2015/2088(INI) | [ParlTrack]

Draft opinion
Paragraph 1

1. Urges the Member States to implement urgent structural reforms of vocational education and training (VET), including apprenticeships and internships that include a strong work-based learning component, in order to facilitate school-to- work transitions; recommends that the Commission establish uniform minimum quality requirements for apprenticeships to ensure that they genuinely help young people to find work and do not simply use them as a source of cheap labour;

Amendment 11 #

Draft opinion
Paragraph 1 a (new)

1a. Highlights the fact that youth unemployment remains at a very alarming level in the EU and in particular in some Member States; calls on the Member States and the EU to put an end to this situation, by immediately delivering social protection measures to counter the economic and social effects of unemployment;

Amendment 12 #

Draft opinion
Paragraph 1 a (new)

1a. Reminds that education and skills policies should not be aimed at fulfilling labour market needs only, but also at equipping individuals with the necessary transversal competences to develop as active and responsible citizens; calls on the European Commission and the Member States to respect the fact that education and training constitute a fundamental right and carry a strong value in themselves;

Amendment 13 #

Siegfried MUREŞAN, Tomáš ZDECHOVSKÝ, Tom VANDENKENDELAERE

Draft opinion
Paragraph 1 a (new)

1a. Recalls the need to promote curriculum objectives for formal and non- formal education, as well as lifelong learning, targeting all students – both theoretical modules and practical modules, such as student entrepreneurial projects including social enterprise projects working with local communities;

Amendment 14 #

Draft opinion
Paragraph 1 a (new)

1a. Encourages Member States to adopt long-term policies through effective investment, increased cooperation and strategic partnerships in order to promote innovation, competitiveness and excellence in VET;

Amendment 15 #

Siegfried MUREŞAN, Tomáš ZDECHOVSKÝ, Tom VANDENKENDELAERE

Draft opinion
Paragraph 1 b (new)

1b. Points to Erasmus+ as a key instrument for ensuring the quality of vocational education and training across the EU and encourages international exchanges for the purposes of professional training;

Amendment 16 #

Draft opinion
Paragraph 2

2. Stresses the need to ~~introduce or to further develop dual VET systems in order to facilitate the acquisition of core employability and job-specific skills~~further develop lifelong learning systems providing for an equal access for all to education and training opportunities, including complementary forms of learning such as non-formal and informal education which play a key role in soft skills development, while ensuring quality control by public institutions over its general content, implementation and certification procedure;

Amendment 17 #

Michaela ŠOJDROVÁ, Andrea BOCSKOR

Draft opinion
Paragraph 2

2. Stresses the need to introduce or to further develop dual VET systems in order to facilitate the acquisition of knowledge, insights, and core employability and job- specific ~~skill~~competencies, while ensuring quality control by public institutions over ~~its~~the general content of learning goals, implementation and certification procedure;

Amendment 18 #

Draft opinion
Paragraph 2

2. Stresses the need to introduce or to further develop dual VET systems or its elements in order to facilitate the acquisition of core employability and job- specific skills, while ensuring quality control by public institutions over its general content, implementation and certification procedure;

Amendment 19 #

Draft opinion
Paragraph 2

2. Stresses the need to introduce or to further develop dual VET systems and work-based learning at all levels of education in order to facilitate the acquisition of core employability and job- specific skills, while ensuring quality control by public institutions over its general content, implementation and certification procedure;

Amendment 2 #

Siegfried MUREŞAN, Tomáš ZDECHOVSKÝ, Tom VANDENKENDELAERE

Draft opinion
Paragraph 1

1. Urges the Member States to ~~implement urg~~swiftly implement structural reforms ~~of vocational education and training (VET), including apprenticeships and internships that include a strong work-based learning component, in order~~aimed both at maximising the efficiency in the use of available funds and increasing public financial support for public education and training sectors with a view to fac~~ilitate school- to-work transition~~hieving EU 2020 education and employment goals;

Amendment 20 #

Draft opinion
Paragraph 2

Amendment 21 #

Ilhan KYUCHYUK, Juan Carlos GIRAUTA VIDAL, Fernando MAURA BARANDIARÁN

Draft opinion
Paragraph 2

Amendment 22 #

Aldo PATRICIELLO

Draft opinion
Paragraph 2

2. Stresses the need to introduce or to further develop dual VET systems in order to facilitate the acquisition of core employability and job-specific skills, while ensuring quality control by public institutions over its general content, implementation and certification procedure, in addition to recognition and equivalence of the various qualifications;

Amendment 23 #

Andrea BOCSKOR, Bogdan Brunon WENTA, Michaela ŠOJDROVÁ, Sabine VERHEYEN, Norbert ERDŐS, Theodoros ZAGORAKIS, Milan ZVER

Draft opinion
Paragraph 2

2. Stresses the need to introduce or to further develop dual VET systems in order to facilitate the acquisition of core employability and job-specific skills, while ensuring quality control by public institutions over its general content, implementation and certification procedure; stresses the advantages of work-based learning, which is of great help to young people at the beginning of their careers as they seek to enter the job market;

Amendment 24 #

Draft opinion
Paragraph 2

2. Stresses the need to introduce or to further develop dual VET systems in order to facilitate the acquisition of core employability and job-specific skills, while ensuring quality control by public institutions over its general content, implementation and certification procedure; highlights the importance of exchange of best practices related to the dual education systems which could contribute to structural changes in the labour market and lead to higher levels of youth employment;

Amendment 25 #

Krystyna ŁYBACKA

Draft opinion
Paragraph 2 a (new)

2a. Emphasises the importance of developing ‘soft skills’, which make it easier to successfully negotiate the job market and develop a professional career, and which are an essential complement to professional knowledge and experience;

Amendment 26 #

Ilhan KYUCHYUK, Fernando MAURA BARANDIARÁN, Jana TOOM, Juan Carlos GIRAUTA VIDAL

Draft opinion
Paragraph 2 a (new)

2a. Highlights the importance of mentoring programmes that link students with professionals or young workers, give students access to networks and a clear understanding of the work process;

Amendment 27 #

Draft opinion
Paragraph 2 a (new)

2a. Stresses the need to create and develop high quality lifelong career guidance with the active involvement of the families in order to help young people make better choices regarding their education and professional careers;

Amendment 28 #

Draft opinion
Paragraph 2 a (new)

2a. Encourages businesses to establish lasting links and partnerships with educational establishments in order to facilitate entry to the business world for their students and ensure skills taught are constantly better matched to the real needs of the working world;

Amendment 29 #

Ilhan KYUCHYUK, Fernando MAURA BARANDIARÁN, Jana TOOM, Juan Carlos GIRAUTA VIDAL

Draft opinion
Paragraph 2 b (new)

2b. States that while for students traineeships are a learning opportunity, businesses shall perform their role of mentoring and training and be careful not to view these traineeships as a rich source of cheap labour;

Amendment 3 #

Draft opinion
Paragraph 1

1. Urges the Member States to implement urgent structural reforms ~~of vocational~~in all levels of education and training ~~(VET)~~, including apprenticeships and internships t~~hat include~~o match the education and training with the skills needed for the successful entry into the working life; highlights that a strong work-based learning component~~, in order to~~ facilitates school-to- work transitions;

Amendment 30 #

Ilhan KYUCHYUK, Fernando MAURA BARANDIARÁN, Jana TOOM, Juan Carlos GIRAUTA VIDAL

Draft opinion
Paragraph 3

3. Emphasises the importance of addressing skills shortages and mismatches by ~~facilitating the~~ensuring an equal and non- discriminatory access to mobility ofor learners ~~in VET, through a better use of tools such as the European Qualifications Framework, the European Skills Passport, the Youth Guarantee and the European Credit System for Vocational Educ~~and therefore calls on the Member States and the EU, in their respective remits, to effectively tackle the persistent obstacles in terms of financial issues, social rights limitations and ~~Training~~socio- cultural stereotypes affecting youth;

Amendment 31 #

Draft opinion
Paragraph 3

3. Emphasises the importance of addressing skills shortages and mismatches by facilitating the mobility of learners ~~in VET~~, through a better use of tools such as the European Qualifications Framework, the European Skills Passport, the Youth Guarantee and the European Credit System for Vocational Education and Training;

Amendment 32 #

Andrea BOCSKOR, Bogdan Brunon WENTA, Michaela ŠOJDROVÁ, Sabine VERHEYEN, Norbert ERDŐS, Theodoros ZAGORAKIS, Milan ZVER

Draft opinion
Paragraph 3

3. Emphasises the importance of addressing skills shortages and mismatches by ~~facilita~~promoting the mobility of learners in VET, through a better use of tools such as the European Qualifications Framework, the European Skills Passport, the Youth Guarantee and the European Credit System for Vocational Education and Training;

Amendment 33 #

Draft opinion
Paragraph 3

3. Emphasises the importance of addressing skills shortages and mismatches by facilitating the mobility of learners in VET, through a better use of tools such as the European Qualifications Framework, the European Skills Passport, the Youth Guarantee and the European Credit System for Vocational Education and Training; and cross-border recognition of qualifications acquired in VET or higher education, or by promoting entrepreneurship education and related skills and competences, through a better use of tools such as the European Qualifications Framework, the European Skills Passport, the Youth Guarantee, Europass-CV, Entrepreneurial Skills Pass, EURES, Knowledge Alliances, European Alliance for Apprenticeships, the European Credit Transfer System and the European Credit System for Vocational Education and Training; highlights the importance of ESCO which identifies and categorises the skills, competences and qualifications relevant for the EU labour market and education and training, in 25 European languages; calls for a better promotion of these initiatives in order to improve the labour market in Europe;

Amendment 34 #

Siegfried MUREŞAN, Tomáš ZDECHOVSKÝ, Tom VANDENKENDELAERE

Draft opinion
Paragraph 3

Amendment 35 #

Elisabeth MORIN-CHARTIER, Marc JOULAUD

Draft opinion
Paragraph 3

Amendment 36 #

Draft opinion
Paragraph 3

Amendment 37 #

Draft opinion
Paragraph 3

3. ERecalls that there are currently two million vacancies in the EU and emphasises the importance of addressing skills shortages and mismatches by facilitating the mobility of learners in VET, through a better use of tools such as the European Qualifications Framework, the European Skills Passport, the Youth Guarantee and the European Credit System for Vocational Education and Training; underlines in this context the importance of the adequate transferability of social rights within the Union and reiterates the importance of Erasmus+, the European Social Fund and EURES in this respect;

Amendment 38 #

Aldo PATRICIELLO

Draft opinion
Paragraph 3

Amendment 39 #

Draft opinion
Paragraph 3

Amendment 4 #

Draft opinion
Paragraph 1

1. Urges the Member States to ~~implement urgent structural reform~~develop their schemes of vocational education and training (VET), including apprenticeships and internships that include a strong work- based learning component, in order to facilitate school-to- work transitions; underlines in this context the potential of mutual learning and the exportation of best practice examples, but stresses at the same time that the specific strengths of each respective national system should not be eliminated and that a successful exportation of best practices is only possible if country-specific conditions are fully taken into account;

Amendment 40 #

Andrea BOCSKOR, Bogdan Brunon WENTA, Michaela ŠOJDROVÁ, Sabine VERHEYEN, Norbert ERDŐS, Theodoros ZAGORAKIS, Milan ZVER

Draft opinion
Paragraph 3 a (new)

3a. Regrets that the European tools designed to face youth unemployment, such as Youth Guarantee, have not produced the expected results; asks for their overall revision to effectively address the huge financial and economic crisis and the alarming youth unemployment rates in the EU, above all in some Members States; asks for an economically ambitious, coordinated and effective policy action both on European and national level;

Amendment 41 #

Draft opinion
Paragraph 3 a (new)

3a. Welcomes the transformation of the existing EU Skills Panorama website which provides a more comprehensive and user-friendly central access point for information and intelligence on skill needs in occupations and sectors in Europe, and which helps policy-makers, experts, employment agencies, career advisers and individuals to take better and more informed decisions;

Amendment 42 #

Draft opinion
Paragraph 3 a (new)

3a. Highlights the importance of teaching and learning general basic skills such as ICT, maths, critical thinking, foreign languages, mobility etc., which will enable young people to easily adapt to the changing social and economic environment;

Amendment 43 #

Zdzisław KRASNODĘBSKI, Angel DZHAMBAZKI, Ilhan KYUCHYUK, Andrew LEWER, Andrea BOCSKOR, Emma McCLARKIN, Jadwiga WIŚNIEWSKA

Draft opinion
Paragraph 3 b (new)

3b. Calls on the Member States to increase the attractiveness of sciences, technologies, engineering and mathematics (STEM) programmes and studies in order to address the existing shortage in this field;

Amendment 44 #

Draft opinion
Paragraph 3 a (new)

3a. Calls on the Member States to encourage a cross-sectoral approach between different areas within educational institutions, such as joint programmes between arts, science, ICT, engineering, business and other relevant fields;

Amendment 45 #

Zdzisław KRASNODĘBSKI, Angel DZHAMBAZKI, Ilhan KYUCHYUK, Andrew LEWER, Andrea BOCSKOR, Emma McCLARKIN, Jadwiga WIŚNIEWSKA

Draft opinion
Paragraph 3 b (new)

3b. Highlights the importance of internships as part of secondary and higher education curricula for the acquisition of work experience and transversal skills;

Amendment 46 #

Zdzisław KRASNODĘBSKI, Angel DZHAMBAZKI, Ilhan KYUCHYUK, Andrea BOCSKOR, Jadwiga WIŚNIEWSKA

Draft opinion
Paragraph 3 c (new)

3c. Calls on the Member States to facilitate the involvement of young people in voluntary activities within youth organisations and grassroots sport as a method of non-formal and informal learning to help young people acquire skills and transversal competences that complement formal education and enhance their employability;

Amendment 47 #

Ilhan KYUCHYUK, Jana TOOM, Fernando MAURA BARANDIARÁN, Juan Carlos GIRAUTA VIDAL

Draft opinion
Paragraph 3 a (new)

3a. Emphasises the importance of building students' capacity to learn and the need to provide them with effective learning strategies; stresses that learning to learn will facilitate the acquisition of knowledge, skills, attitudes and aptitudes which enable individuals to set, plan and reach their own learning goals and become autonomous learners able to cope with the intensive labour market changes;

Amendment 48 #

Ilhan KYUCHYUK, Fernando MAURA BARANDIARÁN, Juan Carlos GIRAUTA VIDAL

Draft opinion
Paragraph 3 b (new)

3b. Highlights that developing networking skills is highly important for all youth, but particularly for those with limited work experience and those coming from underrepresented and disadvantaged groups; stresses that teaching networking can be a strategy for facilitating employment, career development and exploration;

Amendment 49 #

Siegfried MUREŞAN, Tomáš ZDECHOVSKÝ, Tom VANDENKENDELAERE

Draft opinion
Paragraph 4

4. Notes the constant evolution of the labour market and ~~stresses the importance of meeting labour market demands with appropriate qualifications and skills, by revising and developing existing curricula and by~~the economic shocks that many Member States are experiencing as a result of the economic crisis; stresses the importance of addressing social, technological, ~~social and environmental changes in close cooperation with employers, professional organisations and business communitie~~environmental changes; underlines furthermore the importance of introducing, at national level, a guaranteed minimum income, also to be considered as a tool for stimulating unemployed youth to pursue education or training activities, equipping them with appropriate qualifications and skills;

Amendment 5 #

Draft opinion
Paragraph 1

1. Urges the Member States to implement ~~urgent~~immediate structural reforms of vocational education and training (VET), including apprenticeships and internships that ~~include~~contain a strong work-based learning component, in order to ~~facilitate school-to- work transitions~~improve the employability, professional and life skills of individuals and contribute to the competitiveness of the European economy;

Amendment 50 #

Lorenzo FONTANA

Draft opinion
Paragraph 4

4. Notes the constant evolution of the labour market and stresses the importance of ~~meeting labour market demands with appropriate qualifications and skills~~supplying the skills young people need to address the demands of a continuously evolving labour market, by revising and developing existing curricula and by addressing ~~technological, social and environment~~social and cultural changes ~~in close~~also in cooperation with employers, professional organisations and business communities;

Amendment 51 #

Andrea BOCSKOR, Bogdan Brunon WENTA, Michaela ŠOJDROVÁ, Sabine VERHEYEN, Norbert ERDŐS, Theodoros ZAGORAKIS

Draft opinion
Paragraph 4

4. Notes the constant evolution of the labour market and stresses the importance of ~~meeting labour market demands with~~closing the gulf between the labour market and school education by providing for appropriate qualifications and skills, by revising and developing existing curricula and by addressing technological, social and environmental changes in close cooperation with policymakers, employers, professional organisations and business communities;

Amendment 52 #

Draft opinion
Paragraph 4

Amendment 53 #

Momchil NEKOV, Marlene MIZZI, Dietmar KÖSTER

Draft opinion
Paragraph 4

4. Notes the constant evolution of the labour market and stresses the importance of meeting labour market demands with appropriate qualifications and skills, by revising and developing existing curricula and by addressing technological, social and environmental changes in close cooperation with employers, professional organisations and business communities, social partners, youth organisations and all relevant stakeholders; however, points out that education should not only provide skills and competencies relevant to the job market needs, but should also contribute to the personal development and growth of young people in order to make them proactive and responsible citizens; stresses therefore the need for civic education in the whole educational system both formal and non-formal;

Amendment 54 #

Michaela ŠOJDROVÁ, Andrea BOCSKOR

Draft opinion
Paragraph 4

4. Notes the constant evolution of the labour market and stresses the importance of meeting labour market demands with appropriate qualifications and skills, by revising and developing existing curricula and by addressing technological, social and environmental changes in close cooperation with employers, professional organisations and business communities; stresses that it is necessary, in this context, to provide and develop quality career advisory services helping future students to choose well their field of study with regards to their work preferences and the needs of the labour market;

Amendment 55 #

Andrea BOCSKOR, Bogdan Brunon WENTA, Michaela ŠOJDROVÁ, Sabine VERHEYEN, Norbert ERDŐS, Milan ZVER

Draft opinion
Paragraph 4 a (new)

4a. Calls on the Member States to act, as soon as possible, on education- and labour market-related country-specific recommendations in the European Semester and other Commission recommendations;

Amendment 56 #

Krystyna ŁYBACKA

Draft opinion
Paragraph 4 a (new)

4a. Emphasises the role higher education institutions play in developing the knowledge and competence graduates require in order to be successful on the job market;

Amendment 57 #

Ilhan KYUCHYUK, Fernando MAURA BARANDIARÁN, Juan Carlos GIRAUTA VIDAL

Draft opinion
Paragraph 4 a (new)

4a. Underlines the importance of a holistic approach to skills; stresses the need to provide multiple pathways within the education system and flexible educational approaches that can be customised and adjusted to individuals' needs; calls for developing work-based learning programmes across all types of education and training, as well as practical curricula, flexible schedules, and less formal instruction methods;

Amendment 58 #

Ilhan KYUCHYUK, Fernando MAURA BARANDIARÁN, Juan Carlos GIRAUTA VIDAL

Draft opinion
Paragraph 4 b (new)

4b. Emphasises the need for broad-based education and training that provide basic and portable high-level skills, entrepreneurial skills, problem solving, information and communications technology (ICT) and language skills which enable individuals to constantly acquire and apply new knowledge and facilitate their adaptation to the changes in the world of work;

Amendment 59 #

Draft opinion
Paragraph 4 a (new)

4a. Stresses the need to include elements of entrepreneurial learning at all levels of education, since instilling entrepreneurial spirit among the young at an early stage is an effective way of combatting youth unemployment; urges, in this respect, active dialogue and cooperation between the university community and business aimed at developing educational programmes which equip young people with the requisite skills and competences;

Amendment 6 #

Momchil NEKOV, Marlene MIZZI, Dietmar KÖSTER

Draft opinion
Paragraph 1

Amendment 60 #

Draft opinion
Paragraph 4 b (new)

4b. Points out that entrepreneurship requires the development of transversal skills such as creativity, critical thinking, empathy, teamwork and a sense of initiative, which contribute to young people's personal and professional development and facilitate their transition into the job market; believes that there is a need, therefore, to facilitate and encourage participation by entrepreneurs in the educational process;

Amendment 61 #

Draft opinion
Paragraph 4 a (new)

4a. Considers that entrepreneurship education should include a social dimension, and address subjects such as fair trade, social enterprises, and alternative business models such as co- operatives, in order to strive towards a more social, inclusive and sustainable economy;

Amendment 62 #

Draft opinion
Paragraph 5

5. Encourages the Member States to ~~incorporate new technologies in the learning process and to intensify~~provide smart and innovative learning environments within education, stepping up the incorporation of new and modern technologies, digital technologies and ICT training at all levels of education;

Amendment 63 #

Lorenzo FONTANA

Draft opinion
Paragraph 5

5. Encourages the Member States to i~~ncorporate~~mprove training in new technologies in the learning process and to intensify ICT training at all levels of education;

Amendment 64 #

Ilhan KYUCHYUK, Fernando MAURA BARANDIARÁN, Jana TOOM, Juan Carlos GIRAUTA VIDAL

Draft opinion
Paragraph 5

5. ENotes that within a few years every job will require a mastery of basic IT skills; therefore encourages the Member States to incorporate new technologies in the learning process and to intensify ICT training at all levels of education;

Amendment 65 #

Draft opinion
Paragraph 5

5. Encourages the Member States to urgently incorporate new technologies in the learning process and to intensify ICT training at all levels of education;

Amendment 66 #

Andrea BOCSKOR, Bogdan Brunon WENTA, Michaela ŠOJDROVÁ, Sabine VERHEYEN, Norbert ERDŐS, Theodoros ZAGORAKIS, Milan ZVER

Draft opinion
Paragraph 5

5. Encourages the Member States to incorporate new technologies in the learning process ~~and to intensify ICT training at all levels of education~~, particularly with the aim of enriching primary education, and to intensify ICT training at all levels of education, including for teaching staff; stresses that familiarisation with ICT has to be backed up by digital skills training too in order to meet the needs of a digitised economy;

Amendment 67 #

Draft opinion
Paragraph 5

5. Encourages the Member States to incorporate new technologies in the learning process ~~and~~, to intensify ICT training at all levels and types of education and training, to provide more digitally aligned degrees and curricula and to motivate young people to study ICT and pursue related careers; emphasises the need for the development of entrepreneurial and transversal skills within the framework of Youth Guarantee schemes;

Amendment 68 #

Siegfried MUREŞAN, Tomáš ZDECHOVSKÝ, Tom VANDENKENDELAERE

Draft opinion
Paragraph 5

5. Encourages the Member States to incorporate new technologies in the learning process and to intensify ICT training a~~t all levels of education~~nd the development of digital skills and media literacy at all levels of education; in this regard underlines the importance of open educational resources (OER), which ensure access to education for all and enhance employability by supporting the lifelong learning process;

Amendment 69 #

Draft opinion
Paragraph 5

5. Encourages the Member States to incorporate new technologies in the learning process and to intensify ICT training at all levels of education, while also building a better technological base in schools and universities and providing the necessary infrastructure;

Amendment 7 #

Lorenzo FONTANA

Draft opinion
Paragraph 1

1. Urges the Member States to implement urgent structural reforms of vocational education and training (VET), by reviving and promoting this model so that it is not perceived as being inferior to other types of training, including apprenticeships and internships that include a strong work- based learning component, in order to facilitate school-to- work transitions;

Amendment 70 #

Draft opinion
Paragraph 5

5. Encourages the Member States to incorporate new technologies in the learning process and to intensify ICT training at all levels of education; recalls the need to encourage girls and young women to pursue ICT studies;

Amendment 71 #

Ilhan KYUCHYUK, Fernando MAURA BARANDIARÁN, Juan Carlos GIRAUTA VIDAL

Draft opinion
Paragraph 5 a (new)

5a. Encourages the optimal use of existing EU funding such as the Erasmus+ programme in stimulating the development of transversal skills and competences among young people in order to tackle more effectively youth unemployment in Europe;

Amendment 72 #

Draft opinion
Paragraph 5 a (new)

5a. Stresses that literacy in ICT should become an integral part of the educational process, being integrated into the curriculum at all levels of studies; emphasises that equipping youth with ICT skills benefits both their work life and their private life, by providing them with the technical skills, confidence, and flexibility they need to adapt over the course of their lifetime;

Amendment 73 #

Draft opinion
Paragraph 5 a (new)

5a. Calls on the Member States to encourage girls and young women to enter into STEM subjects and increase representation of women in STEM areas;

Amendment 74 #

Marlene MIZZI

Draft opinion
Paragraph 5 a (new)

5a. Notes that the lack of language skills is a major obstacle for young people to be competitive on the European labour market and stresses that Member States need to equip young people from a very early age with the various communication and language skills in order to address the problems caused by current skills mismatch;

Amendment 75 #

Ilhan KYUCHYUK, Fernando MAURA BARANDIARÁN, Jana TOOM, Juan Carlos GIRAUTA VIDAL

Draft opinion
Paragraph 5 a (new)

5a. Encourages Member States to improve the learning of foreign languages, and particularly European ones, as geographic mobility seems to be the best weapon for finding employment and against youth unemployment;

Amendment 76 #

Draft opinion
Paragraph 5 a (new)

5a. Encourages Member States to remove all restrictions to hiring apprentices, such as prohibitions linked to working at heights (using ladders and stepladders), the use of potentially dangerous machines (joinery, industry) or handling chemicals; suggests therefore, on condition naturally that personal protection equipment continues to be mandatory, that absurd curbs on the practical training of minors serving apprenticeships be lifted;

Amendment 77 #

Sabine VERHEYEN

Draft opinion
Paragraph 5 a (new)

5a. Highlights the fundamental importance of non-formal education and of lifelong learning offerings for the learning of key skills, in tandem with or subsequent to schooling, so as to prevent or offset exclusion and thus provide people with more opportunities for personal development and, on the basis of their talents, to develop within society and within the world of work;

Amendment 78 #

Draft opinion
Paragraph 6

6. Highlights the essential role of competent and supportive teachers and trainers in reducing early school leaving and improving the employability of young people; stresses th~~at teachers need to be better~~e need for more efficient and up to date training for teachers in new skills, such as entrepreneurial and ICT skills to be supported by ~~schools,~~ training institutions, local communities, and educational policies~~, e.g. through easier access to training opportunities and improved systems of continuous VET.~~;

Amendment 79 #

Draft opinion
Paragraph 6

6. Highlights the essential role of competent and supportive teachers and trainers in reducing early school leaving and improving the employability of young people; stresses that teachers need to be better supported by schools, training institutions, local communities, and educational policies, e.g. through easier access to training opportunities and improved ~~systems of continuous VET~~lifelong learning systems; strongly opposes any cutbacks in education budgets, especially when combined with the reduction of scholarships and grants and the rising of educational fees.

Amendment 8 #

Angel DZHAMBAZKI, Zdzisław KRASNODĘBSKI

Draft opinion
Paragraph 1

1. Urges the Member States to implement urgent structural reforms of vocational education and training (VET) in order to increase its attractiveness to young people, including apprenticeships and internships that include a strong work- based learning component, in order to facilitate school-to- work transitions;

Amendment 80 #

Draft opinion
Paragraph 6

6. Highlights the essential role of competent and supportive teachers and trainers in reducing early school leaving, especially in underdeveloped areas, and improving the employability of young people; stresses that teachers need to be better supported by schools, training institutions, local communities, and educational policies, e.g. through easier access to training opportunities and improved systems of continuous VET.

Amendment 81 #

Draft opinion
Paragraph 6

6. Highlights the essential role of competent and supportive teachers and trainers in reducing early school leaving and improving the employability of young people; stresses that teachers need to be better supported by schools, training institutions, local communities, and educational policies, e.g. through promotion of peer learning and exchange of best practices, easier access to training opportunities and improved systems of continuous VET.

Amendment 82 #

Siegfried MUREŞAN, Tomáš ZDECHOVSKÝ, Tom VANDENKENDELAERE

Draft opinion
Paragraph 6

6. Highlights the essential role of competent and supportive teachers and trainers in reducing early school leaving and improving the employability of young people; stresses that teachers need to be better supported by schools, training institutions, local communities, and educational policies, e.g. through easier access to training opportunities and improved systems of continuous VET.; in this regard, points out the importance of investing in lifelong learning development for teachers;

Amendment 83 #

Draft opinion
Paragraph 6 a (new)

6a. Encourages the integration of new teaching and training methods, developed by teachers in response to the specific needs of the class.

Amendment 84 #

Andrea BOCSKOR, Bogdan Brunon WENTA, Michaela ŠOJDROVÁ, Sabine VERHEYEN, Norbert ERDŐS, Milan ZVER

Draft opinion
Paragraph 6 a (new)

6a. Calls for a forward-looking and output-oriented European Skills Strategy to guide national skills strategies and integrate them in the National Employment Plans while providing a comprehensive framework for the sectoral action plans proposed in the Employment Package.

Amendment 85 #

Marlene MIZZI

Draft opinion
Paragraph 6 a (new)

6a. Notes that the Youth Guarantee and the Youth Employment Initiative have an important role to play in developing education and training for the young unskilled and low skilled unemployed people, but stresses that there is a need for better financing and a proper and speedy implementation of those schemes followed by appropriate monitoring of the situation in each Member State.

Amendment 86 #

Draft opinion
Paragraph 6 a (new)

6a. Stresses the need to strive for an individual approach to career development and lifelong education and training and believes that guidance and counselling which address individual needs and focus on the evaluation and expansion of individual skills must be a core element of education and skills policies from an early stage on;

Amendment 87 #

Zdzisław KRASNODĘBSKI, Angel DZHAMBAZKI, Ilhan KYUCHYUK, Andrew LEWER, Andrea BOCSKOR, Emma McCLARKIN, Jadwiga WIŚNIEWSKA

Draft opinion
Paragraph 6 b (new)

6b. Believes that non-formal education, particularly as developed in youth organisations, fosters creativity, sense of initiative and self-responsibility, and can increase young people's chances on the labour market and positively contribute to the success of VET; calls henceforth on the Member States to implement the 2012 Council Recommendation on the validation of non-formal and informal learning1a as a means to recognise competences acquired through non- formal education, particularly in the volunteer and youth sector, and support the implementation of lifelong learning policies. __________________ 1a OJ C 398, 22.12.2012, p. 1.

Amendment 88 #

Draft opinion
Paragraph 6 a (new)

6a. Stresses that humanities and general humanistic knowledge are indispensable in making effective use of the opportunities presented by STEM disciplines and thus should receive effective support within their institutions and play an explicit role in developing institutional curricula;

Amendment 89 #

Zdzisław KRASNODĘBSKI, Angel DZHAMBAZKI, Andrew LEWER, Emma McCLARKIN, Jadwiga WIŚNIEWSKA

Draft opinion
Paragraph 6 b (new)

6b. Calls on the Member States to ensure that crafts and professions with traditional and cultural elements are preserved and effectively passed down to younger generations through the implementation of specialised programmes.

Amendment 9 #

Richard SULÍK

Draft opinion
Paragraph 1

1. Urges the Member States to implement urgent structural reforms of vocational education and training (VET), including apprenticeships and internships that include a strong work-based learning component, in order to facilitate school-to- work transitions; stresses that they should focus not only on the quality of specialised education in schools, but also on the quality of modern-language teaching, with a view to facilitating the free movement of goods and services on the single market and making graduates more employable and the goods and services they provide more accessible throughout the EU;

Amendment 90 #

Draft opinion
Paragraph 6 a (new)

6a. Recalls the wealth of jobs, often ones that cannot be relocated elsewhere, to be found using traditional skills which, moreover, help stimulate local economies and are of cultural interest; encourages Member States therefore to draw young people’s attention to the advantages of these skills and jobs.

Amendment 91 #

Draft opinion
Paragraph 6 a (new)

6a. Recalls that the creative industries are amongst the most entrepreneurial and fast growing sectors, and that creative education develops transferable skills such as creative thinking, problem- solving, teamwork, and resourcefulness; acknowledges that arts and media sectors are of particular appeal to young people;

Amendment 92 #

Draft opinion
Paragraph 6 b (new)

6b. Highlights that labour market policies generally, and skills matching in respect of VET policies specifically, must aim to create and promote high quality and secure jobs, in line with the ILO Decent Work agenda; notes that these policies must contribute to combatting the phenomena of precarious employment, zero-hour contracts, and unpaid internships;

Amendment 93 #

Draft opinion
Paragraph 6 c (new)

6c. Notes the important role of civil society organisations, trade unions and social dialogue in the formulation of VET policies.

Amendment 94 #

Draft opinion
Paragraph 6 a (new)

6a. Calls on the Member States to channel investments into inclusive education that responds to societal challenges with a view to ensuring equal access and opportunities for all, including young people having different socio-economic backgrounds, as well as vulnerable and disadvantaged groups;

Amendment 95 #

Draft opinion
Paragraph 6 b (new)

6b. Highlights the role of non-formal and informal learning, as well as volunteering, in equipping young people with entrepreneurial spirit and with a set of cognitive and non-cognitive skills;

Amendment 96 #

Ilhan KYUCHYUK, Fernando MAURA BARANDIARÁN, Juan Carlos GIRAUTA VIDAL

Draft opinion
Paragraph 6 c (new)

6c. Underlines the value of transversal skills acquired through sports as part of non-formal and informal learning, and further stresses the link between sports, employability, education and training.

Amendment 97 #

Draft opinion
Paragraph 6 a (new)

6a. Reiterates the importance of promoting gender equality through education in order to empower more girls/women to take a more active part in the economy; underlines that increasing educational attainment rates amongst women will contribute to greater employment rates, better earnings and better career progression;

Amendment 98 #

Ilhan KYUCHYUK, Fernando MAURA BARANDIARÁN, Jana TOOM, Juan Carlos GIRAUTA VIDAL

Draft opinion
Paragraph 6 b (new)

6b. Stresses that playing sports provides participants with opportunities to develop a wide range of skills such as team- building, communication skills, cooperation and effective time management that may raise their level of employability; highlights that these skills help young people to develop confidence and make quick decisions necessary to succeed as leaders and to achieve their goals.

source: 557.166

2015/09/21 EMPL 270 amendments...

Amendment 1 #

Motion for a resolution
Citation 1

– having regard to the Treaty on the Functioning of the European Union, and in particular Articles 165 and 166 thereof,

Amendment 10 #

Siôn SIMON, Richard HOWITT

Motion for a resolution
Citation 7 a (new)

- having regard to the UN Committee on the Rights of Persons with Disabilities' "List of Issues in relation to the initial report of the European Union",

Amendment 100 #

Motion for a resolution
Paragraph 4 a (new)

4a. Recalls that policies should focus on helping NEETs, including those who have become disengaged, to renew with education or integrate into the labour markets;

Amendment 101 #

Motion for a resolution
Paragraph 4 a (new)

4a. Notes that European funds, when used in a more efficient and strategic manner, can be an extraordinary tool for the growth and development of universities and businesses; calls for greater financial resources to be used to spread information on European financing instruments and to broaden, in universities and businesses, the knowledge and skills that are necessary for seeking funds, studying and managing funding projects;

Amendment 102 #

Miapetra KUMPULA-NATRI, Vilija BLINKEVIČIŪTĖ, Eva KAILI

Motion for a resolution
Paragraph 4 b (new)

4b. Stresses that in order to guarantee that EU funds are used properly, it is paramount that a supervisory and monitoring system be implemented in order to ascertain how those funds are being used;

Amendment 103 #

Motion for a resolution
Paragraph 5

5. Calls for a EU award for the best projects in combating youth unemployment, which could be linked to the pan-European contest ‘European Youth Award' and to the European Prize ‘For youth employment in the Social Economy'; calls on the Commission to give visibility to such initiatives in order to raise awareness and to become closer to citizens' needs;deleted

Amendment 104 #

Motion for a resolution
Paragraph 5

5. Calls for a EU award for the best projects in combating youth unemployment, which could be linked to the pan-European contest ‘European Youth Award’ and to the European Prize ‘For youth employment in the Social Economy’; calls on the Commission to give visibility to such initiatives in order to raise awareness and to become closer to citizens’ needs;deleted

Amendment 105 #

Motion for a resolution
Paragraph 5

Amendment 106 #

Tom VANDENKENDELAERE, Jeroen LENAERS, Tomáš ZDECHOVSKÝ, Siegfried MUREŞAN

Motion for a resolution
Paragraph 5

5. Calls for an EU award for the best projects in combating youth unemployment, which could be linked to the pan-European contest ‘European Youth Award’ and to the European Prize ‘For youth employment in the Social Economy’; calls on the Commission to give visibility to such initiatives in order to raise awareness and to become closer to citizens’ needs; emphasises, moreover, that the encouragement of crowdfunding measures is an incentive to develop young people’s entrepreneurial skills and that such measures should be implemented at the university stage;

Amendment 107 #

Motion for a resolution
Paragraph 5 a (new)

5a. Calls on the Member States to examine best practices of school-career guidance system where pupils are monitored from an early school stage to the first steps on the labour market;

Amendment 108 #

Lynn BOYLAN, Tania GONZÁLEZ PEÑAS

Motion for a resolution
Paragraph 6

6. Stresses the key role of enterprises, including SMEs and micro-enterprises, in job creation; stresses the need ~~to provide education for entrepreneurship on~~for educational systems in Europe at every level, (including ~~pre-school education, by including in curricula the development in a safe environment (through games, simulations and youth projects) of the practical skills needed in starting and managing businesses~~vocational training programs or pre-school education) to foster the development of 21st century skills and transversal entrepreneurship competencies, skills and knowledge, that are effectively delivered through hands-on and real-life experiences; suggests that entrepreneurship is taught across various subjects or as a separate subject;

Amendment 109 #

Motion for a resolution
Paragraph 6

6. Stresses the key role of enterprises, including SMEs and micro-enterprises, in job creation; stresses the need to provide education ~~for entrepreneurship on every level, including pre-school education, by including in curricula the development in a safe environment (through games, simulations and youth projects) of~~on the practical skills needed in starting and managing businesses;

Amendment 11 #

Miapetra KUMPULA-NATRI, Vilija BLINKEVIČIŪTĖ, Eva KAILI, Jutta STEINRUCK, Brando BENIFEI

Motion for a resolution
Recital -A (new)

-A. whereas at present 4.5 million young people aged between 15 and 24 are unemployed in the European Union and whereas more than 7 million young Europeans aged between 15 and 24 are neither employed nor in education or training;

Amendment 110 #

Motion for a resolution
Paragraph 6

6. Stresses the key role of enterprises, including SMEs, social enterprises and micro-enterprises, in job creation; stresses the need to provide e~~ducation for entrepreneurship on every level, including pre-school education, by including in curricula the developmen~~ntrepreneurship education for students; highlights that entrepreneurship and working life skills should be taught across various subjects or as a separate subject, taught in a safe environment (through games, simulations and youth projects) ofincluding the practical skills needed infor starting and managing businesses as well as obtaining democratic and teamwork skills, learning to take responsibility, analysing situations and is a part of long-life learning; as long as this education is not only targeted at pushing people to be entrepreneurs more than being active citizens;

Amendment 111 #

Motion for a resolution
Paragraph 6

6. Stresses the key role of enterprises, including SMEs and micro-enterprises, in job creation; stresses the need to provide education for entrepreneurship on every level, ~~including pre-school education,~~ by including in curricula the development in a safe environment (through games, simulations and youth projects) of the practical skills needed in starting and managing businesses;

Amendment 112 #

Motion for a resolution
Paragraph 6

6. Stresses the key role of enterprises, including SMEs ~~and~~, micro-enterprises and social enterprises, in job creation; stresses the need to provide education for entrepreneurship on every level, including pre-school education, by including in curricula the development in a safe environment (through games, simulations and youth projects) of the practical skills needed in starting and managing businesses;

Amendment 113 #

Motion for a resolution
Paragraph 6

Amendment 114 #

Motion for a resolution
Paragraph 6

6. Stresses the key role of policy makers and enterprises, including SMEs, social and solidarity economy actors and micro- enterprises, in job creation; stresses the need to provide education for entrepreneurship on every level, including pre-school education, by including in curricula the development in a safe environment (through games, simulations and youth projects) of the practical skills needed in starting and managing businesses;

Amendment 115 #

Motion for a resolution
Paragraph 6

6. Stresses the key role of enterprises, including SMEs and micro-enterprises, in job creation and highlights their willingness to create traineeships and invest in the training of young people; stresses the need to provide education for entrepreneurship on every level, including pre-school education, by including in curricula the development in a safe environment (through games, simulations and youth projects) of the practical skills needed in starting and managing businesses;

Amendment 116 #

Motion for a resolution
Paragraph 6

6. Stresses the key role of enterprises, including SMEs and micro-enterprises, inassociations and partnerships of producers on a small and industrial scale, job creation; stresses the need to provide education for entrepreneurship on every level, including pre-school education, by including in curricula the development in a safe environment (through games, simulations and youth projects) of the practical skills needed in starting and managing businesses;

Amendment 117 #

Motion for a resolution
Paragraph 6

6. Stresses the key role of enterprises, including SMEs and micro-enterprises, in job creation; stresses the need to provide education for entrepreneurship on every level, including pre-school education, by including in curricula the development in a safe environment (through games, simulations and youth projects) of the core practical skills needed in starting and managing businesses; stresses the need for access to high-quality traineeships and professional training throughout and after the university stage of education;

Amendment 118 #

Tom VANDENKENDELAERE, Jeroen LENAERS, Tomáš ZDECHOVSKÝ, Siegfried MUREŞAN

Motion for a resolution
Paragraph 6

6. Stresses the key role of enterprises, including SMEs and micro-enterprises, in job creation; stresses the need to provide education for entrepreneurship on every level, including pre-school education, by including in curricula the development in a safe environment (through games, simulations and youth projects) of the practical skills needed in starting and managing businesses; draws attention to the opportunities to – and advantages of – getting more people (e.g. successful young entrepreneurs, NGOs whose aim is to promote entrepreneurship) involved in providing education on entrepreneurship;

Amendment 119 #

Motion for a resolution
Paragraph 6

6. Stresses the key role of enterprises, including SMEs and micro-enterprises, in job creation; stresses the need to provide education for entrepreneurship more predominantly on every level, including pre-school education, by including in curricula the development in a safe environment (through games, simulations and youth projects) of the practical skills needed in starting and managing businesses;

Amendment 12 #

Motion for a resolution
Recital Α

Α. whereas a lack of relevant skills ~~is an~~, resulting from the lack of targeted policies and strategic plans of action, is one of the most important factors causing youth unemployment;;

Amendment 120 #

Motion for a resolution
Paragraph 6 a (new)

6a. Points out the lack of high-quality career guidance in the Member States; emphasises the need to improve the quality of career guidance in schools and to provide ongoing professional training for careers advisors so that they are properly qualified to help students and pupils choose a suitable career path;

Amendment 121 #

Miapetra KUMPULA-NATRI, Vilija BLINKEVIČIŪTĖ, Eva KAILI, Jutta STEINRUCK, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Emilian PAVEL, Brando BENIFEI, Agnes JONGERIUS, Elena GENTILE

Motion for a resolution
Paragraph 6 a (new)

6a. Calls for investment in emerging and potential sectors such as information and communication technologies, clean technologies and green jobs as they have great potential to create quality jobs;

Amendment 122 #

Lynn BOYLAN, Tania GONZÁLEZ PEÑAS, Paloma LÓPEZ BERMEJO

Motion for a resolution
Paragraph 6 a (new)

6a. Stresses that support for students’ initiatives to set up businesses, particularly in university circles, is a tried and tested approach;

Amendment 123 #

Motion for a resolution
Paragraph 6 a (new)

6a. Calls on the Commission and Member states to commit to the investment and development of the green economy, particularly through investing in established and emerging renewable technologies that can reduce carbon emissions at the same time as providing new, quality jobs;

Amendment 124 #

Miapetra KUMPULA-NATRI, Vilija BLINKEVIČIŪTĖ, Eva KAILI, Jutta STEINRUCK, Elena GENTILE

Motion for a resolution
Paragraph 7

7. Recalls that the promotion of entrepreneurship is a~~n important factor in promoting an active approach towards one's own carrier~~ factor of giving knowledge about one's own future working life; believes that it is the responsibility of public bodies, businesses and ~~the media to promote~~civil society to support job creation and entrepreneurship;

Amendment 125 #

Motion for a resolution
Paragraph 7

7. Recalls that ~~the promotion of~~supporting entrepreneurship is an important factor in promoting an active approach towards one's own carrier; believes that it is the responsibility of public bodies, businesses and the media to promote entrepreneurship;

Amendment 126 #

Motion for a resolution
Paragraph 7

7. Recalls that the promotion of entrepreneurship ~~is an~~, an understanding of economics, and fostering a sense of responsibility and initiative are important factors in promoting an active approach towards one’s own carrieer; believes that it is the responsibility of public bodies, businesses and the media to promote entrepreneurship;

Amendment 127 #

Enrique CALVET CHAMBON, Marian HARKIN, Ivo VAJGL, Jean-Marie CAVADA

Motion for a resolution
Paragraph 7

7. Recalls that the promotion of entrepreneurship is an important factor in promoting an active approach towards one’s own carrier; believes that it is the responsibility of public bodies, the education sector, banks, businesses and the media to promote entrepreneurship;

Amendment 128 #

Motion for a resolution
Paragraph 7

7. Recalls that the promotion of entrepreneurship is an important factor in promoting an active approach towards one’s own carrier; believes that it is the responsibility of public bodies, businesses and the media to promote entrepreneurship; reiterates the need to develop mobility within businesses;

Amendment 129 #

Motion for a resolution
Paragraph 7 a (new)

7a. Recalls that promoting entrepreneurship among a wider public can only be effective in a favourable economic climate;

Amendment 13 #

Krzysztof HETMAN, Marek PLURA, Danuta JAZŁOWIECKA, Agnieszka KOZŁOWSKA

Motion for a resolution
Recital A

A. whereas a lack of relevant ~~skill~~jobs is an important factor causing youth unemployment;

Amendment 130 #

Motion for a resolution
Paragraph 7 b (new)

7b. Underlines that entrepreneurial skills can be acquired also through skills development programmes organised outside of the general education system and that these programmes may include coaching and mentoring activities supplied by experienced trainers, entrepreneurs and business experts that facilitate not only valuable business know-how, advice and feedback to potential entrepreneurs but also allow them to develop valuable network of contacts with existing enterprises and entrepreneurs that could otherwise take very long time to achieve;

Amendment 131 #

Miapetra KUMPULA-NATRI, Vilija BLINKEVIČIŪTĖ, Eva KAILI, Jutta STEINRUCK, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Brando BENIFEI

Motion for a resolution
Paragraph 8

8. ~~Calls for the removal of~~Stresses the need to reduce existing administrative and financial barriers towhen starting and managing businesses through the simplification of procedures, easier access for start-ups to credit and microfinance, and tailor-made counselling~~, introduction of incentive measures for entrepreneurs employing young people~~; underlines the importance of microfinance and the EU Employment and Social Innovation (EaSI) programme, as well as the Investment Plan for Europe, for achieving these goals; stresses the need for the creation of one-stop-shops to deal with all relevant administrative procedures related to setting up and running a business;

Amendment 132 #

Aldo PATRICIELLO

Motion for a resolution
Paragraph 8

8. Calls for – and could tie the awarding of future funds and concessions to – the removal of administrative and financial barriers to starting and managing businesses through the simplification of procedures, easier access for start-ups to credit and microfinance, guaranteed high- speed internet access, tailor-made counselling, and the introduction of incentive measures for entrepreneurs employing young people; underlines the importance of microfinance and the EU Employment and Social Innovation (EaSI) programme, as well as the Investment Plan for Europe, for achieving these goals;

Amendment 133 #

Motion for a resolution
Paragraph 8

8. Calls for the ~~removal~~improvement of administrative and financial barriers to starting and managing businesses through ~~the simplification of procedures,~~ easier access for start-ups to credit and microfinance, tailor-made counselling, introduction of incentive measures for entrepreneurs employing young people whilst safeguarding workers' rights and maintaining the quality of employment practices; underlines the importance of microfinance and the EU Employment and Social Innovation (EaSI) programme, as well as the Investment Plan for Europe, for achieving these goals;

Amendment 134 #

Motion for a resolution
Paragraph 8

8. Calls for the removal of administrative and financial barriers to starting and managing businesses through the simplification of procedures, easier access for start-ups to credit, venture capital and microfinance, tailor-made counselling, ~~introduction of incentive measures~~and an obligation for entrepreneurs to employ~~ing~~ young people so as to secure the next generation; underlines the importance of microfinance and the EU Employment and Social Innovation (EaSI) programme, as well as the Investment Plan for Europe, for achieving these goals;

Amendment 135 #

Tom VANDENKENDELAERE, Jeroen LENAERS, Tomáš ZDECHOVSKÝ, Siegfried MUREŞAN

Motion for a resolution
Paragraph 8

8. Calls for the removal of principally bureaucratic administrative and financial barriers to starting and managing businesses through the simplification of procedures, easier access for start-ups to credit and microfinance, tailor-made counselling, introduction of incentive measures for entrepreneurs employing young people; underlines the importance of microfinance and the EU Employment and Social Innovation (EaSI) programme, as well as the Investment Plan for Europe, for achieving these goals;

Amendment 136 #

Motion for a resolution
Paragraph 8

8. Calls for the removal of administrative and financial barriers to starting and managing businesses through the simplification of procedures, easier access for start-ups to credit and microfinance, multidisciplinary tailor-made counselling, peer-to-peer evaluation platforms, introduction of incentive measures for entrepreneurs employing young people; underlines the importance of microfinance and the EU Employment and Social Innovation (EaSI) programme, as well as the Investment Plan for Europe, for achieving these goals;

Amendment 137 #

Motion for a resolution
Paragraph 8

8. Calls for the removal of administrative and financial barriers to starting and managing businesses through the simplification of procedures, easier access for start-ups to credit and microfinance, tailor-made counselling, introduction of incentive measures for entrepreneurs employing young people; ~~underlines the importance of microfinance and the EU Employment and Social Innovation (EaSI) programme, as well as the Investment Plan for Europe, for achieving these goals;~~

Amendment 138 #

Anne SANDER

Motion for a resolution
Paragraph 8 a (new)

8a. Encourages Member States to take part in the Erasmus Programme for Young Entrepreneurs and to promote it among young people who wish to engage in business projects so that they can gain experience abroad and acquire new skills which will help them to carry out their business projects successfully;

Amendment 139 #

Motion for a resolution
Paragraph 8 a (new)

8a. Calls for investment, skills development and forecasting in emerging and potential sectors such as information and communication technologies, clean technologies and green jobs as they have great potential to create quality jobs;

Amendment 14 #

Miapetra KUMPULA-NATRI, Vilija BLINKEVIČIŪTĖ, Eva KAILI, Jutta STEINRUCK, Ole CHRISTENSEN, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Emilian PAVEL, Agnes JONGERIUS, Elena GENTILE, Siôn SIMON

Motion for a resolution
Recital A

A. whereas a lack of relevant skills ~~is an~~and relevant jobs are important factors causing youth unemployment; reminds that without quality job creation in Europe, the youth employment crisis cannot be solved;

Amendment 140 #

Motion for a resolution
Paragraph 8 a (new)

8a. Reiterates the importance of taxation for encouraging entrepreneurship and youth employment and therefore calls for austerity policies to be superseded in order to enable Member States to significantly reduce the tax burden on businesses and labour;

Amendment 141 #

Motion for a resolution
Paragraph 9

~~9. Calls for the creation of favourable conditions for the social economy in order to combine job creation for young people and social capital development;~~deleted

Amendment 142 #

Motion for a resolution
Paragraph 9

9. Calls for ~~the creation of favourable conditions for the social economy in order to combine job creation for young people and social capital development;~~ better integration of social economy enterprises into national and European action plans for employment, skills development and social integration; in view to unlocking and exploiting their job creation potential and their contribution to meeting the EU 2020 headline targets;

Amendment 143 #

Motion for a resolution
Paragraph 9

9. Calls for the creation of favourable conditions for the social and solidarity economy in order to combine job creation for young people and social capital development;

Amendment 144 #

Motion for a resolution
Paragraph 9

9. Calls for the creation of favourable conditions for the social economy in order to combine job creation for young people and social capital development; underlines the importance of creating the right incentives for young people to start a business;

Amendment 145 #

Motion for a resolution
Paragraph 9

9. Calls for the creation of favourable conditions for the social economy in order to combine job creation for young people and social capital development; stresses the need to better integrate social economy enterprises into national and European action plans for employment, skills development and social integration with a view to unlock and exploit at the fullest their job creation potential and their contribution to the achievement of the Europe 2020 targets;

Amendment 146 #

Motion for a resolution
Paragraph 9 a (new)

9a. Recalls that employers and entrepreneurs play a great role in training in the workplace as well as providing apprenticeships and that this should be further supported and developed;

Amendment 147 #

Motion for a resolution
Paragraph 9 a (new)

9a. Recalls that employers and entrepreneurs play a great role in training in the workplace as well as providing apprenticeships and that this should be further supported and developed;

Amendment 148 #

Miapetra KUMPULA-NATRI, Vilija BLINKEVIČIŪTĖ, Eva KAILI, Jutta STEINRUCK, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Emilian PAVEL, Agnes JONGERIUS, Elena GENTILE

Motion for a resolution
Paragraph 9 a (new)

9a. Points out that policies for promoting youth entrepreneurship require mid-term and long-term planning; stresses that policies for promoting entrepreneurship should take account of the different requirements of each Member State;

Amendment 149 #

Motion for a resolution
Paragraph 9 a (new)

9a. Calls for an effective support of socially responsible, green and sustainable entrepreneurial projects as well as the promotion of sustainable alternative models such as cooperatives, which are based on a democratic decision process and try to have an impact on the local community;

Amendment 15 #

Lynn BOYLAN, Tania GONZÁLEZ PEÑAS, Paloma LÓPEZ BERMEJO

Motion for a resolution
Recital A

A. whereas a lack of relevant skills is anone important factor c~~ausing youth un~~ontributing to youth unemployment; whereas despite being more highly educated and skilled than previous generations, young people continue to face significant structural hurdles in obtaining quality employment;

Amendment 150 #

Motion for a resolution
Subheading 3

Skills for ~~employability~~an adaptive labour market;

Amendment 151 #

Motion for a resolution
Paragraph 10

10. Stresses that training in the workplace and high-quality apprenticeships are ~~ways of~~necessary for improving youth access to the labour market ~~and a better use of these opportunities could~~by enlargeing the pool of potential candidates for vacancies ~~and also improve their~~, improving career orientation and preparedness for work;

Amendment 152 #

Motion for a resolution
Paragraph 10

10. Stresses that training in the workplace and high-quality apprenticeships ~~are ways of improving youth access~~ could - if they are of decent quality - be first steps into the labour market and a better use of these opportunities could enlarge the pool of potential candidates for vacancies ~~and also improve their preparedness for work~~;

Amendment 153 #

Miapetra KUMPULA-NATRI, Vilija BLINKEVIČIŪTĖ, Eva KAILI

Motion for a resolution
Paragraph 10

10. Stresses that training in the workplace, sandwich courses and high-quality apprenticeships are ways of improving youth access to the labour market and a better use of these opportunities could enlarge the pool of potential candidates for vacancies and also improve their preparedness for work;

Amendment 154 #

Motion for a resolution
Paragraph 10

10. Stresses that training in the workplace and high-quality and formative apprenticeships are ways of improving youth access to the labour market and a better use of these opportunities could enlarge the pool of potential candidates for vacancies and also improve their preparedness for work;

Amendment 155 #

Enrique CALVET CHAMBON, Marian HARKIN, Ivo VAJGL, Jean-Marie CAVADA

Motion for a resolution
Paragraph 10

10. Stresses that training in the workplace and high-quality apprenticeships, backed by partnerships between schools, training establishments and businesses, are ways of improving youth access to the labour market and a better use of these opportunities could enlarge the pool of potential candidates for vacancies and also improve their preparedness for work;

Amendment 156 #

Motion for a resolution
Paragraph 10

10. Stresses that training in the workplace and high-quality apprenticeships, when they are not exploited in order to have a casual, low-cost workforce, are ways of improving youth access to the labour market and a better use of these opportunities could enlarge the pool of potential candidates for vacancies and also improve their preparedness for work;

Amendment 157 #

Motion for a resolution
Paragraph 10

10. Stresses that training in the workplace and high-quality apprenticeships are ways of improving youth access to the labour market and a better use of these opportunities could enlarge the pool of potential candidates for vacancies and also improve their preparedness for work; notes the success of such policies in several Member States; suggests that the sharing of best practice in this area would contribute to reducing youth unemployment;

Amendment 158 #

Motion for a resolution
Paragraph 10

10. Stresses that training in the workplace and high-quality apprenticeships are ways of improving youth access to the labour market and a better use of these opportunities could enlarge the pool of potential candidates for vacancies and also improve their preparedness for work; stresses that disadvantaged undertakings and trainees need special support, e.g. in the form of extra tuition and support courses for trainees, and assistance for undertakings in coping with their administrative and organisational tasks;

Amendment 159 #

Motion for a resolution
Paragraph 10 a (new)

10a. Expresses its concern about the fall in scores observed in the last PISA (Programme for International Student Assessment) survey in certain European Union Member States; calls on Member States to make education a leading priority in order to attain the targets of the Europe 2020 Strategy;

Amendment 16 #

Motion for a resolution
Recital A

A. whereas a lack of relevant skills, together with obsolete and inflexible school and occupational training systems, is an important factor causing youth unemployment;

Amendment 160 #

Siôn SIMON

Motion for a resolution
Paragraph 10 a (new)

10a. Stresses the value of high quality apprenticeships in all employment sectors and calls on the Commission and Member States to encourage women into traditionally male-dominated apprenticeships and occupations;

Amendment 161 #

Motion for a resolution
Paragraph 10 a (new)

10a. Stresses the urgent need to make advisors working at public employment agencies better qualified and more motivated so that they can proactively respond to the needs of young job seekers, help them to gain additional qualifications and identify the skills they need for the job market;

Amendment 162 #

Emilian PAVEL, Miapetra KUMPULA-NATRI

Motion for a resolution
Paragraph 10 a (new)

10a. Emphasises the importance of developing sandwich courses and the need to authorise access to apprenticeships from age 14 in order to facilitate the integration of young people into the world of enterprise;

Amendment 163 #

Motion for a resolution
Paragraph 10 a (new)

10a. Calls on the Member States to provide appropriate education and training programmes focused on the development of digital skills as essential tools for young people in today's economy and business;

Amendment 164 #

Enrique CALVET CHAMBON, Marian HARKIN, Ivo VAJGL, Jean-Marie CAVADA

Motion for a resolution
Paragraph 11

11. Recalls that good quality educational and training guidance at all stages of education is necessary and can lower the risk of early school-leaving as well as help to overcome difficulties in accessing the labour market; stresses that language learning and digital literacy are fundamental;

Amendment 165 #

Motion for a resolution
Paragraph 11

11. Recalls that good quality educational ~~guidance~~tailor-made guidance and support at all stages of education is necessary and can lower the risk of early school-leaving as well as help to overcome difficulties in accessing the labour market;

Amendment 166 #

Motion for a resolution
Paragraph 11

11. Recalls that good quality educational ~~guidance~~tailor- made guidance and support at all stages of education is necessary and can lower the risk of early school-leaving as well as help to overcome difficulties in accessing the labour market;

Amendment 167 #

Motion for a resolution
Paragraph 11

11. Recalls that good quality educational guidance and support at all stages of education is necessary and can lower the risk of early school-leaving as well as help to overcome difficulties in accessing the labour market;

Amendment 168 #

Motion for a resolution
Paragraph 11

11. Recalls that good quality educational guidance at all stages of education is necessary and can lower the risk of early school-leaving as well as help to overcome difficulties in accessing the labour market; this occupational guidance must be firmly anchored in the curriculum and must be provided in cooperation with economic actors and employment agencies;

Amendment 169 #

Motion for a resolution
Paragraph 11 a (new)

11a. Stresses that language learning is a key element in making young people employable on the single European market, particularly in border regions;

Amendment 17 #

Motion for a resolution
Recital A

A. whereas a lack of relevant skills, together with an often obsolete education system, inflexible labour markets and a lack of economic growth, is an important factor causing youth unemployment;

Amendment 170 #

Motion for a resolution
Paragraph 11 a (new)

11a. Stresses the importance of regular monitoring of the future skills needs' and encourages therefore Member States and all relevant stakeholders to share good practice in this regard and further develop monitoring and forecasting tools;

Amendment 171 #

Motion for a resolution
Paragraph 11 a (new)

11a. Stresses the importance of regular monitoring of the future skills needs' and encourages therefore Member States and all relevant stakeholders to share good practice in this regards and further develop monitoring and forecasting tools;

Amendment 172 #

Motion for a resolution
Paragraph 11 a (new)

11a. Points out, in addition, that in order to reduce the risk of early school-leaving, it is vital to move beyond austerity policies;

Amendment 173 #

Motion for a resolution
Paragraph 12

12. Calls ~~for~~on the ~~exchange of good practices in vocational education and the deve~~Member States to finally take the step from best practices observation to policy actions - in particular as regards vocational education - which aim at increasing emplopyment ~~of skills enabling access to the labour market to be enhan~~rates and reduce poverty and inequality, and to undertake reforms which draw on those practiceds;

Amendment 174 #

Motion for a resolution
Paragraph 12

12. Calls for the exchange of good practices in vocational education and the development of skills en~~abling~~suring greater access to the labour market ~~to be enhanced~~; emphasises the importance of practical, entrepreneurial, coding and e-skills as indispensable for professional development in the 21st century; points to the importance of implementing the Entrepreneurship 2020 Action Plan and the EU eSkills strategy;

Amendment 175 #

Motion for a resolution
Paragraph 12

12. Calls for the exchange of good practices in vocational education and the development of training through skills enabling access to the labour market to be enhanced;

Amendment 176 #

Motion for a resolution
Paragraph 12

12. Calls for the exchange of good practices between countries, public organisations and private undertakings in vocational education and the development of skills enabling access to the labour market to be enhanced;

Amendment 177 #

Miapetra KUMPULA-NATRI, Vilija BLINKEVIČIŪTĖ, Eva KAILI, Jutta STEINRUCK, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Emilian PAVEL, Brando BENIFEI

Motion for a resolution
Paragraph 12

12. Calls for the exchange of good practices in vocational education and the development of skills and, if necessary, for the revision of training programmes to be undertaken, anticipating the needs of the market, thus enabling access to the labour market to be enhanced for young people;

Amendment 178 #

Motion for a resolution
Paragraph 12

12. Calls for the exchange of good practices in vocational education and the development of skills enabling access to the labour market to be enhanced; recalls that lifelong guidance on professional career should be available over the whole working life to maintain and develop one's skills and knowledge;

Amendment 179 #

Anne SANDER

Motion for a resolution
Paragraph 12 a (new)

12a. Encourages Member States to promote and support opportunities for professional mobility among young apprentices to enable them to develop their skills in contact with other training systems and other types of business, but also to give them the opportunity to practise speaking a foreign language, which will help them to find a lasting place in the jobs market;

Amendment 18 #

Enrique CALVET CHAMBON, Marian HARKIN, Jean-Marie CAVADA, Ivo VAJGL

Motion for a resolution
Recital A a (new)

Aa. whereas delays in access to the labour market and long periods of unemployment adversely affect career prospects, pay, health and social mobility;

Amendment 180 #

Miapetra KUMPULA-NATRI, Vilija BLINKEVIČIŪTĖ, Eva KAILI, Jutta STEINRUCK, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Emilian PAVEL, Brando BENIFEI, Agnes JONGERIUS, Elena GENTILE

Motion for a resolution
Paragraph 12 a (new)

12a. Recalls that non-formal education is crucial for soft skills development such as e.g. communications and decision-making skills; calls therefore for investment in inclusive opportunities providing Non Formal Education (NFE) and for recognition of the impact and value of experience, skills and competences gained from there;

Amendment 181 #

Lynn BOYLAN, Tania GONZÁLEZ PEÑAS, Paloma LÓPEZ BERMEJO

Motion for a resolution
Paragraph 12 a (new)

Amendment 182 #

Motion for a resolution
Paragraph 12 a (new)

12a. Recalls that non-formal and informal learning are crucial for soft skills development such as e.g. communications and decision-making skills; calls therefore for investment in inclusive opportunities providing for non- formal and informal learning and for recognition of the impact and value of experience, skills and competences gained;

Amendment 183 #

Enrique CALVET CHAMBON, Marian HARKIN, Ivo VAJGL, Jean-Marie CAVADA

Motion for a resolution
Paragraph 12 a (new)

12a. Notes the importance of anticipating needs for skills in the various sectors with potential, such as new technologies, personal services or the circular economy, in order to establish and promote appropriate training;

Amendment 184 #

Motion for a resolution
Paragraph 12 a (new)

12a. Urges that a system of training and studies be established which adopts innovative but accessible approaches, and which focuses on developing basic skills as well as intellectual and technical capacities;

Amendment 185 #

Anne SANDER

Motion for a resolution
Paragraph 12 b (new)

12b. Stresses the importance of pursuing the development of the EURES tool, particularly in border areas, to encourage young people to take an interest in offers of jobs, traineeships or apprenticeships abroad, and to support them in their mobility projects by providing them with assistance and advice on their projects;

Amendment 186 #

Miapetra KUMPULA-NATRI, Vilija BLINKEVIČIŪTĖ, Eva KAILI, Jutta STEINRUCK, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Agnes JONGERIUS, Elena GENTILE

Motion for a resolution
Paragraph 12 b (new)

12b. Stresses that education is a value in itself and should not only be considered a tool of the labour market; stresses that education is a fundamental right and a public good and essential for the exercise of all other human rights, that it promotes individual freedom and empowerment and yields important development benefits, recalls therefore that education should not be instrumentalised turning students into products developed only to satisfy business' needs;

Amendment 187 #

Lynn BOYLAN, Tania GONZÁLEZ PEÑAS, Paloma LÓPEZ BERMEJO

Motion for a resolution
Paragraph 12 b (new)

12b. Calls for Member States to ensure all young people are provided with an Individual Needs Plan within 4 months of becoming unemployed; stresses that a complete skills audit should be incorporated into each plan, which can identify gaps between the skills of the unemployed and those required in potential economic growth sectors and employers; recalls that this should involve formal certification of 'soft skills' and non-formal learning as appropriate;

Amendment 188 #

Motion for a resolution
Paragraph 13

13. Stresses that a smooth transition from education to employment should be promoted by linking theoretical education with practical training and providing high- quality internships as stipulated in the European Quality Charter on Internships and Apprenticeships as well as through the recognition of qualifications gained during formal and non-formal education;

Amendment 189 #

Motion for a resolution
Paragraph 13

13. Stresses that a smooth transition from education to employment should be promoted by linking education with practical training and integrating employability skills into core academic curriculum, providing high- quality internships as stipulated in the European Quality Charter on Internships and Apprenticeships as well as through the recognition of qualifications gained during formal and non-formal education;

Amendment 19 #

Siôn SIMON, Richard HOWITT

Motion for a resolution
Recital A a (new)

Aa. whereas young people have been especially hit by the crisis;

Amendment 190 #

Motion for a resolution
Paragraph 13

13. Stresses that a smooth transition from education to employment should be promoted by linking education with practical training and providing high- quality and financially accessible internships as stipulated in the European Quality Charter on Internships and Apprenticeships as well as through the recognition of qualifications gained during formal and non-formal education;

Amendment 191 #

Motion for a resolution
Paragraph 13

13. Stresses that a smooth transition from education to employment should be promoted by linking education with practical training and providing high- quality internships, where they are not exploited as a low-cost labour force, as stipulated in the European Quality Charter on Internships and Apprenticeships as well as through the recognition of qualifications gained during formal and non-formal education;

Amendment 192 #

Motion for a resolution
Paragraph 13

13. Stresses that a smooth transition from education to employment should be promoted by linking education with practical training and providing high- quality internships as stipulated in the European Quality Charter on Internships and Apprenticeships as well as through the recognition of qualifications gained during formal and non-formal education, or during volunteering experiences;

Amendment 193 #

Miapetra KUMPULA-NATRI, Vilija BLINKEVIČIŪTĖ, Eva KAILI, Jutta STEINRUCK, Emilian PAVEL, Brando BENIFEI, Siôn SIMON

Motion for a resolution
Paragraph 13

Amendment 194 #

Motion for a resolution
Paragraph 13 a (new)

13a. Stresses the need to develop measures to encourage girls to engage in STEM subjects and establish quality careers guidance to support them in continuing their professional careers in this field since women remain largely underrepresented in STEM-related professions, accounting for just 24% of science and engineering professionals and since STEM occupations are among the top 20 bottleneck vacancies in the EU Member States;

Amendment 195 #

Motion for a resolution
Paragraph 13 a (new)

13a. Proposes promoting the development of business mentoring;

Amendment 196 #

Lynn BOYLAN, Tania GONZÁLEZ PEÑAS, Paloma LÓPEZ BERMEJO

Motion for a resolution
Paragraph 13 b (new)

13b. Stresses the importance of learning one or more foreign languages as part of education and vocational training;

Amendment 197 #

Motion for a resolution
Paragraph 14

14. Welcomes the Quality Framework for Traineeships and the European Alliance for Apprenticeships; stresses the importance for the Commission to monitor its implementation in the Member States closely; urges the Alliance for Apprenticeships to promote accessibility of young people to apprenticeships by calling for the removal of barriers such as education fees for apprentices;

Amendment 198 #

Miapetra KUMPULA-NATRI, Vilija BLINKEVIČIŪTĖ, Eva KAILI, Jutta STEINRUCK, Ole CHRISTENSEN, Brando BENIFEI, Agnes JONGERIUS, Elena GENTILE

Motion for a resolution
Paragraph 14

14. Welcomes the Quality Framework for Traineeships and the European Alliance for Apprenticeships; stresses the importance for the European Commission to monitor closely its implementation in the Member States;

Amendment 199 #

Enrique CALVET CHAMBON, Marian HARKIN, Ivo VAJGL, Jean-Marie CAVADA

Motion for a resolution
Paragraph 14

14. Welcomes the Quality Framework for Traineeships and the European Alliance for Apprenticeships; calls for additional measures to be taken to provide compulsory social protection;

Amendment 2 #

Enrique CALVET CHAMBON, Marian HARKIN, Ivo VAJGL, Jean-Marie CAVADA

Motion for a resolution
Citation 2 a (new)

- having regard to the Council Recommendation on establishing a Youth Guarantee,

Amendment 20 #

Motion for a resolution
Recital A b (new)

Ab. whereas young people are an asset to the European economy and whereas they should commit themselves to acquiring the skills sought by the labour market, anticipating tomorrow’s needs;

Amendment 200 #

Jean-Marie CAVADA, Enrique CALVET CHAMBON

Motion for a resolution
Paragraph 14 a (new)

14a. Stresses the need to provide high- quality careers guidance services based on reliable information about careers and job prospects, to help young people to make the best career choices;

Amendment 201 #

Miapetra KUMPULA-NATRI, Vilija BLINKEVIČIŪTĖ, Eva KAILI, Jutta STEINRUCK

Motion for a resolution
Paragraph 15

15. Recalls that the dual model of education as well as the acquisition of practical, social and communication skills is of high importance, but stresses that the dual model must be targeted to the social, economic and cultural context of each country and is not to be seen as the one and only correct VET system;

Amendment 202 #

Motion for a resolution
Paragraph 15

15. Recalls that the dual model of education as well as the acquisition of practical, social and communication skills is of high importance; calls therefore for recognition and strengthening of dual learning at all levels;

Amendment 203 #

Enrique CALVET CHAMBON, Marian HARKIN, Ivo VAJGL, Jean-Marie CAVADA

Motion for a resolution
Paragraph 15

15. Recalls, with respect to the Member States' competence in this area, that the dual model of education as well as the acquisition of practical, social and communication skills is of high importance;

Amendment 204 #

Motion for a resolution
Paragraph 15

15. Recalls that the dual model of education as well as the acquisition of practical, social and communication skills is of high importance; emphasises that these accomplishments will increase young people’s confidence in the system, make it easier for them to enter the labour market and improve their training and their predisposition to work;

Amendment 205 #

Marek PLURA, Krzysztof HETMAN, Danuta JAZŁOWIECKA

Motion for a resolution
Paragraph 15 a (new)

15a. Calls for enhanced cooperation between education institutions (both on vocational and higher level) and entrepreneurs in developing curricula adjusted to the labour market needs;

Amendment 206 #

Jean-Marie CAVADA, Enrique CALVET CHAMBON

Motion for a resolution
Paragraph 15 a (new)

15a. Calls for enhanced cooperation between education institutions (both on vocational and higher level) and entrepreneurs in developing curricula adjusted to the labour market needs;

Amendment 207 #

Motion for a resolution
Paragraph 15 a (new)

15a. Calls for the development of a single European framework for apprenticeship in order to train young people who have chosen technical training in readiness for European mobility;

Amendment 208 #

Agnieszka KOZŁOWSKA, Marek PLURA, Danuta JAZŁOWIECKA, Krzysztof HETMAN

Motion for a resolution
Paragraph 15 a (new)

15a. Points out the advantages of a flexible, student-focused approach to education which makes it possible to change or adapt the direction of study in line with the student's needs and does not bind him/her to his/her initial choice.

Amendment 209 #

Motion for a resolution
Paragraph 15 a (new)

15a. Underlines the importance of developing digital skills and media literacy from the earliest stage at school and going through the whole education cycle;

Amendment 21 #

Motion for a resolution
Recital A a (new)

Aa. whereas the lack of skills is due to the impact of the economic crisis that is affecting families and their opportunities to give their children an appropriate, high-quality education, which very often means that they leave school prematurely;

Amendment 210 #

Motion for a resolution
Paragraph 16

16. Recalls that traineeships and apprenticeships ~~should~~must lead to employment ~~and~~; condemns ~~the~~any abuse of such arrangements;

Amendment 211 #

Tom VANDENKENDELAERE, Jeroen LENAERS, Tomáš ZDECHOVSKÝ

Motion for a resolution
Paragraph 16

16. Recalls that ~~traineeships and apprenticeships should lead to employment and condemns the abuse of such arrangement~~apprenticeships reflecting actual needs should lead to employment and that traineeships should prepare for a job, and condemns any abuses;

Amendment 212 #

Motion for a resolution
Paragraph 16

16. Recalls that traineeships and apprenticeships should lead to employment and ~~condemns the abuse of such arrangements~~that the working conditions and assigned tasks should help trainees to acquire the practical experience and relevant skills to enter the labour market;

Amendment 213 #

Motion for a resolution
Paragraph 16

16. Recalls that long-term traineeships and apprenticeships should lead to employment and condemns ~~the~~any abuse of such arrangements;

Amendment 214 #

Miapetra KUMPULA-NATRI, Vilija BLINKEVIČIŪTĖ, Eva KAILI, Jutta STEINRUCK, Ole CHRISTENSEN, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Emilian PAVEL, Brando BENIFEI, Agnes JONGERIUS, Elena GENTILE

Motion for a resolution
Paragraph 16

16. Recalls that high-quality traineeships and apprenticeships should lead to employment and condemns the abuse of such arrangements; reminds that the aim of traineeships is not providing underpaid labour but to lead to increased skills and employability;

Amendment 215 #

Enrique CALVET CHAMBON, Marian HARKIN, Ivo VAJGL, Jean-Marie CAVADA

Motion for a resolution
Paragraph 16

16. Recalls that traineeships and apprenticeships should lead to employment and condemns the abuse of such arrangements; stresses that the current rhetoric on employability seems to push young people to accept jobs at any price or under any conditions, without being aware of their rights;

Amendment 216 #

Motion for a resolution
Paragraph 16

16. Recalls that traineeships and apprenticeships should lead to employment and condemns the abuse of such arrangements; calls for Member States to withdraw the incentives which they give to businesses if the latter use traineeships and apprenticeship contracts merely to obtain cheap labour;

Amendment 217 #

Lynn BOYLAN, Tania GONZÁLEZ PEÑAS, Paloma LÓPEZ BERMEJO

Motion for a resolution
Paragraph 16

16. Recalls that traineeships and apprenticeships should lead to employment and condemns the abuse of such arrangements; urges the abolition of exploitative schemes; calls on Member States to ensure that all labour activation schemes are income proofed to ensure that the state is not facilitating the growth of the 'working poor';

Amendment 218 #

Motion for a resolution
Paragraph 16 a (new)

16a. Warns Member States against dispersion in the types of contract offered to young people; calls for thinking along these lines in order to increase effectiveness;

Amendment 219 #

Lynn BOYLAN, Tania GONZÁLEZ PEÑAS, Paloma LÓPEZ BERMEJO

Motion for a resolution
Paragraph 16 a (new)

16a. Recalls that many young people are compelled to accept a series of traineeships, which in many cases constitute disguised forms of under- employment;

Amendment 22 #

Motion for a resolution
Recital A a (new)

Aa. whereas the rate of unemployment across the Union was 9.9% at the end of 2014, and whereas the unemployment rate for young people was more than double this figure, at 21.4%;

Amendment 220 #

Motion for a resolution
Paragraph 16 a (new)

16a. Recalls the importance of mobility for the development of skills; welcomes the extension of the scope for mobility under the Erasmus + programme; calls on the Commission and Member States to work towards greater mobility in all training courses in order to further improve the employability of young people;

Amendment 221 #

Motion for a resolution
Paragraph 16 b (new)

16b. Recalls that certain programmes of the European Union, such as Erasmus +, afford opportunities for young people to develop new skills in other Member States; recalls that this European mobility in training is a significant asset for the employability of young people;

Amendment 222 #

Motion for a resolution
Paragraph 17

17. Recalls that the effective implementation of the Youth Guarantee can help to improve the ~~employability~~labour market opportunities of young people by overcoming educational deficits and by providing skills relevant to the ~~market needs and can offer valuable work experience that can facilitate the establishment of successful businesses~~needs for a sustainable labour market and economy and can offer valuable work experience;

Amendment 223 #

Miapetra KUMPULA-NATRI, Vilija BLINKEVIČIŪTĖ, Eva KAILI

Motion for a resolution
Paragraph 17

17. Recalls that the effective implementation of the Youth Guarantee and the Youth Employment Initiative can help to improve the employability of young people by overcoming educational deficits and by providing skills relevant to the market needs and can offer valuable work experience that can facilitate the establishment of successful businesses;

Amendment 224 #

Motion for a resolution
Paragraph 17

17. Recalls that the effective implementation of the Youth Guarantee can also help to improve the employability of young people by overcoming educational deficits and by providing skills relevant to the market needs and can offer valuable work experience that can facilitate the establishment of successful businesses;

Amendment 225 #

Motion for a resolution
Paragraph 17

Amendment 226 #

Motion for a resolution
Paragraph 17

17. Recalls that the effective implementation of the Youth Guarantee can help to improve the employability of young people by overcoming educational deficits and by providing skills relevant to the market needs and can offer valuable work experience that can facilitate the establishment of successful businesses; points out, to that end, that it is vital to assess the real employment needs of young people and the real sectors offering future work opportunities, such as the social economy and the green economy, backed up by constant and careful monitoring not only of the projects concerned but also of the agencies that provide them, drawing up regular reports on the progress of this measure to combat youth unemployment;

Amendment 227 #

Miapetra KUMPULA-NATRI, Vilija BLINKEVIČIŪTĖ, Eva KAILI, Jutta STEINRUCK, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Emilian PAVEL, Brando BENIFEI, Agnes JONGERIUS, Elena GENTILE

Motion for a resolution
Paragraph 17 a (new)

17a. Stresses the importance of tailor- made career counselling and guidance for young people at the earliest stage possible;

Amendment 228 #

Motion for a resolution
Paragraph 17 a (new)

17a. Stresses the need to simplify administrative measures for implementing the Youth Guarantee and the urgency of removing any red tape that might limit its effectiveness;

Amendment 229 #

Enrique CALVET CHAMBON, Marian HARKIN, Ivo VAJGL, Jean-Marie CAVADA

Motion for a resolution
Paragraph 18

Amendment 23 #

Motion for a resolution
Recital A c (new)

Ac. whereas young people fall into three main groups – students, workers and the unemployed – and whereas distinct political approaches should be adopted for each of these groups in order to ensure that members of the group always have access to the labour market, which means that young students must have the skills needed by the labour market, young workers must update their skills and training throughout their careers and, in the case of young unemployed people, the distinction must take into account the fact that they are active job-seekers or NEETs;

Amendment 230 #

Marek PLURA, Krzysztof HETMAN, Danuta JAZŁOWIECKA

Motion for a resolution
Paragraph 18

18. Welcomes the recent decision by EU co-legislators on increasing pre-financing for the Youth Employment Initiative, which aims to smooth the implementation of this important initiative for regions and states facing financial difficulties; calls Member States and local and regional authorities to use the available funds for bringing forward the necessary structural reforms and creating sustainable instead of only ad hoc solutions;

Amendment 231 #

Lynn BOYLAN, Tania GONZÁLEZ PEÑAS, Paloma LÓPEZ BERMEJO

Motion for a resolution
Paragraph 18

Amendment 232 #

Motion for a resolution
Paragraph 18

18. Welcomes the recent decision by EU co-legislators on increasing pre-financing for the Youth Employment Initiative, which aims to smooth the implementation of this important initiative for regions and states facing financial difficulties; urges the Commission to commit more funds to the Youth Guarantee based on the ILO's recommendation that EUR 6 600 per participant is required;

Amendment 233 #

Siôn SIMON

Motion for a resolution
Paragraph 18 a (new)

18a. Highlights the evidence of skills shortages in the STEM field in spite of high unemployment rates across the EU; calls on the Commission and Member States to promote the positive image of science, make improvements in school based science teaching and learning, and increase students' interest in science;

Amendment 234 #

Agnieszka KOZŁOWSKA, Marek PLURA, Danuta JAZŁOWIECKA, Krzysztof HETMAN

Motion for a resolution
Paragraph 18 a (new)

18a. Emphasises the importance of holistic education, for example in the form of civic education, which should be an integral part of all streams of education and can help to prepare young people in the transition to working life;

Amendment 235 #

Motion for a resolution
Paragraph 18 a (new)

18a. Points out that, despite high youth unemployment rates in some Member States and unfilled job vacancies in others, intra-EU labour mobility remains low; recalls therefore the importance of the mobility of workers for a competitive labour market, and stresses the need to reduce the linguistic and cultural barriers that are liable to restrain it by providing sector-specific language courses and trainings on intercultural communication for the unemployed;

Amendment 236 #

Motion for a resolution
Paragraph 18 b (new)

18b. Stresses the urgent need to promote non-formal and informal learning, which includes volunteering, and which is an invaluable resource in helping young people get the skills they need for working life;

Amendment 237 #

Motion for a resolution
Paragraph 19

Amendment 238 #

Motion for a resolution
Paragraph 19

19. Stresses that skills development should also be considered as a mechanism leading to equal opportunities for people from disadvantaged groups, in particular ~~for~~(a) children and young people from families affected by poverty, the long-term unemployed, including second-generation unemployed, immigrants and people with disabilities; stresses that prevention as well as support and counselling at an early stage are of the outmost importance, because although enabling people who are at a disadvantage to develop skills and to enter the labour market requires time and resources it is also socially and economically profitableparticularly in countries suffering from the economic crisis, (b) the long-term and second-generation unemployed, (c) legal migrants and, finally, (d) those with any kind of disability;

Amendment 239 #

Lynn BOYLAN, Tania GONZÁLEZ PEÑAS, Paloma LÓPEZ BERMEJO

Motion for a resolution
Paragraph 19

19. Stresses that skills development ~~should also be considered as~~- if done as an integrated concept - could become a mechanism lfor increadsing to equal opportunities for people from disadvantaged groups~~, in particular for children and young people from families affected by poverty, the long-term unemployed, including second-generation unemployed, immigrants and people with disabilities~~; stresses that prevention as well as support and counselling at an early stage are of the outmost importance~~, because although enabling people who are at a disadvantage to develop skills and to enter the labour market requires time and resources it is also socially and economically profitable~~;

Amendment 24 #

Motion for a resolution
Recital A b (new)

Ab. whereas the high rate of emigration of youth during the global financial crisis, particularly from Member States who have entered bailout programmes, has masked the true rate of youth unemployment;

Amendment 240 #

Miapetra KUMPULA-NATRI, Vilija BLINKEVIČIŪTĖ, Eva KAILI, Jutta STEINRUCK, Brando BENIFEI, Agnes JONGERIUS, Elena GENTILE

Motion for a resolution
Paragraph 19

19. Stresses that skills development should also be considered as a mechanism leading to equal opportunities for people from disadvantaged groups, regardless or socio- economic background or gender, in particular for children and young people from families affected by poverty, the long-term unemployed, ~~including second-generation unemployed, immigrants~~minority groups, and people with disabilities; stresses that prevention as well as support and counselling at an early stage are of the outmost importance~~, because although enabling people who are at a disadvantage to develop skills and to enter the labour market requires time and resources it is also socially and economically profitable~~; stresses that equal access to education and considering the social dimension at all stages of education are an important ways to bridge income gaps on the labour market;

Amendment 241 #

Motion for a resolution
Paragraph 19

19. Stresses that skills development should also be considered as a mechanism leading to equal opportunities for people from disadvantaged groups, in particular for children and young people from families affected by poverty, the long-term unemployed, including second-generation unemployed, immigrants and people with disabilities; stresses that ~~prevention as well as~~ support and counselling at an early stage for disadvantaged groups are of the outmost importance~~, because although enabling people who are at a disadvantage to develop skills and to enter the labour market requires time and resources it is also socially and economically profitable~~ for providing productive and highly-skilled workforce for the labour market;

Amendment 242 #

Motion for a resolution
Paragraph 19

Amendment 243 #

Motion for a resolution
Paragraph 19

19. Stresses that skills development should also be considered as a mechanism leading to equal opportunities for people from disadvantaged groups, in particular for children and young people from families affected by poverty, the long-term unemployed, including second-generation unemployed, immigrants and people with disabilities; stresses that prevention as well as life- long support and counselling ~~at an~~from the earlyiest stage possible are of the outmost importance, because although enabling people who are at a disadvantage to develop skills and to enter the labour market requires time and resources it is also socially and economically profitable; also stresses the need to provide support and skills development via training for employers, recruiters and human resources managers to support the inclusion of disadvantaged groups into the labour markets;

Amendment 244 #

Motion for a resolution
Paragraph 19

19. Stresses that skills development should also be considered as a mechanism leading to equal opportunities for people from disadvantaged groups, in particular for children and young people from families affected by poverty, the long-term unemployed, including second-generation unemployed, immigrants and people with disabilities; stresses that prevention as well as life-long support and counselling ~~at an~~from the earlyiest stage possible are of the outmost importance, because although enabling people who are at a disadvantage to develop skills and to enter the labour market requires time and resources it is also socially and economically profitable; also stresses the need to provide support and skills development via training for employers, recruiters and human resources managers to support the inclusion of disadvantaged groups into the labour markets;

Amendment 245 #

Motion for a resolution
Paragraph 19

19. Stresses that skills development should also be considered as a mechanism leading to equal opportunities for people from disadvantaged groups, in particular for children and young people from families affected by poverty, the long-term unemployed, including second-generation unemployed, immigrants and people with disabilities; stresses that prevention as well as support and counselling at anthe earlyiest stage possible are of the outmost importance, because although enabling people who are at a disadvantage to develop skills and to enter the labour market requires time and resources it is also socially and economically profitable;

Amendment 246 #

Motion for a resolution
Paragraph 19

19. Stresses that skills development should also be considered as a mechanism leading to and promoting equal opportunities for people from disadvantaged groups, in particular for children and young people from families affected by poverty, the long-term unemployed, including second- generation unemployed, immigrants and people with disabilities; stresses that prevention as well as support and counselling at an early stage are of the outmost importance, because although enabling people who are at a disadvantage to develop skills and to enter the labour market requires time and resources it is also socially and economically profitable;

Amendment 247 #

Tom VANDENKENDELAERE, Jeroen LENAERS, Tomáš ZDECHOVSKÝ

Motion for a resolution
Paragraph 19

19. Stresses that skills development should also be considered as a mechanism leading to equal opportunities for people from disadvantaged groups, in particular for children and young people from families affected by poverty, the long-term unemployed, including second-generation unemployed, immigrants ~~and~~, people with disabilities and women, who have been excluded from the world of work in shocking numbers as a result of the crisis; stresses that prevention as well as support and counselling at an early stage are of the outmost importance, because although enabling people who are at a disadvantage to develop skills and to enter the labour market requires time and resources it is also socially and economically profitable;

Amendment 248 #

Motion for a resolution
Paragraph 19

19. Stresses that skills development should also be considered as a mechanism leading to equal opportunities for people from disadvantaged groups, in particular for children and young people from families affected by poverty, the long-term unemployed, including second-generation unemployed, disadvantaged immigrants and people with disabilities; stresses that prevention as well as support and counselling at an early stage are of the outmost importance, because although enabling people who are at a disadvantage to develop skills and to enter the labour market requires time and resources it is also socially and economically profitable;

Amendment 249 #

Enrique CALVET CHAMBON, Marian HARKIN, Ivo VAJGL, Jean-Marie CAVADA

Motion for a resolution
Paragraph 19

19. Stresses that skills development should also be considered as a mechanism leading to equal opportunities for people from disadvantaged groups, in particular for children and young people from families affected by poverty, the long-term unemployed, including second-generation unemployed, immigrants and people with disabilities, as well as gender equality; stresses that prevention as well as support and counselling at an early stage are of the outmost importance, because although enabling people who are at a disadvantage to develop skills and to enter the labour market requires time and resources it is also socially and economically profitable;

Amendment 25 #

Motion for a resolution
Recital A d (new)

Ad. whereas the financial crisis of 2008 created additional problems in the access of young people to the jobs market, as youth unemployment is more sensitive to the economic cycle than overall unemployment because young people are generally less experienced;

Amendment 250 #

Motion for a resolution
Paragraph 19

19. Stresses that skills development should also be considered as a mechanism leading to equal opportunities for people from disadvantaged groups, in particular for children and young people from families affected by poverty, the long-term unemployed, including second-generation unemployed, immigrants and people with disabilities; stresses that prevention as well as support and counselling at an early stage are of the outmost importance, because although enabling people who are at a disadvantage to develop skills and to enter the labour market requires time and resources it is also socially and economically profitable; stresses that, in order for the most disadvantaged to be included, appropriate training must be provided for employers, human resources teams and teachers, in order to support this fringe group in society in the best possible way so as to render its integration as effective as possible;

Amendment 251 #

Siôn SIMON

Motion for a resolution
Paragraph 19 a (new)

19a. Draws particular attention to the gender imbalance in students studying STEM subjects and asks the Commission and Member States to encourage more females to take up STEM subjects from an early age;

Amendment 252 #

Motion for a resolution
Paragraph 19 a (new)

19a. Stresses that prevention, support and advisory services at an early stage are all of major importance, along with facilities for those in need to develop a wide variety of skills to enter the labour market, as well as participating in 'lifelong learning' programmes, from which they should not be excluded, notwithstanding the major investment in time and money required, bearing in mind the major long-term social and economic benefits thereof;

Amendment 253 #

Motion for a resolution
Paragraph 19 a (new)

19a. Points out that while women represent the majority (60%) of university graduates in the European Union, their employment rate and promotion trajectories do not reflect their full potential; stresses that the achievement of inclusive and long-term economic growth depends on closing the gap between women's educational attainment and their position in the labour market, primarily through overcoming horizontal and vertical segregation;

Amendment 254 #

Motion for a resolution
Paragraph 19 a (new)

19a. Stresses the need for employment agencies to do more to make sure that disabled persons are not physically prevented from accessing their services, in accordance with the UN Convention on the Rights of Persons with Disabilities;

Amendment 255 #

Motion for a resolution
Paragraph 19 a (new)

19a. Stresses the need to make it possible for young people who are recruited at a low level in a business to progress so as ultimately to reach management posts by means of the promotion of sandwich courses;

Amendment 256 #

Motion for a resolution
Paragraph 19 a (new)

19a. Points out that effective forms of social protection are vital, first and foremost a minimum income;

Amendment 257 #

Motion for a resolution
Paragraph 19 a (new)

19a. Calls on the Member States and the European Commission to promote best practices and support the inclusion of young people with disabilities in education (including lifelong learning programmes) and employment, through measures like investments in social entrepreneurship initiatives that support these young people, or financial incentives for organisations that recruit them;

Amendment 258 #

Motion for a resolution
Paragraph 19 b (new)

19b. Stresses the importance of making sure that persons with a disability have access to financial support and grants, which should be an integral part of informational and educational programmes intended to promote entrepreneurship;

Amendment 259 #

Lynn BOYLAN, Tania GONZÁLEZ PEÑAS, Paloma LÓPEZ BERMEJO

Motion for a resolution
Paragraph 19 b (new)

19b. Emphasises that the idea of developing skills barely draws a veil over the desire to conceal the failure of European policies and whereas States are being compelled to make substantial cuts in their education budgets, inducing them to withdraw from involvement in vocational training and education;

Amendment 26 #

Motion for a resolution
Recital A c (new)

Ac. whereas an International Labour Organisation (ILO) study in 2012 found that implementing an effective Youth Guarantee across the Eurozone would require EUR 21 billion (based on the Swedish example of a cost of approximately EUR 6,600 per participant) and whereas the amount provided for the Youth Employment Initiative by the Commission is less than one-third of the ILO's recommended figure, at just EUR 6 billion;

Amendment 260 #

Miapetra KUMPULA-NATRI, Vilija BLINKEVIČIŪTĖ, Eva KAILI, Jutta STEINRUCK, Brando BENIFEI

Motion for a resolution
Subheading 5

GThe digital generation Y, new opportunities, new challenges

Amendment 261 #

Motion for a resolution
Subheading 5

GNew generation Y, new opportunities, new challenges

Amendment 262 #

Miapetra KUMPULA-NATRI, Vilija BLINKEVIČIŪTĖ, Eva KAILI, Jutta STEINRUCK, Emilian PAVEL, Brando BENIFEI

Motion for a resolution
Paragraph 20

20. Notes that young people, raised in an era of rapid technological progress and development have not only potential, talents and skills in the new technologies, but also values and priorities that differ from theose of previous generation~~, and~~s; it is therefore ~~it is~~ worthwhile stressing the need for the creation of programmes and initiatives ~~that would~~seeking to bridge the gap between generations ~~while~~; notes that this will also help in~~g to~~ understanding the younger generation’s assets, ~~which includ~~for example multitasking, creativity, readiness to change and ~~teamwork; stresses that~~, above all, teamwork which demonstrably produce quicker and better results; stresses also that all education and training systems without exception should be flexible enough to allow for the full development of the skills and talents of ~~those~~ people in this category; emphasises moreover that recruitment and employment services staff should be well trained and equipped with skills that would give them a ~~better~~full understanding of Generation Y; stresses finally that job offers and recruitment strategies should be adjusted with a view to the potential of Generation Y; ·

Amendment 263 #

Motion for a resolution
Paragraph 20

20. Notes that young people, raised in an era of rapid technological progress, have not only potential, talents and skills, but also values and priorities that differ from the previous generation, and therefore it is worthwhile stressing the need for programmes and initiatives that would ~~bridg~~overcome the gap between generations while helping to understand the younger generation's assets~~, which include multitasking, creativity, readiness to change and teamwork~~; stresses that education and training systems should be flexible enough to allow for the full development of the skills and talents of ~~those~~young people; emphasises moreover that recruitment and employment services staff should be well- trained and equipped with skills that would give them a better understanding of Generation Y; stresses that job offers and recruitment strategies should be adjusted with a view to the potential of Generation Y;

Amendment 264 #

Motion for a resolution
Paragraph 20

20. Notes that young people, raised in an era of rapid technological progress have not only potential, talents and skills but also values and priorities that differ from the previous generation, and therefore it is worthwhile stressing the need for programmes and initiatives that would bridge the gap between generations while helping to understand the younger generation's assets~~, which include multitasking, creativity, readiness to change and teamwork~~ and skills; stresses that education and training systems should be flexible enough to allow for the full development of the skills and talents of those people; emphasises moreover that recruitment and employment services staff should be well trained and equipped with skills that would give them a better understanding of Gthe digital generation Y; stresses that job offers and recruitment strategies should be adjusted with a view to the potential of ~~Generation Y~~the digital generation; notes also that not all of youth have automatically the skills and abilities for full digital demands and therefore reminds that giving an equal access and training to everyone on digital equipment is even more important than before;

Amendment 265 #

Motion for a resolution
Paragraph 20

20. Notes that young people, raised in an era of rapid technological progress have not only potential, talents and skills but also values and priorities that differ from the previous generation, and therefore it is worthwhile stressing the need for programmes and initiatives that would bridge the gap between generations while helping to ~~understand~~pass on to the older generation the younger generation’s ~~asset~~skills, which include multitasking, creativity, readiness to change, openness to technological progress and teamwork; stresses that education and training systems should be flexible enough to allow for the full development of the skills and talents of those people, which were often acquired by informal learning outside a school or training environment, and in particular that digital skills should be taught; stresses that the skills acquired should be those demanded on the labour market; emphasises moreover that recruitment and employment services staff should be well trained and equipped with skills that would ~~giv~~enable them ~~a better understanding of Generation Y~~to recognise and evaluate the skills of Generation Y, which are often acquired by informal learning outside a school or training environment; stresses that job offers and recruitment strategies should be adjusted with a view to the potential of Generation Y;

Amendment 266 #

Motion for a resolution
Paragraph 20

20. Notes that young people, raised in an era of rapid technological progress have not only potential, talents and skills but also values and priorities that differ from the previous generation, and therefore it is worthwhile stressing the need for programmes and initiatives that would bridge the gap between generations while helping to ~~understand~~pass on to the older generation the younger generation’s ~~asset~~skills, which include multitasking, creativity, readiness to change, understanding of technology and teamwork; stresses that education and training systems should be flexible enough to allow for the full development of the skills and talents of those people; emphasises moreover that recruitment and employment services staff should be well trained and equipped with skills that would give them a better understanding of Generation Y; stresses that job offers and recruitment strategies should be adjusted with a view to the potential of Generation Y;

Amendment 267 #

Motion for a resolution
Paragraph 20

Amendment 268 #

Motion for a resolution
Paragraph 20

Amendment 269 #

Miapetra KUMPULA-NATRI, Vilija BLINKEVIČIŪTĖ, Eva KAILI, Jutta STEINRUCK, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Emilian PAVEL, Brando BENIFEI, Agnes JONGERIUS

Motion for a resolution
Paragraph 20

Amendment 27 #

Motion for a resolution
Recital B

B. whereas according to recent findings, the majority of young people and entrepreneurs are of the opinion that education systems do not prepare students for work, while the representatives of the education sector are often of the opposite opinion;deleted

Amendment 270 #

Motion for a resolution
Paragraph 20 a (new)

20a. Stresses that the concept of Generation Y makes no real sense from the sociological point of view, but is merely a marketing concept; notes, on the other hand, that technology and the globalisation of information are revolutionising our relationship with society and work, which is becoming freer and more individualistic, and that the issue is therefore not simply one of generations but of a wider phenomenon which has an impact on society and labour relations in general; emphasises that there is a need to think about new forms of business organisation and allocation of jobs, linked to existing abilities and skills.

Amendment 28 #

Motion for a resolution
Recital B

B. whereas ~~according to recent findings, the majority of young people and entrepr~~every effort must be made to enesur~~s are of the opinion~~e that education systems ~~do not~~ prepare students for work~~, while the~~ and to guarantee close cooperation between representatives of the education sector ~~are often of the opposite opinion~~, employers and students;

Amendment 29 #

Motion for a resolution
Recital B

B. whereas, according to recent findings, the majority of young people and entrepreneurs are of the opinion that education systems do not adequately prepare students for ~~work~~their professional realisation, while the representatives of the education sector are often of the opposite opinion;

Amendment 3 #

Miapetra KUMPULA-NATRI, Vilija BLINKEVIČIŪTĖ, Eva KAILI, Jutta STEINRUCK, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Emilian PAVEL, Brando BENIFEI, Agnes JONGERIUS

Motion for a resolution
Citation 2 a (new)

- having regard to the Council Recommendation on establishing a Youth Guarantee,

Amendment 30 #

Motion for a resolution
Recital B a (new)

Ba. whereas the planning of training and education improves significantly when student and youth organisations are included in decision-making processes and it better meets the demands of society, labour market and needed skills;

Amendment 31 #

Motion for a resolution
Recital B a (new)

Ba. whereas austerity policies are leading to substantial public spending cuts in the Member States, in particular in the education sector;

Amendment 32 #

Enrique CALVET CHAMBON, Marian HARKIN, Jean-Marie CAVADA, Ivo VAJGL

Motion for a resolution
Recital C

C. whereas disadvantaged people ~~may be~~and persons who are discriminated against are often excluded from the possibility of developing their talents and skills;

Amendment 33 #

Motion for a resolution
Recital C

C. whereas disadvantaged people ~~may be~~are often excluded from the possibility of developing their talents and skills;

Amendment 34 #

Motion for a resolution
Recital C

C. whereas disadvantaged people ~~may be~~are often excluded from the possibility of developing their talents and skills;

Amendment 35 #

Motion for a resolution
Recital C

C. whereas disadvantaged ~~people~~and vulnerable groups and persons may be excluded from the possibility tof develop~~ing~~ their talents, abilities and skills;

Amendment 36 #

Miapetra KUMPULA-NATRI, Vilija BLINKEVIČIŪTĖ, Eva KAILI, Jutta STEINRUCK, Ole CHRISTENSEN, Brando BENIFEI, Agnes JONGERIUS, Elena GENTILE

Motion for a resolution
Recital C

C. whereas disadvantaged people ~~may b~~are excluded from the possibility of developing their talents and skills;

Amendment 37 #

Jutta STEINRUCK

Motion for a resolution
Recital C

C. whereas disadvantaged people ~~may be~~are often excluded from the possibility of developing their talents and skills;

Amendment 38 #

Motion for a resolution
Recital C

C. whereas disadvantaged people may be excluded from the possibility of developing their talents and skills when the social dimension is not considered in education, employment and social policies;

Amendment 39 #

Miapetra KUMPULA-NATRI, Vilija BLINKEVIČIŪTĖ, Eva KAILI, Agnes JONGERIUS, Elena GENTILE

Motion for a resolution
Recital C a (new)

Ca. whereas financial planning needs a wider target in order to create demand for labour market;

Amendment 4 #

Lynn BOYLAN, Tania GONZÁLEZ PEÑAS, Paloma LÓPEZ BERMEJO

Motion for a resolution
Citation 6 a (new)

- having regard to the Council Recommendation on a Quality Framework for Traineeships, and having regard to the European Parliament's written question of 2 July 2015 on the Council Recommendation on a Quality Framework for Traineeships,

Amendment 40 #

Emilian PAVEL, Miapetra KUMPULA-NATRI

Motion for a resolution
Recital D

D. whereas the implementation of effective skills policies can ~~improve the situation~~help reduce youth unemployment;

Amendment 41 #

Motion for a resolution
Recital D

D. whereas the implementation of effective ~~skills~~education, training and skills-creation policies can improve the situation;

Amendment 42 #

Motion for a resolution
Recital D

D. whereas the implementation of effective skills policies with the support of employers, employment agencies and parents, can improve the situation;

Amendment 43 #

Miapetra KUMPULA-NATRI, Vilija BLINKEVIČIŪTĖ, Eva KAILI, Jutta STEINRUCK, Ole CHRISTENSEN, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Brando BENIFEI, Agnes JONGERIUS, Elena GENTILE, Siôn SIMON

Motion for a resolution
Recital D

D. whereas the implementation of effective skills policies can improve the situation, although the austerity policies that are run in several Member States are reducing the funding from the education and training, making it more difficult to maintain and increase the level of the skills for youth and increasing the risk of putting youth in an unequal position which can cause social exclusion;

Amendment 44 #

Motion for a resolution
Recital Ε

Ε. whereas appropriate training for recruiters, manpower and human resource managers, employment and job seeking services, employers and the education sector is necessary;

Amendment 45 #

Miapetra KUMPULA-NATRI, Vilija BLINKEVIČIŪTĖ, Eva KAILI, Jutta STEINRUCK

Motion for a resolution
Recital E a (new)

Ea. whereas skills development policies must acknowledge the multi-layered needs and abilities of unemployed youth and therefore include tailor-made and individualised support and training programmes, in particular, but not only, for disadvantaged groups;

Amendment 46 #

Motion for a resolution
Recital F

F. whereas the Youth Guarantee when effectively implemented constitutes a comprehensive approach to helping young people to successfully transition to the labour market or high-quality education, as demonstrated by the achievements of the European Parliament Preparatory Action on the Youth Guarantee;

Amendment 47 #

Motion for a resolution
Recital F a (new)

Fa. whereas skills development policies must acknowledge the multi-layered needs and abilities of unemployed youth and therefore include tailor-made and individualised support and training programmes, in particular, but not only, for disadvantaged groups;

Amendment 48 #

Motion for a resolution
Recital F a (new)

Fa. whereas youth entrepreneurship can contribute to reducing youth unemployment and through education and training it can boost the employability of young people;

Amendment 49 #

Motion for a resolution
Recital F a (new)

Fa. whereas the five pillars of a 'Just transition' include: consultation/union voice; investment in green and decent jobs; green skills; respect for labour and human rights; and social protection for workers and communities on the frontline of the transition from high to low carbon;

Amendment 5 #

Motion for a resolution
Citation 6 a (new)

- having regard to the Council Recommendation on a Quality Framework for Traineeships,

Amendment 50 #

Motion for a resolution
Recital F a (new)

Fa. whereas, in order for the Youth Guarantee to achieve effective results, it is vital to assess the real employment needs of young people and the real sectors offering future work opportunities, such as the social economy and the green economy, backed up by constant and careful monitoring not only of the projects concerned but also of the agencies that provide them, drawing up regular reports on the progress of this measure to combat youth unemployment;

Amendment 51 #

Lynn BOYLAN, Tania GONZÁLEZ PEÑAS, Paloma LÓPEZ BERMEJO

Motion for a resolution
Recital F a (new)

Fa. whereas the Youth Employment Initiative is an essential tool for delivering targeted support to young people who are not in education, employment or training (NEETs);

Amendment 52 #

Motion for a resolution
Recital F a (new)

Fa. whereas some job activation schemes implemented in Member States have been ineffective and exploitative in that they contain coercive aspects that force young people into employment for remuneration below the poverty line (for example, the JobBridge and Gateway schemes in Ireland);

Amendment 53 #

Lynn BOYLAN, Tania GONZÁLEZ PEÑAS, Paloma LÓPEZ BERMEJO

Motion for a resolution
Recital F b (new)

Fb. whereas micro, small and medium- sized enterprises are one of the most important generators of employment in the EU, account for considerably more than 80 % of all jobs and have led the way in many 'green' sectors, but may face particular difficulties in anticipating the skills needed and in fulfilling the job potential;

Amendment 54 #

Motion for a resolution
Recital F b (new)

Fb. whereas internships and apprenticeship schemes vary in success across the Union, according to their characteristics;

Amendment 55 #

Lynn BOYLAN, Tania GONZÁLEZ PEÑAS, Paloma LÓPEZ BERMEJO

Motion for a resolution
Recital F c (new)

Fc. whereas without quality job creation, the youth employment crisis cannot be solved;

Amendment 56 #

Motion for a resolution
Paragraph -1 (new)

-1. recalls that there are, on the one hand, 24 million unemployed people in Europe, including 7.5 million young people not in employment, education or training (NEETs), and on the other 2 million vacancies; stresses that tackling the challenge of skills mismatch and shortages alone will be insufficient in solving the structural problem of large- scale unemployment in Europe; . en

Amendment 57 #

Motion for a resolution
Paragraph 1

1. Notes that ~~skills~~the development of training through skills is one of the key elements of integrated employment and social policies;

Amendment 58 #

Tom VANDENKENDELAERE, Jeroen LENAERS, Tomáš ZDECHOVSKÝ, Siegfried MUREŞAN

Motion for a resolution
Paragraph 1

1. Notes that ~~skills~~the development and dissemination of knowledge and skills is one of the key elements of integrated employment and social policies;

Amendment 59 #

Motion for a resolution
Paragraph 1

1. Notes that individual skills development is one of the key elements of integrated employment and social policies;

Amendment 6 #

Motion for a resolution
Citation 6 a (new)

- having regard to the Council Recommendation on a Quality Framework for Traineeships,

Amendment 60 #

Motion for a resolution
Paragraph 1

1. Notes that skills development is one of the key elements of integrated employment and social policies but that this is just one of three dimensions of integrated labour market and social policies; recalls that skills development will remain without effect if job creation and decent social security protection as key elements for adaptable labour markets are not addressed in parallel;

Amendment 61 #

Enrique CALVET CHAMBON, Marian HARKIN, Ivo VAJGL, Jean-Marie CAVADA

Motion for a resolution
Paragraph 1

1. Notes that skills development through national education, apprenticeships, sandwich courses and vocational training is one of the key elements of integrated employment and social policies;

Amendment 62 #

Motion for a resolution
Paragraph 1

1. Notes that skills development is one of the key elements of integrated employment and social policies and that it can make it possible to generate long-term growth, promote European competitiveness, combat unemployment and build a more inclusive European society;

Amendment 63 #

Motion for a resolution
Paragraph 1 a (new)

1a. Welcomes the tools for skills development and the forecasting of skill needs proposed by the Commission; highlights the fact that skills development should encourage the development of STEM skills, which are widely useful in an economy; stresses, however, that more ambitious action and investment is needed; believes that in order to anticipate future skills needs, all labour market stakeholders must be strongly involved at all levels;

Amendment 64 #

Motion for a resolution
Paragraph 1 a (new)

1a. Encourages Member States to make all necessary efforts to ensure that education is accessible and free of charge;

Amendment 65 #

Motion for a resolution
Paragraph 1 b (new)

1b. Calls on the Member States, regional governments and local authorities to adopt and implement, together with the social partners and training providers, skills development and anticipation strategies with the objective of improving generic, sectoral and occupation-specific skills; further stresses the importance of partnerships and trust between educational institutions, businesses, the social partners and authorities;

Amendment 66 #

Motion for a resolution
Paragraph 2

2. Recalls that the involvement of young people, ~~relevant stakeholders and organisation~~businesses and the competent authorities in the development, implementation, monitoring and evaluation of relevant initiatives aimed at supporting youth employment at ~~EU,~~ national and local level is of the highest importance;

Amendment 67 #

Tom VANDENKENDELAERE, Jeroen LENAERS, Tomáš ZDECHOVSKÝ, Siegfried MUREŞAN

Motion for a resolution
Paragraph 2

2. Recalls that ~~the involvement of~~engaging young people, relevant stakeholders and organisations in creating the development, implementation, monitoring and evaluation of relevant initiatives aimed at supporting youth employment at EU, national and local level is of the highest importance;

Amendment 68 #

Miapetra KUMPULA-NATRI, Vilija BLINKEVIČIŪTĖ, Eva KAILI, Jutta STEINRUCK, Ole CHRISTENSEN, Brando BENIFEI, Agnes JONGERIUS, Elena GENTILE, Siôn SIMON

Motion for a resolution
Paragraph 2

2. Recalls that the involvement of young people, relevant stakeholders ~~and~~, organisations and social partners in the development, implementation, monitoring and evaluation of relevant initiatives aimed at supporting youth employment at EU, national and local level is of the highest importance;

Amendment 69 #

Motion for a resolution
Paragraph 2

2. Recalls that the involvement of young people, social partners and other relevant stakeholders and organisations in the development, implementation, monitoring and evaluation of relevant initiatives aimed at supporting youth employment at EU, national and local level is of the highest importance;

Amendment 7 #

Motion for a resolution
Citation 6 b (new)

- having regard to the European Parliament's written question of 2 July 2015 on the Council Recommendation on a Quality Framework for Traineeships,

Amendment 70 #

Motion for a resolution
Paragraph 2

2. Recalls that the involvement of young people, relevant stakeholders and organisations, particularly the social partners, in the development, implementation, monitoring and evaluation of relevant initiatives aimed at supporting youth employment at EU, national and local level is of the highest importance;

Amendment 71 #

Enrique CALVET CHAMBON, Marian HARKIN, Ivo VAJGL, Jean-Marie CAVADA

Motion for a resolution
Paragraph 2

2. Recalls that the involvement of young people, relevant stakeholders, particularly the social partners, and organisations in the development, implementation, monitoring and evaluation of relevant initiatives aimed at supporting youth employment at EU, national and local level is of the highest importance;

Amendment 72 #

Motion for a resolution
Paragraph 2 a (new)

2a. Stresses that providers of education and training and businesses should work together to devise qualifications which faithfully reflect the actual skills that holders of those qualifications have acquired throughout their lives;

Amendment 73 #

Motion for a resolution
Paragraph 3

3. Stresses the need to build up partnerships between local authorities, education and employment services ~~and the business community~~- both mainstream and specialised - and social partners to support the creation, implementation and monitoring of employment strategies and action plans; calls for ~~closer~~structural co-operation between education, public administration, business and civil society, especially youth organisations;

Amendment 74 #

Motion for a resolution
Paragraph 3

3. Stresses the need to build up partnerships between local authorities, education and employment services and the business community to support the creation, implementation and monitoring of employment strategies and action plans; calls for closer co-operation between education, public administration, business and civil society~~, especially youth organisations~~;

Amendment 75 #

Miapetra KUMPULA-NATRI, Vilija BLINKEVIČIŪTĖ, Eva KAILI, Jutta STEINRUCK, Ole CHRISTENSEN, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Brando BENIFEI, Agnes JONGERIUS, Elena GENTILE, Siôn SIMON

Motion for a resolution
Paragraph 3

3. Stresses the need to build up partnerships between local authorities, education and employment services and the business community to support the creation, implementation and monitoring of sustainable and quality employment strategies and action plans leading to high- quality employment; calls for closer co- operation between education, public administration, ~~busines~~social partners, SMEs and civil society, especially student and youth organisations in order to maximise the quality of education and training; highlights that this better cooperation is also crucial for an effective implementation of the youth guarantee;

Amendment 76 #

Agnieszka KOZŁOWSKA, Marek PLURA, Danuta JAZŁOWIECKA, Krzysztof HETMAN

Motion for a resolution
Paragraph 3

3. Stresses the need to build up partnerships between local authorities, education and employment services - both mainstream and specialised - and the business community to support the creation, implementation and monitoring of employment strategies and action plans; calls for ~~closer~~structural co-operation between education, public administration, business and civil society, especially youth organisations;

Amendment 77 #

Motion for a resolution
Paragraph 3

3. Stresses the need to build upstrong partnerships between local authorities, education and employment services and the business community to support the creation, implementation and monitoring of employment strategies and action plans; calls for closer co-operation and interaction between education, public administration, business ~~and~~, civil society~~, especially~~ and citizens, especially young people and youth organisations;

Amendment 78 #

Motion for a resolution
Paragraph 3

3. ~~Stresses~~Points out that regardless of 2 million unfilled vacancies in the EU there are many over-qualified youth unemployed whose skills do not match demand of the labour market, stresses therefore, the need to build up partnerships between local authorities, education and employment services and the business community to support the creation, implementation and monitoring of employment strategies and action plans; calls for closer and structural co-operation between education, public administration, business and civil society, especially youth organisations;

Amendment 79 #

Motion for a resolution
Paragraph 3

3. Stresses the need to build up partnerships between local authorities, education and employment services and the business community to support the creation, implementation and monitoring of short- and medium-term regional employment strategies and action plans; calls for closer co-operation between education, public administration, business and civil society, especially youth organisations;

Amendment 8 #

Motion for a resolution
Citation 6 b (new)

- having regard to the Council Conclusions of April 2015 on enhancing cross-sectoral policy co-operation to effectively address socio-economic challenges facing young people1, 1 OJ C 88, 27.03.2014, p.1.

Amendment 80 #

Motion for a resolution
Paragraph 3

3. Stresses the need to build up partnerships between local authorities, education and employment services and the business community to support the creation, implementation and monitoring of employment strategies and action plans; calls for closer co-operation between education, public administration, social partners, business and civil society, especially youth organisations;

Amendment 81 #

Motion for a resolution
Paragraph 3

3. Stresses the need to build up partnerships between local authorities, education and employment services and the business community to support the creation, implementation and monitoring of employment strategies and action plans; calls for closer co-operation between education, public administration, social partners, business and civil society, especially youth organisations;

Amendment 82 #

Motion for a resolution
Paragraph 3

3. Stresses the need to build up partnerships between local authorities, education and employment services and the business community to support the creation, implementation and monitoring of employment strategies and action plans; calls for closer and structural co-operation between education, public administration, business and civil society, especially youth organisations;

Amendment 83 #

Siôn SIMON, Richard HOWITT

Motion for a resolution
Paragraph 3

Amendment 84 #

Motion for a resolution
Paragraph 3

Amendment 85 #

Enrique CALVET CHAMBON, Jean-Marie CAVADA, Marian HARKIN, Ivo VAJGL

Motion for a resolution
Paragraph 3

3. Stresses the need to build up partnerships between local authorities, education and employment services and the business community to support the creation, implementation and monitoring of employment strategies and action plans; calls for closer co-operation between education, public administration, business and civil society, especially youth organisations with a view to better matching skills to labour market needs;

Amendment 86 #

Motion for a resolution
Paragraph 3

3. Stresses the need to build up partnerships between local authorities, education and employment services and the business community to support the creation, implementation and monitoring of employment strategies and action plans; calls for closer co-operation between schooling and vocational education, public administration, business and civil society, especially youth organisations;

Amendment 87 #

Lynn BOYLAN, Tania GONZÁLEZ PEÑAS

Motion for a resolution
Paragraph 3

3. Stresses the need to build up partnerships between local authorities, education and employment services and the business community to support the creation, implementation and monitoring of quality employment strategies and action plans; calls for closer co-operation between education, public administration, business and civil society, especially youth organisations; highlights that the active participation of youth organisations is crucial for the effective implementation of the youth guarantee;

Amendment 88 #

Motion for a resolution
Paragraph 3 a (new)

3a. Stresses the importance of bringing young, innovative employers into the ongoing dialogue between educational institutions and employers in an effort to better tailor education and specialist training to job market requirements; welcomes and stresses the importance of mentoring programmes designed to prepare young people for future jobs;

Amendment 89 #

Motion for a resolution
Paragraph 3 a (new)

3a. Notes that the proliferation of intermediary bodies possesses no added value, that stepping up cooperation by local authorities should not increase costs and that encouraging the mobilisation of businesses should make it possible to promote the desired public/private cooperation;

Amendment 9 #

Motion for a resolution
Citation 6 c (new)

- having regard to the Council Conclusions of April 2015 on enhancing cross-sectorial policy cooperation to effectively address socio-economic challenges facing young people,

Amendment 90 #

Motion for a resolution
Paragraph 3 b (new)

3b. Considers it a priority to monitor and supervise the use of the funds distributed to training establishments;

Amendment 91 #

Motion for a resolution
Paragraph 4

4. Stresses the importance of administrative capacity; calls therefore ~~for the provision of appropriate training for local and regional authorities in order to use European funds more effectively and strategically~~on Member States to make full use of the European Social Fund thematic objective "enhancing institutional capacity of public authorities and stakeholders and efficient public administration" (ESF Regulation No 1304/2013, Art. 3(1)(d)) and the equivalent provisions in other Structural Funds;

Amendment 92 #

Motion for a resolution
Paragraph 4

4. Stresses the importance of administrative capacity; calls therefore for the provision of ~~appropriate~~relevant training for local and regional authorities in order to ~~use European funds~~ensure the more effectively and strategic~~ally~~ use of European funds;

Amendment 93 #

Motion for a resolution
Paragraph 4

4. Stresses the importance of administrative capacity; calls for the strengthening of the partnership principle between public authorities and civil society to use European funds more effectively and strategically; calls therefore for the provision of appropriate training for local and regional authorities, social partner and civil society organisations in order to use European funds more effectively and strategically;

Amendment 94 #

Motion for a resolution
Paragraph 4

4. Stresses the importance of administrative capacity and functioning employment agencies; calls therefore for the provision of appropriate training for the administrative staff of local and regional authorities in order to use European funds more effectively and strategically;

Amendment 95 #

Motion for a resolution
Paragraph 4

4. Stresses the importance of administrative capacity; calls ~~therefore~~for the strengthening of the partnership principle as well as for the provision of appropriate training for local and regional authorities as well as other relevant stakeholders in order to use European funds more effectively and strategically;

Amendment 96 #

Motion for a resolution
Paragraph 4

Amendment 97 #

Miapetra KUMPULA-NATRI, Vilija BLINKEVIČIŪTĖ, Eva KAILI, Jutta STEINRUCK, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Emilian PAVEL, Brando BENIFEI

Motion for a resolution
Paragraph 4

4. Stresses the importance of administrative capacity; calls therefore for the provision of appropriate training for local and regional authorities in order to use European funds more effectively and strategically; calls furthermore on governments to have the courage to be more politically ambitious, anticipating the needs of young people, businesses and civil society as well as of academic and vocational training establishments, implementing operational employment programmes more quickly;

Amendment 98 #

Motion for a resolution
Paragraph 4 a (new)

4a. Stresses the importance of close cross- sectoral cooperation, particularly between employment and education services;

Amendment 99 #