Awaiting Parliament 1st reading / single reading / budget 1st stage
Next event: Vote in committee, 1st reading/single reading 2013/09/17 more...
- Amendments tabled in committee 2013/07/03
- Committee report tabled for plenary, single reading 2013/10/01
- Debate in Parliament 2013/10/21
- Vote in plenary scheduled 2013/10/22
Role | Committee | Rapporteur | Shadows |
---|---|---|---|
Lead | CULT | NEVEĎALOVÁ Katarína (S&D) | ZVER Milan (EPP), TAKKULA Hannu (ALDE), TAVARES Rui (Verts/ALE), MIGALSKI Marek Henryk (ECR), ZUBER Inês Cristina (GUE/NGL) |
Opinion | EMPL | GÖNCZ Kinga (S&D) | |
Opinion | ITRE | ||
Opinion | REGI |
Legal Basis RoP 048
Activites
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2013/10/22
Vote in plenary scheduled
- 2013/10/21 Debate in Parliament
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2013/10/01
Committee report tabled for plenary, single reading
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A7-0314/2013
summary
The Committee on Culture and Education adopted the own-initiative report by Katarína NEVEĎALOVÁ (S&D, SK) entitled ‘Rethinking Education’ in response to the Commission communication on the same subject. Members recalled that in March 2013, the unemployment rate among young people up to the age of 25 in the EU was 23.5 %, while at the same time more than two million vacancies could not be filled. They affirmed that in several Member States, the number of unemployed and the duration of unemployment is increasing, and matching on the labour market is becoming less efficient. In this context, Members welcomed the Commission communication, in particular its strong focus on combating youth unemployment through investing in skills, calling for the modernisation of higher education systems, as well as promoting world-class vocational education and training (VET). They also welcome actions to address the shortages of well-qualified teachers and trainers. Faced with the economic and financial crisis, Members considered that Member States should uphold the right of all persons, whatever their economic circumstances, to free and universal education of high quality. They recalled that increased language competences contribute to fostering mobility and improving employability, people’s understanding of other cultures and intercultural relations. They fully supported the Commission’s proposal for a new EU benchmark on language competences, according to which at least 50% of 15 year olds should have knowledge of a first foreign language and at least 75 % should study a second foreign language by 2020. Members urged further support of the acquisition and recognition of competences based on non-formal and informal learning. Recalling the headline targets and goals to which the EU has committed itself under the Europe 2020 Strategy, Members called on the Member States to make public expenditure and investments in education, training, research and innovation a priority. They recalled that budget cuts in these fields will have a negative impact on education. In parallel, Members strongly supported the observation of national situations and the launch of a debate at Union level with relevant stakeholders on investment efficiency and benefits in education and training. They urge the Council to adopt promptly the horizontal anti-discrimination directive which is key to guaranteeing genuine equality and combating bias and discrimination, including at school. They urged Member States to improve open access to all educational and scientific materials, with the aim of lowering costs for education and research, particularly in the light of recent budget cuts in these areas throughout the Union. Youth – investment for future: Members call for the recognition and involvement of youth and civil society organisations in the design and implementation of lifelong-learning strategies. They called for the recognition of qualifications gained by young people during their studies at non-home universities, particularly those qualifications gained in the context of the Erasmus programme. They also called for learners and the organisations to which they are attached to be involved in decision-making processes concerning education. The report urged the Member States to promote the attractiveness and improve the labour market relevance of VET, make it an integral part of the education system and ensure its quality, in particular through the introduction of entrepreneurial and ICT training. Members invited Member States and local and regional authorities, in cooperation with education institutions, to include elements of entrepreneurship education in the curriculum content in basic education, vocational training and higher education. As regards scientific training, Members stressed the need to enhance the attractiveness and value of STEM (science, technology, engineering, and mathematics) subjects in education. They called on the Member States also to provide more efficient education with a focus on transversal skills, language skills and entrepreneurial skills, in order to achieve a greater level of EU-wide employability. They stressed the need for curricula to be multidisciplinary and designed to provide open-ended, transferable skills. The report highlighted the importance of supporting young people, especially those not in education, employment or training (NEETs). It called on Member States to encourage employers to offer more quality apprenticeship placements. Members drew attention to the added value of experience abroad in helping early school-leavers and young people without educational qualifications to find jobs. They considered that the Erasmus+ programme is an excellent framework through which to enable people in this category, too, to receive part of their vocational training abroad. Members called on the Member States to: implement swiftly the European Youth Guarantee; invest in early labour-market activation mechanisms and employment schemes; halt the decline in spending on support for youth employment and education. Financing: Members called for an integrated approach which harnesses the financing possibilities offered by the European Social Fund (ESF), the Cohesion Fund and national sources of financing for the achievement of smart growth. They stressed the role of the ESF in supporting investment in education and training, skills and lifelong learning; urges, therefore, for the safeguard of the minimum overall share for the ESF as 25% of the budget allocated to cohesion policy. Strong focus on partnerships: the report highlighted the fact that strong partnerships draw on synergies between financial and human resources and contribute to sharing the cost of lifelong learning. They called for the enhancement of social and civil dialogue on education and training both at national and Union level, and for the strengthening of the role of social partners in policy making. They considered the encouragement of public-private partnerships to be an important step towards ensuring shared responsibility for education and career development, with the aim being to help graduates to adapt more swiftly to the requirements of industry and the market. In parallel, Members noted that the Commission Communication does not specify any concrete implementation measures for cooperation between the educational sector and different social and business partners. They called on the Commission to seek support and initiatives actively, as well as other forms of cooperation with the private sector for the improvement of education. The Member States are called upon to improve cooperation and partnerships between businesses and the education sector at all levels. On the other hand, Members called on the Commission and Member States to reflect carefully on the concept of cost sharing as a way of funding education. They called for further cooperation between education institutions and providers, the business sector, social partners, civil organisations, and local, regional and national authorities, as well as employment services in order to exchange best practices, to promote partnerships and to work towards providing quality placements. Lifelong learning perspective: Members encouraged the Member States to promote cooperation and synergies in the field of lifelong learning, in particular to widen access to learning and design, and to adapt and modernise the curricula of education institutions. They noted with concern the wide divergence in available ICT resources and knowledge in schools and higher education institutions between and within the Member States. They stressed that the uptake of ICT infrastructure and knowledge should be mainstreamed in all education and training sectors in order to equip students for the digital age as best as possible. Members urged the Member States to invest in lifelong learning for teachers, so as to assist in their professional and personal development, and also to promote the status of teachers’ and improve their working conditions. They called for teachers to be valued and given proper recognition in order to improve the quality of teaching provided to pupils. Members called for the following measures: introduce uniform and objective criteria for assessing the effectiveness and efficiency of teachers’ work and their influence on students’ academic results and personal development; establish individualised learning pathways in order to help people to update and upgrade their productive, social and economic skills throughout their lives; introduce specific measures in the form of financial support to people from lower socio-economic backgrounds, in order to ensure for everybody the opportunity of reaching the highest possible level of education and also to ensure that learners’ needs and welfare are met; ensure that the education system addresses the needs of all prospective students throughout the period of their studies; propose tailor-made arrangements to the Roma and other minorities; overcome occupational segregation and wage discrimination and discrimination based on gender and sexual orientation in education; provide a wide range of support structures, such as scholarships, grants, student loans on favourable terms, tutoring, mentoring and networking assistance to disadvantaged students throughout their studies; broadening access to education and traineeships. Members considered that all Member States should make a major effort to reduce dropout rates, thereby meeting the EU 2020 headline targets which are aimed at a figure below 10%. Members stressed the need to focus on low-skilled adults and on the role played by adult education and training in reaching out to these groups, as well as focusing on intergenerational learning. Underlining the possibilities offered by massive open online courses (MOOCs) in terms of accessibility to high-quality education for everyone, Members called for measures allowing more flexible and creative ways of learning, promoting equality for all learners, and also in terms of cutting education costs incurred by learners as well as those incurred by universities. Members strongly supported the creation of a European area of skills and qualifications in order to achieve transparency and recognition of qualifications acquired in VET or higher education and proposed to extend recognition also to qualifications gained outside of the formal education and training system. Member States are urged to monitor and evaluate regularly – with the involvement of relevant stakeholders, whether their education system and programmes have managed to reach out to the members of vulnerable social groups and if they have taken the necessary steps to reform their education systems.
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A7-0314/2013
summary
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2013/09/17
Vote in committee, 1st reading/single reading
- 2013/07/03 Amendments tabled in committee
- 2013/05/28 Committee draft report
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2013/03/14
Committee referral announced in Parliament, 1st reading/single reading
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2012/11/20
Non-legislative basic document
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COM(2012)0669
summary
PURPOSE: to present a new strategic framework with a view to “rethinking” education and investing in skills for better socio-economic outcomes. BACKGROUND: investment in education and training for skills development is essential to boost growth and competitiveness: skills determine Europe's capacity to increase productivity. In the long-term, skills can trigger innovation and growth, move production up the value chain, stimulate the concentration of higher level skills in the EU and shape the future labour market. However, European education and training systems continue to fall short in providing the right skills for employability, and are not working adequately with business or employers to bring the learning experience closer to the reality of the working environment. These skills mismatches are a growing concern for European industry's competitiveness. Despite progress over the last five years in the percentages of those qualifying from higher education, sustained efforts will be needed to reach the headline target of 40% of young people completing higher education; early school leaving remains at unacceptable levels in too many Member States; 73 million adults have only a low level of education; nearly 20% of 15 year olds lack sufficient skills in reading; and participation in lifelong learning is only 8.9%. By 2020, 20% more jobs will require higher level skills and the need to upgrade skills for employability will be one of the most pressing challenges for Member States to address the needs of the economy and focus on solutions to tackle fast-rising youth unemployment. This is why this communication emphasises delivering the right skills for employment, increasing the efficiency and inclusiveness of our education and training institutions and on working collaboratively with all relevant stakeholders. CONTENT: in its communication, the Commission identifies a limited number of strategic priorities to be addressed by Member States, alongside new EU actions to leverage national efforts. Among these, particular attention is given to combating youth unemployment. A. Priorities for the Member States: the measures mainly seek to help the transition from learning to work and promoting work-based learning. The proposed measures may be summarised as follows: 1. Promoting excellence in vocational education and training (VET): the key actions are: developing, according to national circumstances, high-quality dual VET systems; aligning VET policies with regional/local economic development strategies namely for smart specialisation; enabling permeability with other educational offers; developing short cycle tertiary qualifications (2 years) focused on identified areas of skills shortage especially where there is growth potential such as ICT, healthcare and green skills; and strengthening local, national and international partnerships and networks between companies, especially SMEs, and VET providers. 2. Improving the performance of student groups with high risk of early school leaving and low basic skills: key actions include: putting in place high quality and accessible early childhood education and care, reinforcing the learning of basic skills such as literacy, numeracy and basic maths and science, early detection of low achievers in basic skills across all phases of schooling, and implementing evidence-based strategies to reduce early school leaving. 3. Strengthening the provision of transversal skills that increase employability such as entrepreneurial initiative, digital skills and foreign languages: introducing transversal skills across all curricula at all stages of education up, using innovative and student-centred pedagogical approaches, and designing assessment tools through which levels of competence can be effectively assessed and evaluated. All young people should benefit from at least one practical entrepreneurial experience before leaving compulsory education. 4. Reducing the number of low-skilled adults: increasing incentives for adult training by companies, validating skills and competences acquired outside formal education, and setting up access points (one-stop shops) that integrate different lifelong learning services, such as validation and career guidance offering tailored learning to individual learners. 5. Scaling up the use of ICT-supported learning and access to high quality Open Education Resources (OER): modernising the ICT infrastructure of schools, supporting ICT-based teaching and assessment practices, promoting the transparency of rights and obligations of users of digitalised content, establishing mechanisms to validate and recognise skills and competences acquired through OER and supporting education and training institutions to adapt their business models to the emergence of OER. 6. Revision and strengthening of the professional profile of all teaching professions including increasing teachers’ digital skills. Implementation of these reforms will not be successful without increasing the efficiency of funding in education. To address this challenge, the Commission calls on Member States to stimulate national debates on ways to provide sustainable funding mechanisms. Particular attention should be devoted to developing funding schemes for VET and adult learning financed via shared responsibility between public authorities, enterprises and appropriate individual contributions (e.g. sectoral training funds, training levies, etc) and aimed at attracting large companies and SMEs to provide work-based VET training. B. European-level coordination and contributions: at EU level, focus will be given to the following actions: Enhanced country-specific focus and support to Member States in their efforts to implement the identified priorities by monitoring progress in each Member State in the context of the next European Semester and feeding the results of this country examination into the preparations of the 2013 draft country-specific recommendations. In autumn 2013, enhanced monitoring will commence of the education and training benchmarks, including a new benchmark on language teaching; Improvements in work-based learning, in particular by establishing an EU level Alliance for Apprenticeships. As the first step, the Commission will support a Memorandum on European cooperation in vocational education and training, bringing together a number of Member States to learn from successful approaches and schemes; Creation of a European Area for Skills and Qualifications to promote a stronger convergence between the EU transparency and recognition; Funding Education for Growth to strengthen commitment to a skilled and continuously trained and re-trained workforce; Analysing the impact of providing EU support to upscaling access and use of OER and ICT, and creating a EU dimension for online education; Entrepreneurship education actions; Partnerships between education, business and research such as the Knowledge Alliances, the Sector Skills Alliances and the partnership actions within the Marie Skłodowska-Curie programme will be promoted through the proposed Erasmus for All programme 2014-2020 and Horizon 2020. In conclusion, the Commission indicates that it will ensure that the contribution of education and investment in skills to growth and jobs is fully reflected in the European Semester. It will use European platforms of dialogue such as the Open Method of Coordination in the field of Education and Training, the Bologna process for Higher Education and the Copenhagen process for VET as well as the funding instruments to stress the sense of urgency on the priorities identified in this communication.
- DG {'url': 'http://ec.europa.eu/dgs/education_culture/', 'title': 'Education and Culture'}, VASSILIOU Androulla
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COM(2012)0669
summary
Documents
- Non-legislative basic document published: COM(2012)0669
- Committee draft report: PE510.619
- Amendments tabled in committee: PE513.374
- Committee report tabled for plenary, single reading: A7-0314/2013
- Debate in Parliament: Debate in Parliament
Amendments | Dossier |
99 |
2013/2041(INI)
2013/05/06
EMPL
99 amendments...
Amendment 1 #
Draft opinion Paragraph 1 1.
Amendment 10 #
Draft opinion Paragraph 1 b (new) 1b. The process of placing and recruiting teachers is fundamental to maintaining educational systems; calls on Member States to comply with the principle laid down in Council Directive 1999/70/EC on fixed-term work;
Amendment 11 #
Draft opinion Paragraph 2 2. Calls on Member States to provide more efficient education
Amendment 12 #
Draft opinion Paragraph 2 2. Calls on Member States to
Amendment 13 #
Draft opinion Paragraph 2 2. Calls on Member States to provide
Amendment 14 #
Draft opinion Paragraph 2 2.
Amendment 15 #
Draft opinion Paragraph 2 2. Calls on Member States to provide more efficient education, with a focus on active citizenship, transversal, entrepreneurial and STEM-related skills, digital literacy and foreign languages skills
Amendment 16 #
Draft opinion Paragraph 2 2. Calls on Member States to provide more efficient education, with a focus on active citizenship, transversal, entrepreneurial and STEM-related skills, digital literacy and foreign languages skills, to
Amendment 17 #
Draft opinion Paragraph 2 2. Calls on Member States to provide more efficient education, with a focus on active citizenship, transversal, entrepreneurial and STEM-related skills, digital literacy and foreign languages
Amendment 18 #
Draft opinion Paragraph 2 2. Calls on Member States to provide more efficient education, with a focus on
Amendment 19 #
Draft opinion Paragraph 2 2. Calls on Member States to provide more efficient education, with a focus on active citizenship, transversal, entrepreneurial (with particular reference to corporate social responsibility - CSR) and STEM- related skills, digital literacy and foreign languages skills, to tackle
Amendment 2 #
Draft opinion Paragraph 1 1. In order to create a strong and innovative Europe and to promote social inclusion, calls on Member States to increase the
Amendment 20 #
Draft opinion Paragraph 2 2. Calls on Member States to provide more efficient education, with a focus on active citizenship, transversal, entrepreneurial and STEM-related skills, digital literacy and foreign languages skills, to tackle mismatches between skills and labour market demand; notes in this regard the job creation potential of sectors such as green economy, health care and info- communication, that will require an increasing number of qualified workers in the coming years;
Amendment 21 #
Draft opinion Paragraph 2 2. Calls on Member States to provide more efficient education, with a focus on active citizenship, transversal, entrepreneurial and STEM-related skills, digital literacy and foreign languages skills, to tackle mismatches between skills and labour market demand; stresses however that, with the current crisis driving an ever- increasing number of firms into bankruptcy, there will soon no longer be any establishments able to offer young people traineeships or jobs, regardless of the efforts made by Member States to tackle mismatches between supply and demand; considers, therefore, that any attempt to reform education in the Union will be pointless unless it is accompanied by measures to prevent the closure and relocation of companies;
Amendment 22 #
Draft opinion Paragraph 2 a (new) 2 a. Given the substantial mismatch between skills and the requirements of the labour market, calls upon Member States to promote cooperation between enterprises and universities in the training of specialities and in curricula and to introduce vocational guidance lessons in schools as a basis for preventing youth unemployment;
Amendment 23 #
Draft opinion Paragraph 2 a (new) 2a. Owing to the economic and financial crisis, many families are no longer able to meet the cost of higher education, which has led to an increase in school dropout rates at this level; considers that Member States should guarantee the right of all persons to free, universal and high quality education, regardless of their economic situation;
Amendment 24 #
Draft opinion Paragraph 2 a (new) 2a. Calls on Member States to identify specific education and training courses and tuition based on continuous follow-up with the aim of preventing early school- leaving, to ensure that the skills acquired are sufficient to meet the current and future needs of the labour market;
Amendment 25 #
Draft opinion Paragraph 2 a (new) 2a. Reminds Member States of the need to promote learning outcomes with the aim of ensuring that young people have the knowledge and competences they need to integrate successfully into society and the labour market;
Amendment 26 #
Draft opinion Paragraph 3 3. Calls on Member States to safeguard an inclusive and integrated education system with a lifelong learning approach, providing equal access to all at all levels and
Amendment 27 #
Draft opinion Paragraph 3 3. Calls on Member States to safeguard an inclusive and integrated education system with a lifelong learning approach, providing equal access to all at all levels and offering
Amendment 28 #
Draft opinion Paragraph 3 3. Calls on Member States to safeguard an inclusive and integrated education system with a lifelong learning approach, providing equal access to all at all levels and offering tailor-made arrangements to meet the different needs of students, especially those from vulnerable social groups, such as
Amendment 29 #
Draft opinion Paragraph 3 3. Calls on Member States to safeguard an inclusive and integrated education system with a lifelong learning approach, providing equal access to all at all levels and offering tailor-made arrangements to meet the different needs of students, especially those from vulnerable social groups, such as
Amendment 3 #
Draft opinion Paragraph 1 1. In order to
Amendment 30 #
Draft opinion Paragraph 3 3. Calls on Member States to further and safeguard an inclusive and integrated education system with a lifelong learning approach, providing equal access to all at all levels and offering tailor-made arrangements to meet the
Amendment 31 #
Draft opinion Paragraph 3 3. Calls on Member States to safeguard an inclusive and integrated education system with a lifelong learning approach
Amendment 32 #
Draft opinion Paragraph 3 3. Calls on Member States to safeguard an inclusive and integrated education system with a lifelong learning approach, providing equal
Amendment 33 #
Draft opinion Paragraph 3 3. Calls on Member States to safeguard an inclusive and integrated
Amendment 34 #
Draft opinion Paragraph 3 3. Calls on Member States to safeguard an inclusive and integrated education system with a lifelong learning approach, providing equal access to all at all levels, with highly qualified teachers and trainers, innovative learning methods, high-quality infrastructure and facilities, a high labour market relevance, as well as pathways to further education and training, and offering tailor-made arrangements to meet the different needs of students, especially those from vulnerable social groups, such as Roma, migrants and disabled persons;
Amendment 35 #
Draft opinion Paragraph 3 3. Calls on Member States to safeguard an inclusive and integrated education system with a lifelong learning approach, providing equal access to all at all levels and offering tailor-made arrangements to meet the different needs of students, especially those from vulnerable social groups, such as Roma, migrants and disabled persons; emphasises the need for the Member States to strengthen their lifelong-learning strategies by making vocational training attractive and by ensuring that everyone can exercise their right to training;
Amendment 36 #
Draft opinion Paragraph 3 a (new) 3a. Takes the view that priority must be given to the acquisition of key skills – every young person must possess the basic knowledge and competences they need for their personal and professional lives as adults; stresses that the focus must be on disadvantaged areas and young people with problems; takes the view that every pupil must be given help with the task of developing their own learning plan by ensuring that everyone receives educational and careers guidance and that, at the start of secondary school, a module is offered which gives pupils an insight into the career paths available;
Amendment 37 #
Draft opinion Paragraph 3 a (new) 3 a. Emphasises that in many remote areas there are severe problems in accessing schools, which is leading to a soaring school dropout rate; calls on Member States, given the severe economic distress afflicting the majority of European citizens, to take concrete steps to overcome barriers of this kind;
Amendment 38 #
Draft opinion Paragraph 3 a (new) 3a. Calls on the Member States to create structures to support and include pupils with special educational needs (SEN) in all educational systems; emphasises that the referral of SEN pupils should be carried out with the participation of parents, special education teachers, their grade teacher or a member of the grade council, and the health or social services;
Amendment 39 #
Draft opinion Paragraph 3 b (new) 3 b. Calls on Member States, as part of measures to increase the number of students in higher education, to facilitate the access of young people to universities, inter alia through the introduction of student loans on favourable terms, grants and decent student accommodation, since many young people are unable to pursue their studies due to financial problems. Particular attention should be paid to vulnerable social groups such as young people from families with members who are long-term unemployed;
Amendment 4 #
Draft opinion Paragraph 1 1.
Amendment 40 #
Draft opinion Paragraph 3 c (new) 3 c. Calls upon Member States to establish or strengthen the Observatories or equivalent structures for diagnosing the needs of national labour markets, integrating their results in each step of the educational process;
Amendment 41 #
Draft opinion Paragraph 4 4. Considers that Member States should reduce drop-out rates
Amendment 42 #
Draft opinion Paragraph 4 4. Considers that Member States should reduce drop-out rates by launching specific early childhood education, development and care programmes
Amendment 43 #
Draft opinion Paragraph 4 4. Considers that Member States should reduce drop-out rates by launching early childhood
Amendment 44 #
Draft opinion Paragraph 4 4. Considers that Member States should reduce drop-out rates by launching early childhood education, development and care programmes
Amendment 45 #
Draft opinion Paragraph 4 4. Considers that Member States should reduce
Amendment 46 #
Draft opinion Paragraph 4 4. Considers that Member States should reduce drop-out rates by launching early childhood education, development and care programmes, providing extra-curricular activities and engaging parents and pro
Amendment 47 #
Draft opinion Paragraph 4 4.
Amendment 48 #
Draft opinion Paragraph 4 4. Considers that Member States should reduce drop-out rates by launching early childhood education, development and care programmes, providing extra-curricular activities and engaging parents and providing mentoring to disadvantaged students throughout their studies, helping them access the Erasmus programme and internships; encourages Member States to consider alternatives to keep students in the system of the high education with the help of low or no interest loans, larger scale of scholarships and grants, shorter studies period particularly for the MA programs;
Amendment 49 #
Draft opinion Paragraph 4 4. Considers that Member States should reduce drop-out rates by launching early
Amendment 5 #
Draft opinion Paragraph 1 1. In order to create a strong and innovative European Union and to promote social inclusion, calls on Member States to increase the level of investment in quality education and training to prepare students for the ever-changing needs of the labour market;
Amendment 50 #
Draft opinion Paragraph 4 a (new) 4 a. Calls on Member States to provide tutoring, mentoring and networking assistance to disadvantaged students throughout their studies to prevent their drop-out in secondary and tertiary education, and at tertiary level help them access the Erasmus programme and promote their internships in businesses, public administration and the media in order to enable them to have appropriate work experience and a support network for their future job success, and also to integrate their specific views into the institutional culture;
Amendment 51 #
Draft opinion Paragraph 4 a (new) 4 a. Calls on the Member States, in upgrading technical vocational training, to promote synergies between social partners and educational institutions at local level in order to bring the specialisations provided, professional profiles and the corresponding curricula into line with the specific needs of the local economy and labour market;
Amendment 52 #
Draft opinion Paragraph 4 a (new) 4 a. Calls on the Commission and the Member States to establish and implement a European system for the certification and recognition of qualifications, formal, non-formal and informal learning, so as to encourage mobility of every potential student;
Amendment 53 #
Draft opinion Paragraph 4 b (new) 4 b. Shares the Commission's concerns about the alarmingly low participation levels in adult learning in most Member States with an EU average of 8.9%; recommends expanding accessible, high quality adult learning programmes particularly in the workplace;
Amendment 54 #
Draft opinion Paragraph 5 5.
Amendment 55 #
Draft opinion Paragraph 5 5. Calls on Member States to
Amendment 56 #
Draft opinion Paragraph 5 5. Calls on Member States to facilitate transition between the different educational and training pathways, assist transition between education, professional training and employment, provide high-quality traineeships, work-based learning, apprenticeships and dual learning models offering decent wages and appropriate working conditions with a strong learning component and associated with a qualification process and recognize competences based on non-formal and informal learning;
Amendment 57 #
Draft opinion Paragraph 5 5. Calls on Member States to facilitate transition between the different educational and training pathways, assist transition between education, professional training and employment, provide traineeships, work-based learning, apprenticeships and dual learning models
Amendment 58 #
Draft opinion Paragraph 5 5. Calls on Member States to facilitate transition between the different educational and training pathways, assist transition between education, professional training and employment, provide traineeships, work-based learning, apprenticeships and dual learning models and seek ways of recogni
Amendment 59 #
Draft opinion Paragraph 5 5. Calls on Member States to facilitate transition between the different educational and training pathways, assist transition between education, professional training and employment, provide quality traineeships with rights, work-based learning, apprenticeships and dual learning models and recognize competences based on non-formal and informal learning;
Amendment 6 #
Draft opinion Paragraph 1 1. In order to create a strong and innovative
Amendment 60 #
Draft opinion Paragraph 5 5. Calls on Member States to facilitate transition between the different educational and training pathways, assist transition between education, professional training and employment, provide paid traineeships, work-based learning, apprenticeships and dual learning models and recognize competences based on non- formal and informal learning;
Amendment 61 #
Draft opinion Paragraph 5 5. Calls on Member States to facilitate
Amendment 62 #
Draft opinion Paragraph 5 5. Calls on Member States to facilitate transition between the different educational and training pathways, assist transition between education, professional training and employment, provide traineeships, work-based learning, apprenticeships and dual learning models and recognize competences based on non-formal and informal learning;
Amendment 63 #
Draft opinion Paragraph 5 5. Calls on Member States to facilitate transition between the different educational and training pathways, assist transition between education, professional training and employment, provide traineeships,
Amendment 64 #
Draft opinion Paragraph 5 5. Calls on Member States to facilitate transition between the different educational and training pathways, assist transition between education, professional training and employment, provide traineeships, work-based learning, apprenticeships and dual learning models and recognize competences based on non-formal and informal learning; calls for better partnership between educational institutions and employers' organizations for adjustment of the acquainted qualifications to the needs of the labour market and welcomes collaborations as annual meetings between the business and students, fairs for recruiting new trainees, apprentices or young specialists, establishment of work agencies in educational institutions, etc.;
Amendment 65 #
Draft opinion Paragraph 5 5. Calls on Member States to facilitate transition between the different educational and training pathways, assist transition between education, professional training and employment, provide traineeships, work-based learning, apprenticeships and dual learning models and recognize competences based on non-formal and informal learning; welcomes the presentation by the Commission of a proposal for a European learning alliance;
Amendment 66 #
Draft opinion Paragraph 5 5. Calls on Member States to facilitate transition between the different educational and training pathways, assist transition between education, professional training and employment, provide traineeships, work-based learning, apprenticeships and dual learning models and recognize competences based on non-formal and informal learning; stresses, however, that any attempt to align education and training courses with the labour market will be pointless unless it is accompanied by measures to prevent the closure and relocation of companies, the very organisations which can absorb young graduates and people who have successfully undergone other forms of training;
Amendment 67 #
Draft opinion Paragraph 5 a (new) 5 a. Calls on Member States to find a sustainable solution to the problem of mismatches between the acquired skills and the labour market demand, and solve skills shortages especially in sectors with growth potential, such as ICT, health and care, business services etc.;
Amendment 68 #
Draft opinion Paragraph 5 a (new) 5a. Takes the view that more apprenticeships, which are still often underutilised in the EU, and courses combining training and work experience should be made available; takes the view that all school curricula should include a period of work experience; emphasises, at the same time, the need to increase the number of people in higher education, and calls for guarantees that students undertaking continuous training, students undertaking work experience and apprentices will enjoy the same status;
Amendment 69 #
Draft opinion Paragraph 5 a (new) 5a. Considers that professional traineeships should be of high quality and with rights attached and cannot be created as a substitute for permanent jobs;
Amendment 7 #
Draft opinion Paragraph 1 a (new) 1a. Calls on Member States to develop a strategy based on growth and employment; emphasises that investment in human capital is fundamental to the efforts to achieve the objectives of the EU2020 strategy, build a strong and innovative Europe, strengthen social cohesion and foster active citizenship;
Amendment 70 #
Draft opinion Paragraph 5 a (new) 5 a. Calls on the Commission for a more active EU policy in order to achieve the targets on cross-border student and workers mobility and the transferability of qualifications;
Amendment 71 #
Draft opinion Paragraph 5 a (new) 5 a. Stresses that education policy is (also) part of labour market policy; calls therefore on Member States to take measures to facilitate the transition from education to the labour market; urges Member States furthermore to strengthen programmes providing vocational training and practical experience for pupils and students and to promote programmes providing vocational guidance and support for pupils and students in the choosing a career;
Amendment 72 #
Draft opinion Paragraph 5 a (new) 5 a. Recognises the special importance of obtaining initial work experience as a critical element in the transition from education to employment; highlights the need to extend the institution of internship either to secondary and post- secondary level or to tertiary level, notably by submitting and implementing Action Plans financed by the European Structural Funds;
Amendment 73 #
Draft opinion Paragraph 5 b (new) 5 b. Calls on Member States to take measures to increase the participation of employees and unemployed persons in vocational reorientation and retraining programmes in order to reduce the risk of unemployment and long-term unemployment for that section of the workforce whose professional activities are less and less in demand;
Amendment 74 #
Draft opinion Paragraph 5 b (new) 5 b. Calls on Member States to promote vocations and professions requiring STEM-related skills, also for women from an early age, in order to overcome occupation segregation and wage discrimination;
Amendment 75 #
Draft opinion Paragraph 5 b (new) 5 b. Calls, especially in the field of vocational training, for all relevant players, in particular the social partners and educational institutions, to be involved; stresses in this context, the responsibility of enterprises and educational institutions to provide pupils and students with practically relevant training;
Amendment 76 #
Draft opinion Paragraph 5 c (new) 5 c. Emphasises the great success of ‘dual training’ systems, especially in curbing youth unemployment, and recommends that those Member States which do not have such a system should introduce one as part of their measures to combat youth unemployment; stresses in this regard that it is essential fully to involve the social partners in such systems at an early stage;
Amendment 77 #
Draft opinion Paragraph 6 Amendment 78 #
Draft opinion Paragraph 6 6. Stresses the
Amendment 79 #
Draft opinion Paragraph 6 6. Stresses the need to prepare teachers to focus on skills and competences, to provide tailor-made teaching methods to learners of vulnerable social groups, get acquainted with different cultures and adapt lessons to the different communication and learning styles
Amendment 8 #
Draft opinion Paragraph 1 a (new) 1 a. Underlines the necessity to maintain the public funding for education and the Member States should make better use of the European Structural Funds and strengthen the social partners' involvement in education and training;
Amendment 80 #
Draft opinion Paragraph 6 6. Stresses the need to prepare teachers to focus on skills and competences, get acquainted with different cultures and adapt lessons to the communication and learning styles of their students; the focus should be in particular on language skills, as the key to education, and on learning and didactics;
Amendment 81 #
Draft opinion Paragraph 6 6. Stresses the need to prepare teachers to focus on skills and competences, get acquainted with different cultures and adapt lessons to the communication and learning styles of their students; welcomes the emphasis placed by the Commission on education and training in new information and communication technologies (NICTs);
Amendment 82 #
Draft opinion Paragraph 6 6. Stresses the need to prepare teachers to focus on skills and competences, get acquainted with different cultures and
Amendment 83 #
Draft opinion Paragraph 6 6. Stresses the need to prepare teachers to focus on skills and competences, get acquainted with different cultures and adapt lessons to the communication and learning styles of their students; considering the threat of the aging of the teachers and the ebb of the profession, calls on Member States to invest and keep the specialists in the field, to help their professional and personal development and to promote their financial status;
Amendment 84 #
Draft opinion Paragraph 6 a (new) 6 a. Recommends to the Member States that the working conditions of teachers and trainers should be greatly improved;
Amendment 85 #
Draft opinion Paragraph 6 a (new) 6 a. Calls on Member States to develop policies promoting lifelong learning across all age groups, focused at developing skills and competences necessary to meet the challenges of dynamic changes in labour market demand.
Amendment 86 #
Draft opinion Paragraph 6 a (new) 6 a. For the purpose of social solidarity and answering demographic challenges, calls on Member States to promote voluntary activities for all ages; urges them to promote trainings required by the care and support sectors, and offer scholarships for people undertaking relevant studies;
Amendment 87 #
Draft opinion Paragraph 6 a (new) 6 a. Highlights the importance of involving young people in the setting up of education and training policies so that their needs can be better taken into account; recommends in that regard that the Commission consult representatives of national youth councils on the priorities for young people;
Amendment 88 #
Draft opinion Paragraph 6 a (new) 6 a. Stresses the need for the continuous retraining of teachers so as to develop their horizontal skills in new teaching standards, methods and procedures in keeping with the rapid pace of scientific and technological developments;
Amendment 89 #
Draft opinion Paragraph 6 b (new) 6 b. Calls on Member States to promote continuous dialogue between education and labour market to avoid risk of skills mismatches.
Amendment 9 #
Draft opinion Paragraph 1 a (new) 1a. Believes that lay-offs of teachers , which have increased in some bailed-out countries, are leading to a decline in teaching standards, school closures, a reduced curriculum and increased rates of academic failure and dropout, and that increased student/teacher ratios as a result of cuts in the sector lead to lower teaching standards in the educational system, the goal of which should be to enable teachers to more closely accompany the educational progress of their pupils;
Amendment 90 #
Draft opinion Paragraph 6 b (new) 6 b. For a more successful EU-wide employability, calls on Member States to educate their citizens about EU citizenship rights, civic duties and commitments, and how they can benefit from their right to free movement in the EU;
Amendment 91 #
Draft opinion Paragraph 6 c (new) 6 c. Stresses the role of the European Social Fund (ESF) in supporting investment in education and training, skills and lifelong learning; therefore, strongly calls for safeguarding the minimum overall share for the ESF as 25% of the budget allocated to cohesion policy;
Amendment 92 #
Draft opinion Paragraph 7 7.
Amendment 93 #
Draft opinion Paragraph 7 7. Calls on Member States to
Amendment 94 #
Draft opinion Paragraph 7 7. Calls on Member States to regularly monitor and evaluate whether they have managed to provide equal access to inclusive and quality education at all levels and if skills resulting from education and training have increased students’ employability and ability to cope as citizens and in working life.
Amendment 95 #
Draft opinion Paragraph 7 7. Calls on Member States to regularly monitor and evaluate whether they have managed to provide equal access to inclusive and quality education at all levels and if skills resulting from education and training have increased students’ employability and social integration.
Amendment 96 #
Draft opinion Paragraph 7 a (new) 7a. Calls on the Commission and Member States to promote exchanges of best practices and models which have yielded positive results at European level in terms of reducing the early school-leaving rate, encouraging students to re-enter the education system, ensuring effective transition from the world of education to the world of work, reducing the youth unemployment rate and improving access to education and employment for disadvantaged groups.
Amendment 97 #
Draft opinion Paragraph 7 a (new) 7 a. Calls on the Commission to monitor if Member States have taken the necessary steps to reform their education systems in order to achieve the above-mentioned goals.
Amendment 98 #
Draft opinion Paragraph 7 a (new) 7 a. Encourages Member States to maintain an intensive dialogue with the educational institutions in order to raise their awareness for the EU funding opportunities and to establish in their Operational programs an easy access to funding for them. Encourages the use of the ERDF funding for the needs of the ongoing and vocational education as part of the work process.
Amendment 99 #
Draft opinion Paragraph 7 a (new) 7a. Stresses that Member States are free to apply the above proposals as they see fit, or not to apply them;
source: PE-510.631
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PURPOSE: to present a new strategic framework with a view to rethinking education and investing in skills for better socio-economic outcomes. BACKGROUND: investment in education and training for skills development is essential to boost growth and competitiveness: skills determine Europe's capacity to increase productivity. In the long-term, skills can trigger innovation and growth, move production up the value chain, stimulate the concentration of higher level skills in the EU and shape the future labour market. However, European education and training systems continue to fall short in providing the right skills for employability, and are not working adequately with business or employers to bring the learning experience closer to the reality of the working environment. These skills mismatches are a growing concern for European industry's competitiveness. Despite progress over the last five years in the percentages of those qualifying from higher education,
By 2020, 20% more jobs will require higher level skills and the need to upgrade skills for employability will be one of the most pressing challenges for Member States to address the needs of the economy and focus on solutions to tackle fast-rising youth unemployment. This is why this communication emphasises delivering the right skills for employment, increasing the efficiency and inclusiveness of our education and training institutions and on working collaboratively with all relevant stakeholders. CONTENT: in its communication, the Commission identifies a limited number of strategic priorities to be addressed by Member States, alongside new EU actions to leverage national efforts. Among these, particular attention is given to combating youth unemployment. A. Priorities for the Member States: the measures mainly seek to help the transition from learning to work and promoting work-based learning. The proposed measures may be summarised as follows: 1. Promoting excellence in vocational education and training (VET): the key actions are:
2. Improving the performance of student groups with high risk of early school leaving and low basic skills: key actions include:
3. Strengthening the provision of transversal skills that increase employability such as entrepreneurial initiative, digital skills and foreign languages: introducing transversal skills across all curricula at all stages of education up, using innovative and student-centred pedagogical approaches, and designing assessment tools through which levels of competence can be effectively assessed and evaluated. All young people should benefit from at least one practical entrepreneurial experience before leaving compulsory education. 4. Reducing the number of low-skilled adults: increasing incentives for adult training by companies, validating skills and competences acquired outside formal education, and setting up access points (one-stop shops) that integrate different lifelong learning services, such as validation and career guidance offering tailored learning to individual learners. 5. Scaling up the use of ICT-supported learning and access to high quality Open Education Resources (OER): modernising the ICT infrastructure of schools, supporting ICT-based teaching and assessment practices, promoting the transparency of rights and obligations of users of digitalised content, establishing mechanisms to validate and recognise skills and competences acquired through OER and supporting education and training institutions to adapt their business models to the emergence of OER. 6. Revision and strengthening of the professional profile of all teaching professions including increasing teachers digital skills. Implementation of these reforms will not be successful without increasing the efficiency of funding in education. To address this challenge, the Commission calls on Member States to stimulate national debates on ways to provide sustainable funding mechanisms. Particular attention should be devoted to developing funding schemes for VET and adult learning financed via shared responsibility between public authorities, enterprises and appropriate individual contributions (e.g. sectoral training funds, training levies, etc) and aimed at attracting large companies and SMEs to provide work-based VET training. B. European-level coordination and contributions: at EU level, focus will be given to the following actions:
In conclusion, the Commission indicates that it will ensure that the contribution of education and investment in skills to growth and jobs is fully reflected in the European Semester. It will use European platforms of dialogue such as the Open Method of Coordination in the field of Education and Training, the Bologna process for Higher Education and the Copenhagen process for VET as well as the funding instruments to stress the sense of urgency on the priorities identified in this communication. New
PURPOSE: to present a new strategic framework with a view to rethinking education and investing in skills for better socio-economic outcomes. BACKGROUND: investment in education and training for skills development is essential to boost growth and competitiveness: skills determine Europe's capacity to increase productivity. In the long-term, skills can trigger innovation and growth, move production up the value chain, stimulate the concentration of higher level skills in the EU and shape the future labour market. However, European education and training systems continue to fall short in providing the right skills for employability, and are not working adequately with business or employers to bring the learning experience closer to the reality of the working environment. These skills mismatches are a growing concern for European industry's competitiveness. Despite progress over the last five years in the percentages of those qualifying from higher education,
By 2020, 20% more jobs will require higher level skills and the need to upgrade skills for employability will be one of the most pressing challenges for Member States to address the needs of the economy and focus on solutions to tackle fast-rising youth unemployment. This is why this communication emphasises delivering the right skills for employment, increasing the efficiency and inclusiveness of our education and training institutions and on working collaboratively with all relevant stakeholders. CONTENT: in its communication, the Commission identifies a limited number of strategic priorities to be addressed by Member States, alongside new EU actions to leverage national efforts. Among these, particular attention is given to combating youth unemployment. A. Priorities for the Member States: the measures mainly seek to help the transition from learning to work and promoting work-based learning. The proposed measures may be summarised as follows: 1. Promoting excellence in vocational education and training (VET): the key actions are:
2. Improving the performance of student groups with high risk of early school leaving and low basic skills: key actions include:
3. Strengthening the provision of transversal skills that increase employability such as entrepreneurial initiative, digital skills and foreign languages: introducing transversal skills across all curricula at all stages of education up, using innovative and student-centred pedagogical approaches, and designing assessment tools through which levels of competence can be effectively assessed and evaluated. All young people should benefit from at least one practical entrepreneurial experience before leaving compulsory education. 4. Reducing the number of low-skilled adults: increasing incentives for adult training by companies, validating skills and competences acquired outside formal education, and setting up access points (one-stop shops) that integrate different lifelong learning services, such as validation and career guidance offering tailored learning to individual learners. 5. Scaling up the use of ICT-supported learning and access to high quality Open Education Resources (OER): modernising the ICT infrastructure of schools, supporting ICT-based teaching and assessment practices, promoting the transparency of rights and obligations of users of digitalised content, establishing mechanisms to validate and recognise skills and competences acquired through OER and supporting education and training institutions to adapt their business models to the emergence of OER. 6. Revision and strengthening of the professional profile of all teaching professions including increasing teachers digital skills. Implementation of these reforms will not be successful without increasing the efficiency of funding in education. To address this challenge, the Commission calls on Member States to stimulate national debates on ways to provide sustainable funding mechanisms. Particular attention should be devoted to developing funding schemes for VET and adult learning financed via shared responsibility between public authorities, enterprises and appropriate individual contributions (e.g. sectoral training funds, training levies, etc) and aimed at attracting large companies and SMEs to provide work-based VET training. B. European-level coordination and contributions: at EU level, focus will be given to the following actions:
In conclusion, the Commission indicates that it will ensure that the contribution of education and investment in skills to growth and jobs is fully reflected in the European Semester. It will use European platforms of dialogue such as the Open Method of Coordination in the field of Education and Training, the Bologna process for Higher Education and the Copenhagen process for VET as well as the funding instruments to stress the sense of urgency on the priorities identified in this communication. |
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