture, and points out that it is vital that institutions providing vocational training and education, including higher education, should equip their students with a detailed knowledge of all forms of entrepreneurship, including in the social and inclusive economy, and of responsible and ethical management principles;
Amendment 40 #
Draft opinion Paragraph 6 6. Considers that the role of regional and local authorities and the social partners in developing a friendly environment for successful cooperation between the labour market and VET students is essential;
Amendment 41 #
Draft opinion Paragraph 6 a (new) 6a. Calls on the Member States to create pathways for young people with no or poor educational qualifications so as to enable them to enter employment; calls, given the explosive nature of the problem, for a pilot project to combat youth unemployment and help Member States establish local networks linking schools, industry, youth services and young people;
Amendment 42 #
Draft opinion Paragraph 6 a (new) 6a. Encourages the Commission to develop and regularly update a chart giving a region-by-region picture of training qualifications and demand;
Amendment 43 #
Draft opinion Paragraph 6 a (new) 6a. Calls on the Member States to give students a status which fosters their professional and social integration and their mobility;
Amendment 44 #
Draft opinion Paragraph 7 7. Calls on the Commission to continue to support and consistently implement both quality assurance systems, such as those recommended in the European Quality Assurance in VET Network (EQAVET), and the instruments developed through the Copenhagen process, such as the Europass and the European Qualifications Framework (EQF); calls on the Member States to simplify the procedures for recognising foreign professional qualifications so as to ensure that job skills can be demonstrated not just on the strength of formal qualifications, but also by means of probationary periods, theoretical and practical examinations, and expert assessments;
Amendment 45 #
Draft opinion Paragraph 7 7. Calls on the Commission to continue to support quality
Amendment 46 #
Draft opinion Paragraph 7 7. Calls on the Commission to continue to support quality assurance systems, such as those recommended in the European Quality Assurance in VET Network (EQAVET); considers that ECVET should be compatible with EQF, so that it does not result in unnecessary bureaucracy;
Amendment 47 #
Draft opinion Paragraph 7 a (new) 7a. Calls on the Member States to give students a status which fosters their professional and social integration and their mobility;
Amendment 48 #
Draft opinion Paragraph 8 8. Considers that the challenges posed by the 2020 strategy c
Amendment 49 #
Draft opinion Paragraph 8 8. Considers that the challenges posed by the Bologna process and the 2020 strategy create a need to provide adequate financial resources a
Amendment 5 #
Draft opinion Paragraph 1 a (new) 1a. Emphasises the need to establish an inventory of those areas in which the European Union holds, or could hold, a comparative advantage worldwide, and for which further training strategies should be developed;
Amendment 50 #
Draft opinion Paragraph 8 8. Considers that the challenges posed by the 2020 strategy create a need to provide adequate financial resources as well as increasing VET prestige; considers, in this respect, that giving visibility to student success stories in the labour market and encouraging exchanges of experience regarding support programmes and periods spent abroad would be of great value.
Amendment 51 #
Draft opinion Paragraph 8 8. Considers that the challenges posed by the 2020 strategy create a need to provide adequate financial resources, also through the Structural Funds, in particular the ESF, as well as increasing VET prestige; considers, in this respect, that giving visibility to student success stories in the labour market would be of great value.
Amendment 52 #
Draft opinion Paragraph 8 8. Considers that the challenges posed by the 2020 strategy create a need to provide adequate financial resources as well as increasing VET prestige through the promotion of new models and methods of training; considers, in this respect, that giving visibility to student success stories and sharing European best practices in the labour market would be of great value.
Amendment 53 #
Draft opinion Paragraph 8 a (new) 8a. Recommends that the autonomy of VET centres be promoted in the areas of planning, financing, managing and assessing activities and that more dynamic forms of cooperation be introduced between VET centres and enterprises;
Amendment 54 #
Draft opinion Paragraph 8 b (new) 8b. Urges governments to promote flexible VET, geared to the specific needs of organisations and enterprises, that enables all the training accomplished to be turned to good account, the reconciliation of that training with private life and other professional activities, and the boosting of European mobility, with particular emphasis on facilitating access to VET for organisations at risk of marginalisation, to prolong their training.
Amendment 55 #
Draft opinion Paragraph 8 a (new) 8a. Recalls that VET programs should be extended to comply with the principles of life-long learning, initial and continued training.
Amendment 56 #
Draft opinion Paragraph 8 b (new) 8b. Considers that a better harmonization among the different educational systems of Member States, bridging these differences and the recognition of certificates and diplomas among member states should be emphasised in order to heighten cross-border collaboration and aid mobility.
Amendment 6 #
Draft opinion Paragraph 2 2. Recalls that investing in education and training is essential for
Amendment 7 #
Draft opinion Paragraph 2 2. Recalls that investing in education and training is essential for Europe’s better future; considers that key competences and new skills provide people with new opportunities and, moreover, that they lay the basis for long-term sustainable economic and social development; considers it important in this connection that the State is responsible for securing workers the basic qualifications,
Amendment 8 #
Draft opinion Paragraph 2 2. Recalls that investing in education and training is essential for Europe’s better future; considers that key competences and new skills, in particular those required by jobs in strategic growth sectors, provide people with new opportunities and, moreover, that they lay the basis for long- term sustainable economic and social development;
Amendment 9 #
Draft opinion Paragraph 2 a (new) 2a. Points out that lifelong learning will be crucial if unemployment is to be prevented and due account is to be taken of diverse employment biographies; with that aim in view, workers must be made more aware of the need for constant further training;
source: PE-454.460
2010/12/16
EMPL
116 amendments...
Amendment 1 #
Motion for a resolution Citation 9 a (new) - having regard to the European Parliament’s report of14 June 2010 "on promoting youth access to the labour market, strengthening trainee, internship and apprenticeship status",
Amendment 10 #
Motion for a resolution Recital B B. whereas demography is such that working lives will, as a matter of course, be longer and more varied and whereas lifelong learning
Amendment 100 #
Motion for a resolution Paragraph 19 19. Welcomes the idea of
Amendment 101 #
Motion for a resolution Paragraph 19 19. Welcomes the idea of making cross- border mobility a
Amendment 102 #
Motion for a resolution Paragraph 19 19. Welcomes the idea of making cross- border mobility an optional component of vocational education and training as it is being done with the Leonardo da Vinci programme; strongly urges employees to make more use of the Leonardo da Vinci programme;
Amendment 103 #
Motion for a resolution Paragraph 19 19. Welcomes the idea of making cross- border mobility an optional component of vocational education and training and developing the potential of a cross-border labour market for those involved;
Amendment 104 #
Motion for a resolution Paragraph 20 20. Calls on the Member States to facilitate the recognition of non-formal and informal learning and encourage the exchange of work experience in order to obtain the most from labour mobility and knowledge sharing;
Amendment 105 #
Motion for a resolution Paragraph 20 20. Calls on the Member States to facilitate the recognition of non-formal and informal learning and allow greater leeway for individual learning paths;
Amendment 106 #
Motion for a resolution Paragraph 20 a (new) 20a. Calls on Member States, with the assistance of the Commission, and in cooperation with the social partners, to introduce systems for certifying vocational qualifications within the framework of lifelong learning and professional training;
Amendment 107 #
Motion for a resolution Paragraph 21 21. Welcomes the Commission proposal to organise education and training offerings in modular form; calls, however, for the integral nature of a broad vocational qualification to be preserved as an absolute priority and for the individual modules to be clearly defined and provision made for the necessary
Amendment 108 #
Motion for a resolution Paragraph 22 22. Is convinced that stakeholder vocational education and training partnerships, as proposed in the Europe 2020 strategy, are a prerequisite for efficiency and relevance to the labour market, and that they should take the form of long-term skills councils geared to the labour market;
Amendment 109 #
Motion for a resolution Paragraph 23 23. Calls on the Member States to
Amendment 11 #
Motion for a resolution Recital B B. whereas demography
Amendment 110 #
Motion for a resolution Paragraph 23 23. Calls on the Member States to take into account the acquisition of foreign language skills in vocational education and training with a focus on small and medium-sized enterprises, thereby creating the conditions for increasing their competitiveness as part of the single market;
Amendment 111 #
Motion for a resolution Paragraph 25 a (new) 25a. Calls for the promotion of transnational cooperation, both among EU Member states and third countries, in order to establish programmes for the exchange of best practices in the field of vocational education and training;
Amendment 112 #
Motion for a resolution Paragraph 25 a (new) 25a. Calls on the Commission to implement the training effectiveness assessment system in order to achieve and maintain a high employment rate;
Amendment 113 #
Motion for a resolution Paragraph 25 a (new) 25a. Calls for more effectiveness and delivery concerning two major EU training agencies- Cedefop - European Centre for the Development of Vocational Training and ETF- European Training Foundation;
Amendment 114 #
Motion for a resolution Paragraph 26 26. Requests the Commission to make the necessary adjustments to the European Social Fund, the Lifelong Learning Programme as a whole, and Erasmus for Young Entrepreneurs in order to ensure that funding for specific education and training projects, projects to tackle youth unemployment, and training schemes for older people can be allocated and made more readily accessible in all parts of the EU; calls on the Commission to support Community programmes to help young people to acquire the knowledge, skills and experiences which they need in order to find their first job;
Amendment 115 #
Motion for a resolution Paragraph 27 27. Calls on the Member States to
Amendment 116 #
Motion for a resolution Paragraph 27 27. Calls on the Member States to finance a
Amendment 12 #
Motion for a resolution Recital B B. whereas demography is such that working lives will, as a matter of course, be longer and more varied and whereas lifelong learning is
Amendment 13 #
Motion for a resolution Recital C C. whereas vocational education and training tailored to learners‘ individual needs is of decisive value
Amendment 14 #
Motion for a resolution Recital C C. whereas vocational education and training tailored to learners
Amendment 15 #
Motion for a resolution Recital C a (new) Ca. whereas the young generation, suffering a disproportionate impact from the economic crisis, are at risk of social exclusion, given a situation where more than 5.5 million young Europeans without work face poverty and hardship after leaving school, and many young people are forced to accept precarious jobs, with low salaries and reduced social insurance cover, which affects their health and safety in the workplace,
Amendment 16 #
Motion for a resolution Recital C a (new) Ca. whereas small businesses have created historically more than 50% of new jobs in Europe -jobs that are self- sustaining and have a multiplier effect,
Amendment 17 #
Motion for a resolution Recital C b (new) Amendment 18 #
Motion for a resolution Recital C a (new) Ca. whereas, in view of the great differences in the levels of participation of pupils in vocational training in Member States, 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;
Amendment 19 #
Motion for a resolution Paragraph -1 a (new) -1a. Recognises the importance of modernising vocational education and training, given that human capital is crucial for Europe’s success;
Amendment 2 #
Motion for a resolution Recital A A. whereas youth unemployment
Amendment 20 #
Motion for a resolution Paragraph 1 1. Recognises the importance of vocational education and training, initial and continuing vocational education and training and maintains that their success hinges on the participation and cooperation of all stakeholders, the designing, organisation and financing of strategies towards this direction;
Amendment 21 #
Motion for a resolution Paragraph 1 1. Recognises the importance of vocational education and training and maintains that their success hinges on the participation and cooperation of all stakeholders; refers to the positive experiences with the dual system within Vocational Educational and Training (VET) in countries such as Germany, Austria and Denmark where the system has led to longer term integration of young workers into the labour market and to higher employment rates for young workers as well as higher levels of competence which then increase employment prospects at later age;
Amendment 22 #
Motion for a resolution Paragraph 1 a (new) 1a. Warns that young Europeans may become a lost generation in the absence of practical support to find a job and continue their studies, at a time when worsening poverty is leading to a rise in school absenteeism;
Amendment 23 #
Motion for a resolution Paragraph 2 2.
Amendment 24 #
Motion for a resolution Paragraph 3 Amendment 25 #
Motion for a resolution Paragraph 3 3. Calls on the Member States to ensure that vocational education and training are geared more closely to the
Amendment 26 #
Motion for a resolution Paragraph 3 3. Calls on the Member States to ensure that vocational education and training are geared more closely to the needs of the labour market; stresses the need for better and greater interaction between the world of education and that of work;
Amendment 27 #
Motion for a resolution Paragraph 3 3. Calls on the Member States to ensure that vocational education and training are geared more closely to the needs of the labour market, adapting the education system to avoid producing a conveyor belt of unemployed people;
Amendment 28 #
Motion for a resolution Paragraph 3 3. Calls on the Member States to ensure that vocational education and training and life-long learning are geared more closely to the needs of the labour market
Amendment 29 #
Motion for a resolution Paragraph 3 a (new) 3a. Stresses that vocational education and training constitute a vital link between the world of education and that of work;
Amendment 3 #
Motion for a resolution Recital A A. whereas youth and female unemployment, as a result of the recent economic and financial crisis, is one of the most pressing challenges in Europe and whereas one goal being pursued is to reduce the school drop-out rate below 10%
Amendment 30 #
Motion for a resolution Paragraph 3 a (new) 3a. Calls on the Commission and the Member States to render the ESF management more flexible bearing in mind the changing nature of the labour market;
Amendment 31 #
Motion for a resolution Paragraph 4 4. Welcomes the greater emphasis on a result-oriented learning approach and that fact that skills acquired informally or non- formally are to be
Amendment 32 #
Motion for a resolution Paragraph 4 a (new) 4a. Stresses the importance of initial training for teachers as quality of teachers and educators traduces into quality of teaching programmes and education as whole;
Amendment 33 #
Motion for a resolution Paragraph 4 a (new) 4a. Calls on Member States and the Commission to further improve the recognition of informal and non-formal learning; points to best practices in this field, especially with ESF-funding, which prove that recognition of skills, wherever they are learned, lead to more successful integration into the labour market;
Amendment 34 #
Motion for a resolution Paragraph 5 5. Calls on the Member States to offer a qualitatively high standard of vocational education oriented towards work-based learning and the individual needs of the people concerned;
Amendment 35 #
Motion for a resolution Paragraph 5 a (new) 5a. Stresses that high-quality vocational education and training are fundamental to enabling Europe to establish itself as a knowledge society and to compete effectively in the globalised economy;
Amendment 36 #
Motion for a resolution Paragraph 5 a (new) 5a. Calls for more attention to be paid to the higher level of vulnerability affecting young people in rural areas where, in some Member States, poverty, unemployment, starting work at an early age and dropping out of school are ruining the futures of countless children and young people;
Amendment 37 #
Motion for a resolution Paragraph 5 a (new) 5a. Calls on the Member States to ensure that vocational education and training are geared more closely to the needs of the labour market;
Amendment 38 #
Motion for a resolution Paragraph 5 b (new) 5b. Calls on the Member States to foster the individuals' need for qualifications development and lifelong learning;
Amendment 39 #
Motion for a resolution Paragraph 5 a (new) 5a. Calls for training by means of apprenticeships to be assigned priority over any other type of training, e.g. traineeships; encourages Member States not to plan any university courses of a vocational nature which are not accompanied by an apprenticeship contract;
Amendment 4 #
Motion for a resolution Recital A A. whereas youth unemployment, the rate of which is twice as high as the general rate of unemployment at EU level, is one of the most pressing challenges in Europe and whereas one goal being pursued is to reduce the school drop-out rate below 10%,
Amendment 40 #
Motion for a resolution Paragraph 5 a (new) 5a. Calls on Member states to open routes for lower-ability students to return to general education either at secondary or tertiary level;
Amendment 41 #
Motion for a resolution Paragraph 5 a (new) 5a. Calls on Member States, with the active participation of the social partners, to help modernise vocational programmes and the know-how provided by jointly designing the vocational templates which will form the basis for educational curricula and be renewed every two to three years according to scientific and technological developments in each area;
Amendment 42 #
Motion for a resolution Paragraph 6 6. Calls
Amendment 43 #
Motion for a resolution Paragraph 6 6. Calls
Amendment 44 #
Motion for a resolution Paragraph 6 6. Calls for greater balance in girls‘ and boys’ career choices; stresses however that it is highly individual choice that shall lead young people -girls and boys- in their educational and professional career;
Amendment 45 #
Motion for a resolution Paragraph 6 6. Calls for greater balance in girls‘ and boys’ career choices; asks Member States and the Commission to actively work towards a less gender segregated labour market by putting forward initiatives that will help women to choose careers that traditionally have been male dominated and vice versa;
Amendment 46 #
Motion for a resolution Paragraph 6 6. Calls for greater
Amendment 47 #
Motion for a resolution Paragraph 6 6. Calls for greater balance in girls
Amendment 48 #
Motion for a resolution Paragraph 7 7. Calls for all stakeholders, especially educational institutions, employers, employees and unions, to engage in formal dialogue with a view to ensuring that vocational education is of high quality and geared to the labour market;
Amendment 49 #
Motion for a resolution Paragraph 7 7. Calls for all stakeholders to engage in formal dialogue with a view to ensuring that vocational education is of high quality and geared to the current needs of the labour market;
Amendment 5 #
Motion for a resolution Recital A A. whereas youth unemployment is above 20 % making it one of the most pressing challenges in Europe and whereas one goal being pursued is to reduce the school drop- out rate below 10%,
Amendment 50 #
Motion for a resolution Paragraph 8 8. Welcomes the aim of the Europe 2020 strategy whereby vocational education systems are to be oriented towards
Amendment 51 #
Motion for a resolution Paragraph 8 8. Welcomes the aim of the Europe 2020 strategy whereby vocational education systems are to be oriented towards creativity, new technologies, innovation, and entrepreneurial thinking and self- employment is to be viewed as a career option;
Amendment 52 #
Motion for a resolution Paragraph 8 8. Welcomes the aim of the Europe 2020 strategy whereby vocational education systems are to be
Amendment 53 #
Motion for a resolution Paragraph 8 8. Welcomes the aim of the Europe 2020 strategy whereby
Amendment 54 #
Motion for a resolution Paragraph 8 a (new) 8a. Recalls the goals set out in the Europe 2020 Strategy earlier this year which emphasises the need for a high skilled and educated European labour force in order to achieve a strong and sustainable growth and reach the employment goals set out in the Strategy; highlights the important role that affordable and accessible VET plays in the process of educating and upskilling the European labour force;
Amendment 55 #
Motion for a resolution Paragraph 8 a (new) 8a. Stresses the importance of strengthening the procedure for identifying needs at local, national and European level so as to achieve the closest possible match between the skills offered and labour market requirements;
Amendment 56 #
Motion for a resolution Paragraph 9 a (new) 9a. Emphasises the need for the VET to provide workers with the skills needed to take up new, green jobs that will arise in the future sustainable economy;
Amendment 57 #
Motion for a resolution Paragraph 9 a (new) 9a. Calls on the Member States to monitor action to facilitate the transition from school to working life by developing integrated careers guidance and advice programmes;
Amendment 58 #
Motion for a resolution Paragraph 9 a (new) 9a. Calls on undertakings to make increased use of joint training schemes so that specific training targets that are in demand on the labour market can be better achieved;
Amendment 59 #
Motion for a resolution Paragraph 9 a (new) 9a. Calls on Member States, given the reorientation towards a sustainable economy and sustainable growth, to strengthen the institution of vocational education and training since it has the potential to become a means of addressing the social consequences of corporate restructuring for workers, by increasing their employability;
Amendment 6 #
Motion for a resolution Recital A A. whereas youth unemployment is one of the most pressing challenges in Europe and whereas one of the goals being pursued is to reduce the school drop-out rate below 10%,
Amendment 60 #
Motion for a resolution Paragraph 10 10. Calls on the Member States to allow for the growing need for upskilling
Amendment 61 #
Motion for a resolution Paragraph 10 10. Calls on the Member States to allow for the growing need for upskilling
Amendment 62 #
Motion for a resolution Paragraph 10 10. Calls on the Member States to allow for the growing need for upskilling by setting up advice centres to help workers plan the necessary vocational training; calls on employers to offer opportunities for upskilling to all employees;
Amendment 63 #
Motion for a resolution Paragraph 10 10. Calls on the Member States to allow for the growing need for upskilling by setting up advice centres to help workers plan the necessary vocational training; calls on employers to offer opportunities for upskilling and asks the Member States to lay down a binding framework for this purpose;
Amendment 64 #
Motion for a resolution Paragraph 10 a (new) 10a. Calls on Member States, with the assistance of the Commission, to promote through the relevant university programmes, models for managing and exploiting human resources based on the recognition of vocational education and training, within the framework of lifelong learning, as an added value and competitive advantage for an enterprise;
Amendment 65 #
Motion for a resolution Paragraph 11 11. Calls on the Commission to devise a lifelong learning
Amendment 66 #
Motion for a resolution Paragraph 11 11. Calls on the Commission to devise
Amendment 67 #
Motion for a resolution Paragraph 11 a (new) 11a. Calls on the Commission to draw up a study on the consequences of participating in vocational education and training both for the productivity of workers and for the competitiveness of enterprises and the quality of the work;
Amendment 68 #
Motion for a resolution Paragraph 12 12. Points out that readily accessible, flexible, and individually tailored vocational training is important to people at different times of life, facilitating and improving professional participation in the labour market, also with a view to demographic change and later retirement;
Amendment 69 #
Motion for a resolution Paragraph 12 12. Points out that access to training and vocational qualifications must be readily accessible, flexible, open and individually tailored
Amendment 7 #
Motion for a resolution Recital A a (new) Aa. whereas education and training are key factors for successful participation in the labour market and the ability to make life decisions, and one goal being pursued is to reduce the school drop-out rate below 10%,
Amendment 70 #
Motion for a resolution Paragraph 12 12. Points out that readily accessible, flexible
Amendment 71 #
Motion for a resolution Paragraph 12 12. Points out that readily accessible, flexible, and individually tailored vocational training is important
Amendment 72 #
Motion for a resolution Paragraph 12 12. Points out that readily accessible, flexible, and individually tailored vocational training is important to people at different times of life, and it must also be affordable for people on low incomes;
Amendment 73 #
Motion for a resolution Paragraph 12 12. Points out that readily accessible, flexible, and individually tailored vocational training is important to people at different times of life, and ought to be considered as an important instrument for prolonging the working life of individuals;
Amendment 74 #
Motion for a resolution Paragraph 12 a (new) 12a. Emphasises the need to boost efforts, both at European and at national level, to increase the participation of SMEs in professional training and lifelong learning and to increase the participation of low-skilled workers whose registered participation is particularly low;
Amendment 75 #
Motion for a resolution Paragraph 12 b (new) 12b. Emphasises that, as part of efforts to attain the objective of flexibility with security, it is urgently necessary effectively to increase the participation of workers involved in flexible forms of employment in vocational training; calls, therefore, on Member States to take the relevant initiatives;
Amendment 76 #
Motion for a resolution Paragraph 13 13. Calls on the Member States to make greater use of online vocational training and lifelong learning programmes so as to enable families to
Amendment 77 #
Motion for a resolution Paragraph 13 a (new) 13a. Underlines the role of the local governments, entrepreneurs'' partnerships and educational institutions in shaping the vocational training in line with the actual needs on the labour market;
Amendment 78 #
Motion for a resolution Paragraph 13 a (new) 13a. Calls on the Members states to provide fiscal incentives to companies recruiting young apprentices, such as exempt for paying social security charges for example, as often fiscal and administrative burdens prevent private business from hiring;
Amendment 79 #
Motion for a resolution Paragraph 13 a (new) 13a. Calls for apprenticeship contracts, while protecting the apprentice and providing for a certain flexibility and flexible measures for their application, to permit termination of the contract if the person concerned proves unsuited to his employment or is guilty of serious misconduct;
Amendment 8 #
Motion for a resolution Recital A a (new) Aa. whereas the transition from education to work and between jobs is a structural challenge for workers all over the EU; whereas therefore transition security is an essential element to motivate workers for training outside the workplace; whereas quality apprenticeships have a largely positive impact on young people’s access to employment,
Amendment 80 #
Motion for a resolution Paragraph 14 14. Asks the Member States to create better training opportunities for vocational education and training for trainers and lay the foundations for a facilitative learning partnership with a view to securing the effectiveness of vocational education and training systems, as well as the efficient and successful pass-down of knowledge;
Amendment 81 #
Motion for a resolution Paragraph 14 14. Asks the Member States to create better training opportunities for trainers and lay the foundations for a facilitative learning partnership, particularly at regional and local level;
Amendment 82 #
Motion for a resolution Paragraph 14 a (new) 14a. Calls on Member states to establish and implement quality assurance systems at national level and develop a competence framework for teachers and trainers;
Amendment 83 #
Motion for a resolution Paragraph 14 a (new) 14a. Calls on the European Commission to provide information regarding the expected changes on labour markets within EU and on Member States to incorporate this information in their Educational strategies and programs;
Amendment 84 #
Motion for a resolution Paragraph 14 a (new) 14a. Calls on Member States to encourage synergies at local level between the social partners, local professional associations, universities and school management bodies and educational units in order, through scientific studies and systematic consultations, to draw up a medium-term plan for future skill requirements and to calculate the number of pupils needed per area, which would increase the effectiveness of vocational training in effecting a direct and durable transition to the labour market;
Amendment 85 #
Motion for a resolution Paragraph 15 15. Notes that vocational education and training are focused on key competences,
Amendment 86 #
Motion for a resolution Paragraph 15 a (new) 15a. Calls for support at national and European level by creating a common basis of action regarding vocational education and training with the view to delivering to the aims of efficiency, labour mobility and job creation within the European Union;
Amendment 87 #
Motion for a resolution Paragraph 16 16.
Amendment 88 #
Motion for a resolution Paragraph 16 16. Maintains that vocational secondary and post-secondary education institutions should also become involved in the training sphere, a point which applies particularly to post-secondary institutions offering courses to upgrade specialist skills
Amendment 89 #
Motion for a resolution Paragraph 16 16. Maintains that vocational secondary and post-secondary education institutions should also become involved in the training sphere, a point which applies particularly to post-secondary institutions offering courses to upgrade specialist skills, especially for MINT professions (mathematics, informatics, natural sciences, and technology);
Amendment 9 #
Motion for a resolution Recital A a (new) Aa. whereas early unemployment has lasting ill effects, including a higher risk of future unemployment and lower lifetime earnings,
Amendment 90 #
Motion for a resolution Paragraph 16 a (new) 16a. Calls on the Member States to support innovative activities and doctoral and post-doctoral programmes that will underpin competitiveness and sustainable economic growth;
Amendment 91 #
Motion for a resolution Paragraph 17 17. Asks the Member States, as far as vocational education and training policies are concerned, to
Amendment 92 #
Motion for a resolution Paragraph 17 17. Asks the Member States, as far as vocational education and training are concerned, to allow especially for the individual needs of low-skilled workers, migrant learners, people belonging to an ethnic minority, women, the unemployed, and people with disabilities;
Amendment 93 #
Motion for a resolution Paragraph 17 17. Asks the Member States, as far as vocational education and training are concerned, to allow especially for the individual needs of low-skilled workers, migrant learners, the unemployed, and people with disabilities; recommends that particular attention be paid to the Roma minority, since attending school and integration at work are key elements in facilitating the social integration of Roma;
Amendment 94 #
Motion for a resolution Paragraph 17 17. Asks the Member States, as far as vocational education and training are concerned, to allow especially for the
Amendment 95 #
Motion for a resolution Paragraph 18 18. Calls on the Member States to create pathways for young people with no educational qualifications or qualified at a low level so as to enable them to enter employment, whereby it should also be possible to continue to promote and recognise partial qualifications; calls, given the explosive nature of the problem, for a pilot project to combat youth unemployment and help Member States establish networks on the ground linking schools, industry, youth services, and young people;
Amendment 96 #
Motion for a resolution Paragraph 18 18. Calls on the Member States to create pathways for young people with no educational qualifications or qualified at a low level so as to enable them to enter employment; calls, given the explosive nature of the problem, for a
Amendment 97 #
Motion for a resolution Paragraph 18 a (new) 18a. Points to the obstacles to integration which 3rd country nationals are facing when their qualifications are not recognized; calls the Commission to assess the impact of the European Qualifications Framework on recognition of qualifications of 3rd country nationals;
Amendment 98 #
Motion for a resolution Paragraph 18 a (new) 18a. Calls on Member States, in cooperation with the social partners, to adopt initiatives to effectively assist elderly workers in lifelong learning and vocational training;
Amendment 99 #
Motion for a resolution Paragraph 19 19. Welcomes the idea of making cross- border mobility an optional component of vocational education and training; calls for greater promotion of mobility in order to make it easier for young people to gain experience abroad;
source: PE-454.516
2011/01/18
FEMM
29 amendments...
Amendment 1 #
Draft opinion Recital A A. whereas 58,9% of the university qualifications awarded in the EU went to women, whereas women's share of PhDs decreases to 43% and is lowest at full professor level, whereas only 15% of grade A full professors are women,
Amendment 10 #
Draft opinion Paragraph 2 a (new) 2a. Calls on the Commission and the European Centre for Development of Vocational Training (CEDEFOP) to include the gender dimension in its Bruges Communiqué on enhanced European Cooperation in Vocational Education and Training for the period 2011-2020 especially in terms of access to lifelong learning so that women and men have opportunities to learn at any stage in life and by making routes into education and training more open and flexible,
Amendment 11 #
Draft opinion Paragraph 2 a (new) 2a. Notes that the dual system (practical and scholastic education) is proving successful in certain Member States thanks to the cooperation and interaction of undertakings in the provision of career-related training.
Amendment 12 #
Draft opinion Paragraph 3 3. Calls on the Member States, as envisaged for the Europe 2020 objectives, to improve links between vocational training and labour market needs, for example by improving academic and careers guidance services and encouraging traineeships and apprenticeship contracts for women, and to create new opportunities for training, including in scientific, mathematical and technological fields, in order to increase women's employability in technical and scientific areas and in non-traditional jobs and in the low-carbon sectors of the economy;
Amendment 13 #
Draft opinion Paragraph 3 3. Calls on the Member States, as envisaged for the Europe 2020 objectives, to improve links between vocational training and labour market needs and to create new opportunities for training, including in scientific, mathematical and technological fields, in order to increase women's employability in non-traditional jobs and in the low-carbon sectors of the economy, creating permanent jobs with decent wages;
Amendment 14 #
Draft opinion Paragraph 3 3. Calls on the Member States, as envisaged for the Europe 2020 objectives and flagship initiatives, to improve links between vocational training and the labour market needs and to create new opportunities for training including in scientific, mathematical and technology fields in order to increase women's employability in non-traditional jobs and in the low-carbon and the high-tech sectors of the economy;
Amendment 15 #
Draft opinion Paragraph 4 4. Calls on the Members States to develop high quality, wide-ranged, flexible and affordable access for women to vocational education and training, along with specific guidance and career counselling, which are relevant for women from diverse backgrounds and that address their multi- dimensional training needs
Amendment 16 #
Draft opinion Paragraph 4 4. Calls on the Member States to develop high-quality, wide-ranging, flexible and affordable access for women to vocational education and training, together with specific guidance and career counselling which are relevant for women from diverse backgrounds and address their multi- dimensional training needs, with a view to effectively integrating them into good- quality jobs with decent wages;
Amendment 17 #
Draft opinion Paragraph 4 4. Calls on the Members States to develop high quality, wide-ranged, flexible and affordable access for women to vocational education and training, along with specific lifelong guidance and career counselling for qualifications in all types of occupation, which are
Amendment 18 #
Draft opinion Paragraph 4 a (new) 4a. Calls on Member States, with a view to reconciling family life and careers and assisting women in rural areas, to offer further training in computer technology so as to give female employees the opportunity of working from home also.
Amendment 19 #
Draft opinion Paragraph 4 b (new) 4b. Stresses the major importance of acquiring and improving multilingual proficiency as a means of enhancing self- confidence, adaptability and intercultural skills.
Amendment 2 #
Draft opinion Recital B B. whereas the Commission’s communication on a new impetus for European cooperation in Vocational Education and Training to support the Europe 2020 strategy (COM(2010) 296 failed to take the gender dimension into account,
Amendment 20 #
Draft opinion Paragraph 5 5. Calls on the Commission and the Member States to ensure an optimal use of the Structural Funds, such as the European Social Fund, for specific programmes that promote lifelong learning and aim at increasing the rate of female participation in the VET system, not least by means of suitably funded measures specifically designed to achieve this; calls for the development of specific actions in the framework of the Pilot Project Erasmus for Young Entrepreneurs in order to encourage entrepreneurship among women;
Amendment 21 #
Draft opinion Paragraph 5 5. Calls on the Commission and the Members States to ensure an optimal use of structural funds, such as the European Social Fund, for specific programmes that promote and encourage more women to participate in lifelong learning and aim at increasing the rate of female participation in VET system; calls for the development of specific actions in the framework of Erasmus Pilot Project for Young Entrepreneurs in order to encourage entrepreneurship among women;
Amendment 22 #
Draft opinion Paragraph 5 5. Calls on the Commission and the Member States to ensure an optimal use of the Structural Funds, such as the European Social Fund, for specific programmes that promote lifelong learning and aim at increasing the rate of male and female participation in the VET system; calls for the development of specific actions in the framework of the Pilot Project Erasmus for Young Entrepreneurs in order to encourage entrepreneurship especially among women;
Amendment 23 #
Draft opinion Paragraph 5 a (new) 5a. Emphasizes the role of teachers and trainers in fostering the gender perspective in VET and calls for the development of mobility programmes, such as the Leonardo da Vinci programme and the project for apprentices, with specific actions addressing women in order to facilitate the lifelong acquisition of the relevant skills in view of their integration or reintegration on the labour market
Amendment 24 #
Draft opinion Paragraph 5 a (new) 5a. Calls for a specific EU initiative to attract girls to the MINT professions (mathematics, informatics, natural sciences and technology) and to combat stereotypes that still dominate these professions; stresses that the role of the media and education is key in combating such stereotypes,
Amendment 25 #
Draft opinion Paragraph 6 6. Calls on the Member States to develop incentives for employers to facilitate the provision of cost-effective and flexible training in micro and small enterprises, adapted to the needs of women
Amendment 26 #
Draft opinion Paragraph 6 6. Calls on the Member States to develop incentives for employers to facilitate the provision of cost-effective and flexible training in micro and small enterprises, adapted to the needs of women and including for home-based workers; calls for consideration to be given to the types of tax exemption which could be accorded in respect of work done by women, particularly in small and medium-sized undertakings.
Amendment 27 #
Draft opinion Paragraph 6 6. Calls on the Member States to develop incentives for employers to facilitate the provision of cost-effective and flexible training in micro and small enterprises, adapted to the needs of women, specially mothers or those who assist ill and elderly people and including home-based workers.
Amendment 28 #
Draft opinion Paragraph 6 6. Calls on the Member States to develop incentives and motivation patterns for employers to facilitate the provision of cost-effective and flexible training in micro and small enterprises, in order to ensure a better focus on the job-specific skills and key competences required in the labour market, adapted to the needs of women and including home-based workers.
Amendment 29 #
Draft opinion Paragraph 7 a (new) 7a. Calls on the Member States and social partners to provide for facilitating the combination of vocational education and training, learning and family life in terms of available childcare, practical hours of lessons that may be combined with children's school times,
Amendment 3 #
Draft opinion Paragraph 1 1. Calls on the Member States to develop national programmes for vocational education and training (VET) that promote gender mainstreaming as a priority for future actions and measures in this field; underlines the importance of teaching practices designed to encourage equality between men and women and combat preconceived stereotypes;
Amendment 4 #
Draft opinion Paragraph 1 1. Calls on the Member States to develop national programmes for vocational education and training (VET) that promote gender mainstreaming as a priority for future actions and measures in this field and guarantee equal opportunities for all women on the labour market regardless of their legal status, race, age, sexual orientation, ethnic origin or religion;
Amendment 5 #
Draft opinion Paragraph 1 1. Calls on the Member States to develop
Amendment 6 #
Draft opinion Paragraph 1 a (new) 1a. Notes that a high standard of vocational training is founded on a sound gender-neutral general education and urges Member States to ensure that teaching materials do not contain gender- specific career models so as to ensure that the interests of boys and girls in all career possibilities is awakened from the outset.
Amendment 7 #
Draft opinion Paragraph 1 b (new) 1b. Urges the Member States to conclude basic education with a 'career aptitude' assessment.
Amendment 8 #
Draft opinion Paragraph 2 2. Calls on the Commission and the Member States to encourage the establishment of effective partnerships between stakeholders in education, social partners and civil-society organisations in order to address the gender dimension in terms of education and training; underlines the importance of creating and training equality counsellors and calls for their intervention in both the public and private sectors;
Amendment 9 #
Draft opinion Paragraph 2 2. Calls on the Commission and the Member States to encourage the establishment of effective partnerships between stakeholders in education, social partners and civil society organisations and greater cooperation with the business in order to address the gender dimension in terms of education and the relevance of training;
source: PE-456.775
2011/02/15
IMCO
24 amendments...
Amendment 1 #
Draft opinion Paragraph 1 1. Emphasises that a highly skilled and educated labour force is one of the most significant of competitive advantages
Amendment 10 #
Draft opinion Paragraph 3 c (new) 3c. Emphasises that enabling young people to spend abroad a period of education or training is essential for them to acquire new skills, including language skills, and hence increases their opportunities of integration into the labour market; welcomes therefore the Commission's intention to develop a "Youth on the move card" helping all young people to move to another Member State to study, as well as to create European student mobility loans to give more young Europeans, in particular the most disadvantaged among them, the opportunity to experience a period of study, training or job placement in another country;
Amendment 11 #
Draft opinion Paragraph 3 d (new) 3d. Welcomes and fully supports the Commission's proposal to update the system for the recognition of professional qualifications; believes that a meaningful assessment of the social and economic impacts of the Professional Qualifications Directive in its present form should wholly feature in the Commission's review exercise of the Directive; holds the view that mutual recognition of professional qualifications across Member States must remain a top priority for the Commission;
Amendment 12 #
Draft opinion Paragraph 4 4. Calls on the Commission to
Amendment 13 #
Draft opinion Paragraph 4 4. Calls on the Commission to
Amendment 14 #
Draft opinion Paragraph 4 4. Calls on the Commission to
Amendment 15 #
Draft opinion Paragraph 5 5. Notes that it is important to
Amendment 16 #
Draft opinion Paragraph 5 5. Notes that it is important to remove existing artificia
Amendment 17 #
Draft opinion Paragraph 5 a (new) 5a. Calls on the Commission, the Member States and the European Parliament to support and broaden European programmes for the mobility of learners, in particular the Leonardo da Vinci programme, with a view to promoting greater mobility of trainees in the single market;
Amendment 18 #
Draft opinion Paragraph 5 b (new) 5b. Notes that there is also an internal market in professional training, and calls on the Member States to establish more advice centres on training opportunities and professional mobility, both in their own country and in other Member States;
Amendment 19 #
Draft opinion Paragraph 5 c (new) 5c. Points to the obstacles to integration which third-country nationals are facing when their qualifications are not recognised; calls on the Commission to assess the impact of the European Qualifications Framework on the recognition of qualifications of third- country nationals;
Amendment 2 #
Draft opinion Paragraph 1 1. Emphasises that a highly skilled and educated labour force is one of the
Amendment 20 #
Draft opinion Paragraph 6 6.
Amendment 21 #
Draft opinion Paragraph 6 6. Calls for support to be given to cross- border links and communication platforms between educational institutions and employers for the purpose of exchanging best practices
Amendment 22 #
Draft opinion Paragraph 7 7. Calls on the Commission and the Member States to support
Amendment 23 #
Draft opinion Paragraph 7 a (new) 7a. Calls on all labour market players, including those from the professional sectors, businesses, trade unions, ministries and public employment services, to engage in a structured social dialogue on how to better guarantee professional integration of the young people, promote life-long learning and formal/informal training and ultimately develop an EU education system which is able to provide career security for EU citizens;
Amendment 24 #
Draft opinion Paragraph 7 b (new) 7b. Advocates the use of modern technology in the most extensive and imaginative forms for promoting vocational education and training, including role-playing videogames which young people can play in a competitive way at the European level (e.g. as part of an EU competition for schools), while at the same time learning and informing themselves about how the economy and the EU work.
Amendment 3 #
Draft opinion Paragraph 2 a (new) 2a. Is of the opinion that, in order to fully realise the EU 2020 flagship initiative "An Agenda for new skills and jobs", EU Institutions must agree on a pragmatic, comprehensive and wide-ranging deal supported by all Member States which should focus on connecting the areas of vocational education, professional qualifications, life-long learning and apprenticeship to the labour market so as to ensure that each Member State will truly take ownership of the EU education system;
Amendment 4 #
Draft opinion Paragraph 2 b (new) 2b. Calls on Member States and the Commission to further improve the recognition of informal and non-formal learning; points to best practices in this field, especially via ESF funding, which prove that the recognition of skills, wherever those are acquired, leads to more successful integration into the labour market;
Amendment 5 #
Draft opinion Paragraph 2 c (new) 2c. Considers that the Commission should sponsor a European skills exchange scheme whereby employees of small and medium-sized enterprises can benefit from the skills available in larger enterprises, thereby promoting vocational training and learning, synergies and mentoring;
Amendment 6 #
Draft opinion Paragraph 3 3. Emphasises the need for
Amendment 7 #
Draft opinion Paragraph 3 3. Emphasises the need for compatibility between the education systems of the various Member States, with a focus on language learning and
Amendment 8 #
Draft opinion Paragraph 3 a (new) 3a. Points out, in this connection, that in the present economic climate, businesses and the public sector are increasingly having recourse to unpaid internships in order to avoid taking on young persons under an employment contract; considers, without detracting in any way from the utility of such measures in affording young persons work experience, that a European scheme for cross-border short- term employment contracts should be developed in order to enable young persons to gain experience in their chosen field in a country other than their own without any risk to the employer; considers that such a European scheme could facilitate skills exchange by matching job-seekers and employers, assisting with the administrative formalities and providing grants for participating SMEs; strongly believes that the benefits for the young people concerned (job experience and the possibility of a permanent job, language learning, skills acquisition, etc), for business (development of cross-border trade, increase in the pool of potential employees, etc) and for the EU as a whole (benefits in terms of social cohesion, positive effect on intra-Union trade and on employment, increased geographical mobility and labour mobility) would be substantial;
Amendment 9 #
Draft opinion Paragraph 3 b (new) 3b. Highlights the importance of on-the- job apprenticeships and calls on educational institutions and the private sector to cooperate in order to facilitate these experiences, particularly in regards to the University-Business Dialogue;
source: PE-458.750
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