BETA


2015/2006(INI) Promoting youth entrepreneurship through education and training

Progress: Procedure completed

RoleCommitteeRapporteurShadows
Lead CULT ŠOJDROVÁ Michaela (icon: PPE PPE) DRĂGHICI Damian (icon: S&D S&D), LEWER Andrew (icon: ECR ECR), KYUCHYUK Ilhan (icon: ALDE ALDE), NÍ RIADA Liadh (icon: GUE/NGL GUE/NGL), TRÜPEL Helga (icon: Verts/ALE Verts/ALE), ADINOLFI Isabella (icon: EFDD EFDD)
Committee Opinion EMPL ŽITŇANSKÁ Jana (icon: ECR ECR) Laura AGEA (icon: EFDD EFDD), Patrick LE HYARIC (icon: GUE/NGL GUE/NGL), Emilian PAVEL (icon: S&D S&D)
Committee Opinion ITRE
Lead committee dossier:
Legal Basis:
RoP 54

Events

2016/02/24
   EC - Commission response to text adopted in plenary
Documents
2015/09/08
   EP - Results of vote in Parliament
2015/09/08
   EP - Decision by Parliament, 1st reading/single reading
Details

The European Parliament adopted by 534 votes to 121, with 52 abstentions, a resolution on promoting youth entrepreneurship through education and training.

Parliament recalled that in February 2015, 4.85 million young people were unemployed in the EU-28, which is unacceptably high, and although youth unemployment is diminishing – it has decreased by 494 000 compared with February 2014 – this is taking place at too slow a pace. It also recalled that the fiscal consolidation of the Member States mainly affected by the crisis should not be carried out at the expense of jobs occupied by young people.

Emphasis on entrepreneurial skills and competences : acknowledging the important role of lifelong learning and international mobility, Parliament called on the Member States to promote entrepreneurial skills for young people through legislative action aimed at ensuring quality traineeships focusing on quality learning and adequate working conditions. It stressed the need for a broad and clear definition of the key competence ‘a sense of initiative and entrepreneurship’, which involves fostering an entrepreneurial mind-set characterised by pro-activeness, creativity, innovation and risk-taking. It also stressed the need for a broad approach to entrepreneurship as a set of transversal key competences for personal and professional purposes.

Members are convinced that entrepreneurial skills and competences as well as transversal, cross-sector, occupation-specific and job-specific skills and competences should be promoted in order to increase the rates of youth self-employment and to provide the young generation with a real opportunity to start their own businesses .

The next step needed is to specify in detail how the key competences framework can be further implemented appropriately at each level of education. At all levels and types of education the teaching of practical entrepreneurship skills and the fostering of motivation, sense of initiative and readiness should be provided, along with a sense of social responsibility. Modules in basic finance, economics and business environment should be integrated into school curricula, and should be accompanied by mentoring, tutoring and career guidance for students, including disadvantaged learners.

Parliament emphasised the need to: (i) develop innovative pedagogies that are more participative and learner-centred, (ii) encourage dual training and company-sponsored study programmes; (iii) encourage full engagement and partnership among all stakeholders, and in particular local entrepreneurial organisations, businesses and educational institutions, as well as the private sector .

Parliament also emphasised the importance of equipping all young people with ICT competences and with transversal and entrepreneurial skills enabling them to fully exploit the potential of the digital world.

It stressed the need to:

improve the entrepreneurial culture within tertiary education by supporting and facilitating the creation of new companies by young people on the basis of academic research; highlight the crucial role played by various associations of young businesspeople in fostering entrepreneurship among young people.

Role of the EU institutions – coordination, methodology and financial tools : Parliament called on the Council and the Commission to develop methodological support and tools to made be available to national education systems in the area of entrepreneurship education and training, including social entrepreneurship, and to follow a coordinated approach calling on the Member States’ public administrations to cooperate more closely with companies in order to disseminate the key factors needed to improve entrepreneurship.

In particular, the Commission is called upon to :

increase the amount of support for young entrepreneurs under the European Structural and Investment Funds; establish entrepreneurial traineeships and exchange programmes, in order to give young people opportunities to gain hands-on experience; elaborate a comprehensive strategy for developing transversal skills such as critical thinking, problem-solving, initiative, collaboration, cooperation, self-direction, planning, leadership and team-building; increase the focus on improving the development and assessment of transversal skills, including entrepreneurship and digital competence, within the Erasmus+ programme; support the monitoring of ICT skills, problem-solving skills and financial literacy; support partnerships between educational institutions and companies via the use of the European Fund for Strategic Investment and, in particular, the European Social Fund; support a European Entrepreneurship Education Network, on lines such as those of the European Entrepreneurship Education NETwork (EEHUB).

The future Erasmus+ programme should contain the following elements in the next financial period (post2020) in all its actions:

promotion of better-defined learning contents and tools for formal and non-formal education targeting all students; support for the initial qualifications of teachers, educators, youth workers, coaches and education leaders; promotion of partnerships between educational institutions, enterprises, non-profit organisations, regional and local authorities and non-formal education providers, in order to devise suitable courses; development of skills in the areas of entrepreneurial processes, financial literacy, ICT literacy and skills, creative thinking, creativity, creative utility, problem- solving and an innovative mindset; highlighting of non-formal and informal learning as a privileged environment to acquire entrepreneurship competences.

Overall, the Commission is called upon to encourage better cooperation and exchange of good practices between Member States.

Role of the Member States : Parliament stated that Member States should endeavour to promote the development of training for launching and managing start-ups, including expert mentorship, incubators and accelerators, social enterprise projects working with local communities, and all entrepreneurship-friendly environments which will facilitate young people’s start-ups (including disadvantaged young people).

Measures have been taken to promote access to finance at every stage. Parliament called on the Member States, as well as regional and local authorities, to use all existing EU-level funding resources, such as the European Social Fund, the European Youth Employment Initiative, the EU Programme for Employment and Social Innovation (EaSI), the Erasmus for Young Entrepreneurs programme and the EU programme for the Competitiveness of Enterprises and Small and Medium-Sized Enterprises (COSME), to encourage and support initiatives.

Member States are encouraged to involve private partners in entrepreneurship education, through funding or providing training, as an aspect of their corporate social responsibility.

Member States should endeavour to eliminate bureaucracy regarding the implementation of business plans by young people, and consider tax relief measures and measures to encourage them to create their own business ideas. Access to credit and special grants should be facilitated.

Initiatives should be taken to offer innovative students increased access to scholarships and micro-loan schemes.

Member States are called upon to increase awareness of self-employment and business creation for young people with disabilities , through actions such as promoting the career paths of people with disabilities who have already been integrated into the labour market.

Follow-up steps : Parliament called on the Commission to submit an evaluation report to Parliament by the end of its term on the progress achieved in promoting youth entrepreneurship through education and training and how much it managed to reach out to members of vulnerable social groups .

Documents
2015/09/08
   EP - End of procedure in Parliament
2015/09/07
   EP - Debate in Parliament
2015/07/22
   EP - Committee report tabled for plenary, single reading
Details

The Committee on Culture and Education adopted an own-initiative report by Michaela ŠOJDROVÁ (EPP, CZ) on promoting youth entrepreneurship through education and training.

Members recalled that in February 2015, 4.85 million young people were unemployed in the EU-28, which is unacceptably high, and although youth unemployment is diminishing – it has decreased by 494 000 compared with February 2014 – this is taking place at too slow a pace. They recalled that the fiscal consolidation of the Member States mainly affected by the crisis should not be carried out at the expense of jobs occupied by young people.

Emphasis on entrepreneurial skills and competences : acknowledging the important role of lifelong learning and international mobility, Members called on the Member States to promote entrepreneurial skills for young people through legislative action aimed at ensuring quality traineeships focusing on quality learning and adequate working conditions. They stressed the need for a broad and clear definition of the key competence ‘a sense of initiative and entrepreneurship’, which involves fostering an entrepreneurial mind-set characterised by pro-activeness, creativity, innovation and risk-taking. They also stressed the need for a broad approach to entrepreneurship as a set of transversal key competences for personal and professional purposes.

Members are convinced that entrepreneurial skills and competences as well as transversal, cross-sector, occupation-specific and job-specific skills and competences should be promoted in order to increase the rates of youth self-employment and to provide the young generation with a real opportunity to start their own businesses .

The next step needed is to specify in detail how the key competences framework can be further implemented appropriately at each level of education. At all levels and types of education the teaching of practical entrepreneurship skills and the fostering of motivation, sense of initiative and readiness should be provided, along with a sense of social responsibility. Modules in basic finance, economics and business environment should be integrated into school curricula, and should be accompanied by mentoring, tutoring and career guidance for students, including disadvantaged learners.

Members emphasised the need to: (i) develop innovative pedagogies that are more participative and learner-centred, (ii) encourage dual training and company-sponsored study programmes; (iii) encourage full engagement and partnership among all stakeholders, and in particular local entrepreneurial organisations, businesses and educational institutions, as well as the private sector .

Members emphasised the importance of equipping all young people with ICT competences and with transversal and entrepreneurial skills enabling them to fully exploit the potential of the digital world.

They also stressed the need to:

improve the entrepreneurial culture within tertiary education by supporting and facilitating the creation of new companies by young people on the basis of academic research; highlight the crucial role played by various associations of young businesspeople in fostering entrepreneurship among young people.

Role of the EU institutions – coordination, methodology and financial tools : Members called on the Council and the Commission to develop methodological support and tools to encourage youth entrepreneurship.

In particular, the Commission is called upon to :

increase the amount of support for young entrepreneurs under the European Structural and Investment Funds; establish entrepreneurial traineeships and exchange programmes, in order to give young people opportunities to gain hands-on experience; elaborate a comprehensive strategy for developing transversal skills such as critical thinking, problem-solving, initiative, collaboration, cooperation, self-direction, planning, leadership and team-building; increase the focus on improving the development and assessment of transversal skills, including entrepreneurship and digital competence, within the Erasmus+ programme; support the monitoring of ICT skills, problem-solving skills and financial literacy; support partnerships between educational institutions and companies via the use of the European Fund for Strategic Investment and, in particular, the European Social Fund; support a European Entrepreneurship Education Network, on lines such as those of the European Entrepreneurship Education NETwork (EEHUB).

The future Erasmus+ programme should contain the following elements in the next financial period (post2020) in all its actions:

promotion of better-defined learning contents and tools for formal and non-formal education targeting all students; support for the initial qualifications of teachers, educators, youth workers, coaches and education leaders; promotion of partnerships between educational institutions, enterprises, non-profit organisations, regional and local authorities and non-formal education providers, in order to devise suitable courses; development of skills in the areas of entrepreneurial processes, financial literacy, ICT literacy and skills, creative thinking, creativity, creative utility, problem- solving and an innovative mindset; highlighting of non-formal and informal learning as a privileged environment to acquire entrepreneurship competences.

Overall, the Commission is called upon to encourage better cooperation and exchange of good practices between Member States.

Role of the Member States : Members stated that Member States should endeavour to promote the development of training for launching and managing start-ups, including expert mentorship, incubators and accelerators, social enterprise projects working with local communities, and all entrepreneurship-friendly environments which will facilitate young people’s start-ups (including disadvantaged young people).

Measures have been taken to promote access to finance at every stage. Members called on the Member States, as well as regional and local authorities, to use all existing EU-level funding resources, such as the European Social Fund, the European Youth Employment Initiative, the EU Programme for Employment and Social Innovation (EaSI), the Erasmus for Young Entrepreneurs programme and the EU programme for the Competitiveness of Enterprises and Small and Medium-Sized Enterprises (COSME), to encourage and support initiatives.

Member States are encouraged to involve private partners in entrepreneurship education, through funding or providing training, as an aspect of their corporate social responsibility.

Member States should endeavour to eliminate bureaucracy regarding the implementation of business plans by young people, and consider tax relief measures and measures to encourage them to create their own business ideas. Access to credit and special grants should be facilitated.

Initiatives should be taken to offer innovative students increased access to scholarships and micro-loan schemes.

Member States are called upon to increase awareness of self-employment and business creation for young people with disabilities , through actions such as promoting the career paths of people with disabilities who have already been integrated into the labour market.

Follow-up steps : Members called on the Commission to submit an evaluation report to Parliament by the end of its term on the progress achieved in promoting youth entrepreneurship through education and training and how much it managed to reach out to members of vulnerable social groups .

Documents
2015/07/14
   EP - Vote in committee, 1st reading/single reading
2015/06/24
   EP - Committee opinion
Documents
2015/05/27
   EP - Amendments tabled in committee
Documents
2015/04/14
   EP - Committee draft report
Documents
2015/02/11
   EP - ŽITŇANSKÁ Jana (ECR) appointed as rapporteur in EMPL
2015/01/20
   EP - ŠOJDROVÁ Michaela (PPE) appointed as rapporteur in CULT
2015/01/15
   EP - Committee referral announced in Parliament, 1st reading/single reading

Documents

Activities

Votes

A8-0239/2015 - Michaela Šojdrová - Résolution

2015/09/08 Outcome: +: 534, -: 121, 0: 52
FR DE PL RO ES IT HU CZ AT BE BG PT SK LT SE FI IE HR LU LV MT NL EE SI CY DK EL GB
Total
71
91
49
31
49
69
20
21
18
19
13
19
13
11
20
12
10
11
6
8
6
25
6
6
6
13
18
65
icon: PPE PPE
207
2

Luxembourg PPE

3

Estonia PPE

For (1)

1

Denmark PPE

For (1)

1
icon: S&D S&D
181
3

Ireland S&D

For (1)

1

Croatia S&D

2

Luxembourg S&D

For (1)

1

Latvia S&D

1

Malta S&D

3

Netherlands S&D

3

Estonia S&D

For (1)

1

Cyprus S&D

2
icon: ALDE ALDE
67

Romania ALDE

3

Austria ALDE

For (1)

1

Bulgaria ALDE

3

Ireland ALDE

For (1)

1

Croatia ALDE

2

Luxembourg ALDE

For (1)

1

Latvia ALDE

1

Estonia ALDE

3

Denmark ALDE

3

United Kingdom ALDE

1
icon: ENF ENF
38

Poland ENF

2

Romania ENF

1

Belgium ENF

For (1)

1

Netherlands ENF

3

United Kingdom ENF

Against (1)

1
icon: Verts/ALE Verts/ALE
48

France Verts/ALE

For (1)

5

Hungary Verts/ALE

2

Austria Verts/ALE

3

Belgium Verts/ALE

2

Lithuania Verts/ALE

Abstain (1)

1

Sweden Verts/ALE

For (1)

4

Finland Verts/ALE

Abstain (1)

1

Croatia Verts/ALE

Abstain (1)

1

Luxembourg Verts/ALE

For (1)

1

Latvia Verts/ALE

Abstain (1)

1

Netherlands Verts/ALE

2

Estonia Verts/ALE

Abstain (1)

1

Slovenia Verts/ALE

Abstain (1)

1

Denmark Verts/ALE

For (1)

1

United Kingdom Verts/ALE

5
icon: NI NI
11

France NI

2

Germany NI

For (1)

1

Poland NI

Against (1)

1

Hungary NI

2

Netherlands NI

Against (1)

1

United Kingdom NI

Against (1)

1
icon: ECR ECR
64

Italy ECR

2

Czechia ECR

2

Slovakia ECR

Against (1)

3

Lithuania ECR

1

Finland ECR

Against (1)

1

Croatia ECR

Against (1)

1

Latvia ECR

Abstain (1)

1

Netherlands ECR

2

Greece ECR

For (1)

1
icon: GUE/NGL GUE/NGL
49

Italy GUE/NGL

3

Portugal GUE/NGL

3

Sweden GUE/NGL

Against (1)

1

Finland GUE/NGL

For (1)

1

Ireland GUE/NGL

Against (1)

4

Netherlands GUE/NGL

3

Cyprus GUE/NGL

2

Denmark GUE/NGL

Against (1)

1

United Kingdom GUE/NGL

1
icon: EFDD EFDD
41

France EFDD

1

Poland EFDD

1

Czechia EFDD

Against (1)

1

Lithuania EFDD

For (1)

1

Sweden EFDD

2
AmendmentsDossier
353 2015/2006(INI)
2015/05/08 EMPL 117 amendments...
source: 557.041
2015/05/27 CULT 225 amendments...
source: 557.182
2015/06/22 EMPL 11 amendments...
source: 560.684

History

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

committees/0
type
Responsible Committee
body
EP
associated
False
committee_full
Culture and Education
committee
CULT
rapporteur
name: ŠOJDROVÁ Michaela date: 2015-01-20T00:00:00 group: European People's Party (Christian Democrats) abbr: PPE
shadows
committees/0
type
Responsible Committee
body
EP
associated
False
committee_full
Culture and Education
committee
CULT
date
2015-01-20T00:00:00
rapporteur
name: ŠOJDROVÁ Michaela group: European People's Party (Christian Democrats) abbr: PPE
shadows
committees/1
type
Committee Opinion
body
EP
associated
False
committee_full
Employment and Social Affairs
committee
EMPL
rapporteur
name: ŽITŇANSKÁ Jana date: 2015-02-11T00:00:00 group: European Conservatives and Reformists abbr: ECR
committees/1
type
Committee Opinion
body
EP
associated
False
committee_full
Employment and Social Affairs
committee
EMPL
date
2015-02-11T00:00:00
rapporteur
name: ŽITŇANSKÁ Jana group: European Conservatives and Reformists abbr: ECR
docs/3/body
EC
events/2/docs/0/url
Old
http://www.europarl.europa.eu/sides/getDoc.do?type=REPORT&mode=XML&reference=A8-2015-0239&language=EN
New
http://www.europarl.europa.eu/doceo/document/A-8-2015-0239_EN.html
events/5/docs/0/url
Old
http://www.europarl.europa.eu/sides/getDoc.do?type=TA&language=EN&reference=P8-TA-2015-0292
New
http://www.europarl.europa.eu/doceo/document/TA-8-2015-0292_EN.html
committees/0
type
Responsible Committee
body
EP
associated
False
committee_full
Culture and Education
committee
CULT
date
2015-01-20T00:00:00
rapporteur
name: ŠOJDROVÁ Michaela group: European People's Party (Christian Democrats) abbr: PPE
shadows
committees/0
type
Responsible Committee
body
EP
associated
False
committee_full
Culture and Education
committee
CULT
date
2015-01-20T00:00:00
rapporteur
name: ŠOJDROVÁ Michaela group: Group of European People's Party abbr: EPP
shadows
activities
  • date: 2015-01-15T00:00:00 body: EP type: Committee referral announced in Parliament, 1st reading/single reading committees: body: EP shadows: group: S&D name: DRĂGHICI Damian group: ECR name: LEWER Andrew group: ALDE name: KYUCHYUK Ilhan group: GUE/NGL name: NÍ RIADA Liadh group: Verts/ALE name: TRÜPEL Helga group: EFD name: ADINOLFI Isabella responsible: True committee: CULT date: 2015-01-20T00:00:00 committee_full: Culture and Education rapporteur: group: EPP name: ŠOJDROVÁ Michaela body: EP responsible: False committee: EMPL date: 2015-02-11T00:00:00 committee_full: Employment and Social Affairs rapporteur: group: ECR name: ŽITŇANSKÁ Jana body: EP responsible: False committee_full: Industry, Research and Energy committee: ITRE
  • date: 2015-07-14T00:00:00 body: EP type: Vote in committee, 1st reading/single reading committees: body: EP shadows: group: S&D name: DRĂGHICI Damian group: ECR name: LEWER Andrew group: ALDE name: KYUCHYUK Ilhan group: GUE/NGL name: NÍ RIADA Liadh group: Verts/ALE name: TRÜPEL Helga group: EFD name: ADINOLFI Isabella responsible: True committee: CULT date: 2015-01-20T00:00:00 committee_full: Culture and Education rapporteur: group: EPP name: ŠOJDROVÁ Michaela body: EP responsible: False committee: EMPL date: 2015-02-11T00:00:00 committee_full: Employment and Social Affairs rapporteur: group: ECR name: ŽITŇANSKÁ Jana body: EP responsible: False committee_full: Industry, Research and Energy committee: ITRE
  • date: 2015-07-22T00:00:00 docs: url: http://www.europarl.europa.eu/sides/getDoc.do?type=REPORT&mode=XML&reference=A8-2015-0239&language=EN type: Committee report tabled for plenary, single reading title: A8-0239/2015 body: EP type: Committee report tabled for plenary, single reading
  • date: 2015-09-07T00:00:00 docs: url: http://www.europarl.europa.eu/sides/getDoc.do?secondRef=TOC&language=EN&reference=20150907&type=CRE type: Debate in Parliament title: Debate in Parliament body: EP type: Debate in Parliament
  • date: 2015-09-08T00:00:00 docs: url: http://www.europarl.europa.eu/sides/getDoc.do?type=TA&language=EN&reference=P8-TA-2015-0292 type: Decision by Parliament, 1st reading/single reading title: T8-0292/2015 body: EP type: Decision by Parliament, 1st reading/single reading
commission
  • body: EC dg: Education, Youth, Sport and Culture commissioner: NAVRACSICS Tibor
committees/0
type
Responsible Committee
body
EP
associated
False
committee_full
Culture and Education
committee
CULT
date
2015-01-20T00:00:00
rapporteur
name: ŠOJDROVÁ Michaela group: Group of European People's Party abbr: EPP
shadows
committees/0
body
EP
shadows
responsible
True
committee
CULT
date
2015-01-20T00:00:00
committee_full
Culture and Education
rapporteur
group: EPP name: ŠOJDROVÁ Michaela
committees/1
type
Committee Opinion
body
EP
associated
False
committee_full
Employment and Social Affairs
committee
EMPL
date
2015-02-11T00:00:00
rapporteur
name: ŽITŇANSKÁ Jana group: European Conservatives and Reformists abbr: ECR
committees/1
body
EP
responsible
False
committee
EMPL
date
2015-02-11T00:00:00
committee_full
Employment and Social Affairs
rapporteur
group: ECR name: ŽITŇANSKÁ Jana
committees/2
type
Committee Opinion
body
EP
associated
False
committee_full
Industry, Research and Energy
committee
ITRE
opinion
False
committees/2
body
EP
responsible
False
committee_full
Industry, Research and Energy
committee
ITRE
docs
  • date: 2015-04-14T00:00:00 docs: url: http://www.europarl.europa.eu/sides/getDoc.do?type=COMPARL&mode=XML&language=EN&reference=PE554.783 title: PE554.783 type: Committee draft report body: EP
  • date: 2015-05-27T00:00:00 docs: url: http://www.europarl.europa.eu/sides/getDoc.do?type=COMPARL&mode=XML&language=EN&reference=PE557.182 title: PE557.182 type: Amendments tabled in committee body: EP
  • date: 2015-06-24T00:00:00 docs: url: http://www.europarl.europa.eu/sides/getDoc.do?type=COMPARL&mode=XML&language=EN&reference=PE552.089&secondRef=02 title: PE552.089 committee: EMPL type: Committee opinion body: EP
  • date: 2016-02-24T00:00:00 docs: url: /oeil/spdoc.do?i=26059&j=0&l=en title: SP(2015)748 type: Commission response to text adopted in plenary
events
  • date: 2015-01-15T00:00:00 type: Committee referral announced in Parliament, 1st reading/single reading body: EP
  • date: 2015-07-14T00:00:00 type: Vote in committee, 1st reading/single reading body: EP
  • date: 2015-07-22T00:00:00 type: Committee report tabled for plenary, single reading body: EP docs: url: http://www.europarl.europa.eu/sides/getDoc.do?type=REPORT&mode=XML&reference=A8-2015-0239&language=EN title: A8-0239/2015 summary: The Committee on Culture and Education adopted an own-initiative report by Michaela ŠOJDROVÁ (EPP, CZ) on promoting youth entrepreneurship through education and training. Members recalled that in February 2015, 4.85 million young people were unemployed in the EU-28, which is unacceptably high, and although youth unemployment is diminishing – it has decreased by 494 000 compared with February 2014 – this is taking place at too slow a pace. They recalled that the fiscal consolidation of the Member States mainly affected by the crisis should not be carried out at the expense of jobs occupied by young people. Emphasis on entrepreneurial skills and competences : acknowledging the important role of lifelong learning and international mobility, Members called on the Member States to promote entrepreneurial skills for young people through legislative action aimed at ensuring quality traineeships focusing on quality learning and adequate working conditions. They stressed the need for a broad and clear definition of the key competence ‘a sense of initiative and entrepreneurship’, which involves fostering an entrepreneurial mind-set characterised by pro-activeness, creativity, innovation and risk-taking. They also stressed the need for a broad approach to entrepreneurship as a set of transversal key competences for personal and professional purposes. Members are convinced that entrepreneurial skills and competences as well as transversal, cross-sector, occupation-specific and job-specific skills and competences should be promoted in order to increase the rates of youth self-employment and to provide the young generation with a real opportunity to start their own businesses . The next step needed is to specify in detail how the key competences framework can be further implemented appropriately at each level of education. At all levels and types of education the teaching of practical entrepreneurship skills and the fostering of motivation, sense of initiative and readiness should be provided, along with a sense of social responsibility. Modules in basic finance, economics and business environment should be integrated into school curricula, and should be accompanied by mentoring, tutoring and career guidance for students, including disadvantaged learners. Members emphasised the need to: (i) develop innovative pedagogies that are more participative and learner-centred, (ii) encourage dual training and company-sponsored study programmes; (iii) encourage full engagement and partnership among all stakeholders, and in particular local entrepreneurial organisations, businesses and educational institutions, as well as the private sector . Members emphasised the importance of equipping all young people with ICT competences and with transversal and entrepreneurial skills enabling them to fully exploit the potential of the digital world. They also stressed the need to: improve the entrepreneurial culture within tertiary education by supporting and facilitating the creation of new companies by young people on the basis of academic research; highlight the crucial role played by various associations of young businesspeople in fostering entrepreneurship among young people. Role of the EU institutions – coordination, methodology and financial tools : Members called on the Council and the Commission to develop methodological support and tools to encourage youth entrepreneurship. In particular, the Commission is called upon to : increase the amount of support for young entrepreneurs under the European Structural and Investment Funds; establish entrepreneurial traineeships and exchange programmes, in order to give young people opportunities to gain hands-on experience; elaborate a comprehensive strategy for developing transversal skills such as critical thinking, problem-solving, initiative, collaboration, cooperation, self-direction, planning, leadership and team-building; increase the focus on improving the development and assessment of transversal skills, including entrepreneurship and digital competence, within the Erasmus+ programme; support the monitoring of ICT skills, problem-solving skills and financial literacy; support partnerships between educational institutions and companies via the use of the European Fund for Strategic Investment and, in particular, the European Social Fund; support a European Entrepreneurship Education Network, on lines such as those of the European Entrepreneurship Education NETwork (EEHUB). The future Erasmus+ programme should contain the following elements in the next financial period (post2020) in all its actions: promotion of better-defined learning contents and tools for formal and non-formal education targeting all students; support for the initial qualifications of teachers, educators, youth workers, coaches and education leaders; promotion of partnerships between educational institutions, enterprises, non-profit organisations, regional and local authorities and non-formal education providers, in order to devise suitable courses; development of skills in the areas of entrepreneurial processes, financial literacy, ICT literacy and skills, creative thinking, creativity, creative utility, problem- solving and an innovative mindset; highlighting of non-formal and informal learning as a privileged environment to acquire entrepreneurship competences. Overall, the Commission is called upon to encourage better cooperation and exchange of good practices between Member States. Role of the Member States : Members stated that Member States should endeavour to promote the development of training for launching and managing start-ups, including expert mentorship, incubators and accelerators, social enterprise projects working with local communities, and all entrepreneurship-friendly environments which will facilitate young people’s start-ups (including disadvantaged young people). Measures have been taken to promote access to finance at every stage. Members called on the Member States, as well as regional and local authorities, to use all existing EU-level funding resources, such as the European Social Fund, the European Youth Employment Initiative, the EU Programme for Employment and Social Innovation (EaSI), the Erasmus for Young Entrepreneurs programme and the EU programme for the Competitiveness of Enterprises and Small and Medium-Sized Enterprises (COSME), to encourage and support initiatives. Member States are encouraged to involve private partners in entrepreneurship education, through funding or providing training, as an aspect of their corporate social responsibility. Member States should endeavour to eliminate bureaucracy regarding the implementation of business plans by young people, and consider tax relief measures and measures to encourage them to create their own business ideas. Access to credit and special grants should be facilitated. Initiatives should be taken to offer innovative students increased access to scholarships and micro-loan schemes. Member States are called upon to increase awareness of self-employment and business creation for young people with disabilities , through actions such as promoting the career paths of people with disabilities who have already been integrated into the labour market. Follow-up steps : Members called on the Commission to submit an evaluation report to Parliament by the end of its term on the progress achieved in promoting youth entrepreneurship through education and training and how much it managed to reach out to members of vulnerable social groups .
  • date: 2015-09-07T00:00:00 type: Debate in Parliament body: EP docs: url: http://www.europarl.europa.eu/sides/getDoc.do?secondRef=TOC&language=EN&reference=20150907&type=CRE title: Debate in Parliament
  • date: 2015-09-08T00:00:00 type: Results of vote in Parliament body: EP docs: url: https://oeil.secure.europarl.europa.eu/oeil/popups/sda.do?id=26059&l=en title: Results of vote in Parliament
  • date: 2015-09-08T00:00:00 type: Decision by Parliament, 1st reading/single reading body: EP docs: url: http://www.europarl.europa.eu/sides/getDoc.do?type=TA&language=EN&reference=P8-TA-2015-0292 title: T8-0292/2015 summary: The European Parliament adopted by 534 votes to 121, with 52 abstentions, a resolution on promoting youth entrepreneurship through education and training. Parliament recalled that in February 2015, 4.85 million young people were unemployed in the EU-28, which is unacceptably high, and although youth unemployment is diminishing – it has decreased by 494 000 compared with February 2014 – this is taking place at too slow a pace. It also recalled that the fiscal consolidation of the Member States mainly affected by the crisis should not be carried out at the expense of jobs occupied by young people. Emphasis on entrepreneurial skills and competences : acknowledging the important role of lifelong learning and international mobility, Parliament called on the Member States to promote entrepreneurial skills for young people through legislative action aimed at ensuring quality traineeships focusing on quality learning and adequate working conditions. It stressed the need for a broad and clear definition of the key competence ‘a sense of initiative and entrepreneurship’, which involves fostering an entrepreneurial mind-set characterised by pro-activeness, creativity, innovation and risk-taking. It also stressed the need for a broad approach to entrepreneurship as a set of transversal key competences for personal and professional purposes. Members are convinced that entrepreneurial skills and competences as well as transversal, cross-sector, occupation-specific and job-specific skills and competences should be promoted in order to increase the rates of youth self-employment and to provide the young generation with a real opportunity to start their own businesses . The next step needed is to specify in detail how the key competences framework can be further implemented appropriately at each level of education. At all levels and types of education the teaching of practical entrepreneurship skills and the fostering of motivation, sense of initiative and readiness should be provided, along with a sense of social responsibility. Modules in basic finance, economics and business environment should be integrated into school curricula, and should be accompanied by mentoring, tutoring and career guidance for students, including disadvantaged learners. Parliament emphasised the need to: (i) develop innovative pedagogies that are more participative and learner-centred, (ii) encourage dual training and company-sponsored study programmes; (iii) encourage full engagement and partnership among all stakeholders, and in particular local entrepreneurial organisations, businesses and educational institutions, as well as the private sector . Parliament also emphasised the importance of equipping all young people with ICT competences and with transversal and entrepreneurial skills enabling them to fully exploit the potential of the digital world. It stressed the need to: improve the entrepreneurial culture within tertiary education by supporting and facilitating the creation of new companies by young people on the basis of academic research; highlight the crucial role played by various associations of young businesspeople in fostering entrepreneurship among young people. Role of the EU institutions – coordination, methodology and financial tools : Parliament called on the Council and the Commission to develop methodological support and tools to made be available to national education systems in the area of entrepreneurship education and training, including social entrepreneurship, and to follow a coordinated approach calling on the Member States’ public administrations to cooperate more closely with companies in order to disseminate the key factors needed to improve entrepreneurship. In particular, the Commission is called upon to : increase the amount of support for young entrepreneurs under the European Structural and Investment Funds; establish entrepreneurial traineeships and exchange programmes, in order to give young people opportunities to gain hands-on experience; elaborate a comprehensive strategy for developing transversal skills such as critical thinking, problem-solving, initiative, collaboration, cooperation, self-direction, planning, leadership and team-building; increase the focus on improving the development and assessment of transversal skills, including entrepreneurship and digital competence, within the Erasmus+ programme; support the monitoring of ICT skills, problem-solving skills and financial literacy; support partnerships between educational institutions and companies via the use of the European Fund for Strategic Investment and, in particular, the European Social Fund; support a European Entrepreneurship Education Network, on lines such as those of the European Entrepreneurship Education NETwork (EEHUB). The future Erasmus+ programme should contain the following elements in the next financial period (post2020) in all its actions: promotion of better-defined learning contents and tools for formal and non-formal education targeting all students; support for the initial qualifications of teachers, educators, youth workers, coaches and education leaders; promotion of partnerships between educational institutions, enterprises, non-profit organisations, regional and local authorities and non-formal education providers, in order to devise suitable courses; development of skills in the areas of entrepreneurial processes, financial literacy, ICT literacy and skills, creative thinking, creativity, creative utility, problem- solving and an innovative mindset; highlighting of non-formal and informal learning as a privileged environment to acquire entrepreneurship competences. Overall, the Commission is called upon to encourage better cooperation and exchange of good practices between Member States. Role of the Member States : Parliament stated that Member States should endeavour to promote the development of training for launching and managing start-ups, including expert mentorship, incubators and accelerators, social enterprise projects working with local communities, and all entrepreneurship-friendly environments which will facilitate young people’s start-ups (including disadvantaged young people). Measures have been taken to promote access to finance at every stage. Parliament called on the Member States, as well as regional and local authorities, to use all existing EU-level funding resources, such as the European Social Fund, the European Youth Employment Initiative, the EU Programme for Employment and Social Innovation (EaSI), the Erasmus for Young Entrepreneurs programme and the EU programme for the Competitiveness of Enterprises and Small and Medium-Sized Enterprises (COSME), to encourage and support initiatives. Member States are encouraged to involve private partners in entrepreneurship education, through funding or providing training, as an aspect of their corporate social responsibility. Member States should endeavour to eliminate bureaucracy regarding the implementation of business plans by young people, and consider tax relief measures and measures to encourage them to create their own business ideas. Access to credit and special grants should be facilitated. Initiatives should be taken to offer innovative students increased access to scholarships and micro-loan schemes. Member States are called upon to increase awareness of self-employment and business creation for young people with disabilities , through actions such as promoting the career paths of people with disabilities who have already been integrated into the labour market. Follow-up steps : Parliament called on the Commission to submit an evaluation report to Parliament by the end of its term on the progress achieved in promoting youth entrepreneurship through education and training and how much it managed to reach out to members of vulnerable social groups .
  • date: 2015-09-08T00:00:00 type: End of procedure in Parliament body: EP
links
other
  • body: EC dg: url: http://ec.europa.eu/dgs/education_culture/ title: Education and Culture commissioner: NAVRACSICS Tibor
procedure/dossier_of_the_committee
Old
CULT/8/02478
New
  • CULT/8/02478
procedure/legal_basis/0
Rules of Procedure EP 54
procedure/legal_basis/0
Rules of Procedure of the European Parliament EP 052
procedure/subject
Old
  • 3.45.06 Entrepreneurship, liberal professions
  • 4.40 Education, vocational training and youth
New
3.45.06
Entrepreneurship, liberal professions
4.40
Education, vocational training and youth
activities/2/docs
  • url: http://www.europarl.europa.eu/sides/getDoc.do?type=REPORT&mode=XML&reference=A8-2015-0239&language=EN type: Committee report tabled for plenary, single reading title: A8-0239/2015
activities/3/docs
  • url: http://www.europarl.europa.eu/sides/getDoc.do?secondRef=TOC&language=EN&reference=20150907&type=CRE type: Debate in Parliament title: Debate in Parliament
activities/3/type
Old
Debate in plenary scheduled
New
Debate in Parliament
activities/4/docs
  • url: http://www.europarl.europa.eu/sides/getDoc.do?type=TA&language=EN&reference=P8-TA-2015-0292 type: Decision by Parliament, 1st reading/single reading title: T8-0292/2015
activities/4/type
Old
Vote in plenary scheduled
New
Decision by Parliament, 1st reading/single reading
procedure/stage_reached
Old
Awaiting Parliament 1st reading / single reading / budget 1st stage
New
Procedure completed
procedure/subject/0
3.45.06 Entrepreneurship, liberal professions
activities/2
date
2015-07-22T00:00:00
body
EP
type
Committee report tabled for plenary, single reading
activities/3/type
Old
Indicative plenary sitting date, 1st reading/single reading
New
Debate in plenary scheduled
activities/4
date
2015-09-08T00:00:00
body
EP
type
Vote in plenary scheduled
procedure/stage_reached
Old
Awaiting committee decision
New
Awaiting Parliament 1st reading / single reading / budget 1st stage
activities/1/committees
  • body: EP shadows: group: S&D name: DRĂGHICI Damian group: ECR name: LEWER Andrew group: ALDE name: KYUCHYUK Ilhan group: GUE/NGL name: NÍ RIADA Liadh group: Verts/ALE name: TRÜPEL Helga group: EFD name: ADINOLFI Isabella responsible: True committee: CULT date: 2015-01-20T00:00:00 committee_full: Culture and Education rapporteur: group: EPP name: ŠOJDROVÁ Michaela
  • body: EP responsible: False committee: EMPL date: 2015-02-11T00:00:00 committee_full: Employment and Social Affairs rapporteur: group: ECR name: ŽITŇANSKÁ Jana
  • body: EP responsible: False committee_full: Industry, Research and Energy committee: ITRE
activities/1/type
Old
Vote scheduled in committee, 1st reading/single reading
New
Vote in committee, 1st reading/single reading
activities/0/committees/0/shadows/5
group
EFD
name
ADINOLFI Isabella
committees/0/shadows/5
group
EFD
name
ADINOLFI Isabella
activities/0/committees/1/date
2015-02-11T00:00:00
activities/0/committees/1/rapporteur
  • group: ECR name: ŽITŇANSKÁ Jana
activities/1
date
2015-07-14T00:00:00
body
EP
type
Vote scheduled in committee, 1st reading/single reading
activities/2
date
2015-09-07T00:00:00
body
EP
type
Indicative plenary sitting date, 1st reading/single reading
committees/1/date
2015-02-11T00:00:00
committees/1/rapporteur
  • group: ECR name: ŽITŇANSKÁ Jana
other/0
body
EC
dg
commissioner
NAVRACSICS Tibor
activities/0/committees/0/date
2015-01-20T00:00:00
activities/0/committees/0/rapporteur
  • group: EPP name: ŠOJDROVÁ Michaela
committees/0/date
2015-01-20T00:00:00
committees/0/rapporteur
  • group: EPP name: ŠOJDROVÁ Michaela
activities
  • date: 2015-01-15T00:00:00 body: EP type: Committee referral announced in Parliament, 1st reading/single reading committees: body: EP shadows: group: S&D name: DRĂGHICI Damian group: ECR name: LEWER Andrew group: ALDE name: KYUCHYUK Ilhan group: GUE/NGL name: NÍ RIADA Liadh group: Verts/ALE name: TRÜPEL Helga responsible: True committee_full: Culture and Education committee: CULT body: EP responsible: False committee_full: Employment and Social Affairs committee: EMPL body: EP responsible: False committee_full: Industry, Research and Energy committee: ITRE
committees
  • body: EP shadows: group: S&D name: DRĂGHICI Damian group: ECR name: LEWER Andrew group: ALDE name: KYUCHYUK Ilhan group: GUE/NGL name: NÍ RIADA Liadh group: Verts/ALE name: TRÜPEL Helga responsible: True committee_full: Culture and Education committee: CULT
  • body: EP responsible: False committee_full: Employment and Social Affairs committee: EMPL
  • body: EP responsible: False committee_full: Industry, Research and Energy committee: ITRE
links
other
    procedure
    dossier_of_the_committee
    CULT/8/02478
    reference
    2015/2006(INI)
    title
    Promoting youth entrepreneurship through education and training
    legal_basis
    Rules of Procedure of the European Parliament EP 052
    stage_reached
    Awaiting committee decision
    subtype
    Initiative
    type
    INI - Own-initiative procedure
    subject
    4.40 Education, vocational training and youth