Awaiting Parliament 1st reading / single reading / budget 1st stage
2015/2088(INI) Skills policies for fighting youth unemployment
Lead committee dossier: EMPL/8/02896
Legal Basis RoP 052
| Role | Committee | Rapporteur | Shadows |
|---|---|---|---|
| Opinion | CULT | KRASNODĘBSKI Zdzisław (ECR) | |
| Lead | EMPL | PLURA Marek (EPP) | KUMPULA-NATRI Miapetra (S&D), ŽITŇANSKÁ Jana (ECR), CALVET CHAMBON Enrique (ALDE), BOYLAN Lynn (GUE/NGL), LAMBERT Jean (Verts/ALE), AGEA Laura (EFD), MARTIN Dominique (ENF) |
Legal Basis RoP 052
Activites
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2016/01/19
Vote scheduled
- 2016/01/18 Debate in Parliament
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2015/12/15
Committee report tabled for plenary, single reading
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A8-0366/2015
summary
The Committee on Employment and Social Affairs adopted the own-initiative report by Marek PLURA (EPP, PL) on skills policies for fighting youth unemployment. Members recalled that the lack of relevant skills for available jobs and an education and training mismatch are important factors causing youth unemployment. They stated that there are, on 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 unfilled vacancies in the EU. In parallel, there are many overqualified youth unemployed whose skills do not match the demand of the labour market. Therefore, there is a need to build up strong partnerships between local authorities, education and employment services – both mainstream and specialised – and social partners and the business community to support the creation, implementation and monitoring of short- and medium-term sustainable, inclusive and quality employment strategies and action plans. Co-operation, participation, partnerships: Members called for closer and structural co-operation and interaction between schooling and vocational education, public administration, business, civil society, especially student and youth organisations, with a view to better matching skills to labour market needs. They welcomed the tools for skills development and the forecasting of skill needs proposed by the Commission and highlighted the fact that skills development should encourage the development of science, technology, engineering and mathematics (STEM) skills, which are widely useful in an economy. However, Members also stressed that more ambitious action and investment is needed. In this regard, they called on the Member States, regional governments and local authorities to adopt skills development and anticipation strategies. They highlighted the essential role of competent and supportive teachers and trainers in reducing early school leaving and stressed the importance of investing in lifelong learning development for teachers. They are strongly opposed to any cutbacks in education budgets. Better use of EU funds: Members called 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. 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. They called in particular 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’, or youth employment in the social economy’. Member States are called upon to act, as soon as possible, on education- and labour market-related country-specific recommendations in the European Semester and other Commission recommendations. SMEs and entrepreneurship: recalling the key role of enterprises, including SMEs, social and solidarity economy actors and micro-enterprises in training for working-life skills and job creation for young people, Members encouraged including in curricula the development in a safe environment of the vocational skills needed in starting and managing businesses as well as fostering transversal entrepreneurship competence. The report stressed that entrepreneurial skills can also be acquired 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. Members also stressed the need to ease existing administrative and financial requirements when starting and managing businesses, through the simplification of procedures, easier access to credit, venture capital and microfinance for start-ups. Member States are urged to take part in the Erasmus Programme for Young Entrepreneurs and to promote it among young people who wish to engage in business projects. Members called for the creation of favourable conditions for the social economy in order to combine job creation for young people and social capital development and also called for effective support of socially responsible, green and sustainable entrepreneurial projects. Skills for employability: Members stressed the urgent need to improve the qualifications and motivation of advisors working at public employment agencies, 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. They called on the Member States to examine best practices in the school career guidance system where pupils are monitored from an early school stage to the first steps in the labour market. They also encouraged the Member States and all relevant stakeholders to share good practices in this regard and to further develop monitoring and forecasting tools. In addition, Member States are encouraged to promote and support opportunities for professional mobility among young apprentices to enable them to develop their skills through contact with other training systems and other types of business. Emphasis is given to the importance of developing ‘soft skills’ and to promoting non-formal and informal learning and training and studies, which adopt innovative approaches. The importance of volunteering and grassroots sport in equipping young people with entrepreneurial spirit is highlighted. Internships and apprenticeships: the importance of internships and apprenticeships is highlighted. Members recalled that high-quality traineeships and apprenticeships reflecting actual needs should lead to employment and that traineeships should prepare trainees for a job. They condemned any abuses including false traineeship which undermines workers’ acquisition of social security rights and called for dissuasive measures to prevent abuses of traineeship status. Members emphasised that societal and communication skills could help young people’s confidence. They pointed 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 them to their initial choice. Overall, Members encouraged the Member States to urgently incorporate new technologies in the learning process, and to intensify and improve ICT and digital skills training. Measures need to be developed to encourage girls to engage in STEM subjects and establish quality career guidance to support them in continuing their professional careers in this field. Certification: the report noted that despite high youth unemployment rates in some Member States and unfilled job vacancies in others, intra-EU labour mobility remains low. It recalled therefore the importance of the mobility of workers for a competitive labour market, and stressed the need to reduce the linguistic and cultural barriers that are liable to restrain it by providing sector-specific language courses and training on intercultural communication for the unemployed. Members emphasised the importance of addressing skills shortages and mismatches by promoting and facilitating mobility for learners, as well as cross-border recognition of qualifications, through a better use of all EU tools and programmes, such as Erasmus+, the European Qualifications Framework, the European Skills Passport, the Youth Guarantee, the Europass CV, the Entrepreneurial Skills Pass, EURES, Knowledge Alliances, the European Alliance for Apprenticeships, the European Credit Transfer System, the European Quality Assurance in Vocational Education and Training (EQAVET) and the European Credit System for Vocational Education and Training (ECVET). They encouraged the optimal use of existing EU funding such as the Erasmus+ programme. Equal opportunities: Members stressed that prevention and lifelong support and counselling from the earliest stage possible for disadvantaged groups are of the utmost importance for providing productive and highly-skilled workforce for the labour market. They reiterated the importance of universal access to education for all and pointed 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. Specific measures are provided for them as well as for disabled persons. New generation, new opportunities, new challenges: lastly, Members noted 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 those of previous generations. It is therefore necessary to: put in place programmes and initiatives that would overcome the gap between generations; propose more flexible education and training systems; provide that recruitment and employment services staff should be well trained and equipped with skills that would give them an understanding of the new generation; ensure equal access and training to digital tools to all.
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A8-0366/2015
summary
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2015/12/03
Vote in committee, 1st reading/single reading
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2015/04/30
Committee referral announced in Parliament, 1st reading/single reading
Documents
- Committee report tabled for plenary, single reading: A8-0366/2015
- Debate in Parliament: Debate in Parliament
| Amendments | Dossier |
| 391 |
2015/2088(INI)
2015/08/04
CULT
98 amendments...
Amendment 1 #
Draft opinion Paragraph -1 (new) -1. Stresses that “a new boost to jobs, growth and investment” is an essential priority of the European Commission and that in its Work Programme for 2015, the Commission committed to take practical initiatives to promote integration and employability in the labour market, particular measures to support Member States in getting young people into work; reiterates that the European Parliament has regularly proposed different solutions stressing that youth employment, education and training should be one of the highest political priorities for Europe;
Amendment 10 #
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 #
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 #
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
Amendment 17 #
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
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 #
Draft opinion Paragraph 1 1. Urges the Member States to
Amendment 20 #
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 and guidance by public institutions over its general content, implementation, assessment and certification procedure;
Amendment 21 #
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 education, its general content, implementation and certification procedure;
Amendment 22 #
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
Amendment 23 #
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
Amendment 25 #
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 #
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 #
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
Amendment 30 #
Draft opinion Paragraph 3 3. Emphasises the importance of addressing skills shortages and mismatches by
Amendment 31 #
Draft opinion Paragraph 3 3. Emphasises the importance of addressing skills shortages and mismatches by facilitating the mobility of learners
Amendment 32 #
Draft opinion Paragraph 3 3. Emphasises the importance of addressing skills shortages and mismatches by
Amendment 33 #
Draft opinion Paragraph 3 3. Emphasises the importance of addressing skills shortages and mismatches by facilitating the mobility of learners
Amendment 34 #
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
Amendment 35 #
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 as well as the Erasmus+ programme and other mobility programmes in the field of education and youth;
Amendment 36 #
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, more specifically, through the new Erasmus+ programme which encourages youth mobility and works towards skills and qualifications being recognised both by education and training systems and on the labour market;
Amendment 37 #
Draft opinion Paragraph 3 3.
Amendment 38 #
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; calls on national governments, therefore, through these tools, to promote training courses in particular sectors in which there are particular gaps between supply and demand (in order to have an overall balance within the EU and to curb specific imbalances within Member States);
Amendment 39 #
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; asks the Commission to consider putting forward a proposal to introduce a uniform unemployment insurance scheme;
Amendment 4 #
Draft opinion Paragraph 1 1. Urges the Member States to
Amendment 40 #
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 #
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 #
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 #
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 #
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 #
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 #
Draft opinion Paragraph 4 4. Notes the constant evolution of the labour market and
Amendment 5 #
Draft opinion Paragraph 1 1. Urges the Member States to implement
Amendment 50 #
Draft opinion Paragraph 4 4. Notes the constant evolution of the labour market and stresses the importance of
Amendment 51 #
Draft opinion Paragraph 4 4. Notes the constant evolution of the labour market and stresses the importance of
Amendment 52 #
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, local authorities, education and employment services and business communities;
Amendment 53 #
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
Amendment 54 #
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 #
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 #
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 #
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 #
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 #
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-
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
Amendment 63 #
Draft opinion Paragraph 5 5. Encourages the Member States to i
Amendment 64 #
Draft opinion Paragraph 5 5.
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 #
Draft opinion Paragraph 5 5. Encourages the Member States to incorporate new technologies in the learning process
Amendment 67 #
Draft opinion Paragraph 5 5. Encourages the Member States to incorporate new technologies in the learning process
Amendment 68 #
Draft opinion Paragraph 5 5. Encourages the Member States to incorporate new technologies in the learning process and to intensify ICT training a
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 #
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-
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 #
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 #
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 #
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 #
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
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
Amendment 8 #
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-
Amendment 80 #
Draft opinion Paragraph 6 6. Highlights the essential role of competent and supportive teachers and
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 #
Draft opinion Paragraph 6 6. Highlights the essential role of competent and supportive teachers and
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 #
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 #
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 #
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 #
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 #
Draft opinion Paragraph 1 1. Urges the Member States to implement
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 #
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 #
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 #
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 #
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 Amendment 104 #
Motion for a resolution Paragraph 5 Amendment 105 #
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; stresses however the need for budgetary responsibility and calls therefore for such initiatives to be financed from within the existing budget;
Amendment 106 #
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 #
Motion for a resolution Paragraph 6 6. Stresses the key role of enterprises, including SMEs and micro-enterprises, in job creation; stresses the need
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
Amendment 11 #
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
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,
Amendment 112 #
Motion for a resolution Paragraph 6 6. Stresses the key role of enterprises, including SMEs
Amendment 113 #
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
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,
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 #
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
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 #
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 #
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) Amendment 124 #
Motion for a resolution Paragraph 7 7. Recalls that the promotion of entrepreneurship is a
Amendment 125 #
Motion for a resolution Paragraph 7 7. Recalls that
Amendment 126 #
Motion for a resolution Paragraph 7 7. Recalls that the promotion of entrepreneurship
Amendment 127 #
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 #
Motion for a resolution Recital A A. whereas a lack of relevant
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 #
Motion for a resolution Paragraph 8 8.
Amendment 132 #
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
Amendment 133 #
Motion for a resolution Paragraph 8 8. Calls for the
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,
Amendment 135 #
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;
Amendment 138 #
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 #
Motion for a resolution Recital A A. whereas a lack of relevant skills
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 Amendment 142 #
Motion for a resolution Paragraph 9 9. Calls for
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 #
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 #
Motion for a resolution Recital A A. whereas a lack of relevant skills is
Amendment 150 #
Motion for a resolution Subheading 3 Skills for
Amendment 151 #
Motion for a resolution Paragraph 10 10. Stresses that training in the workplace and high-quality apprenticeships are
Amendment 152 #
Motion for a resolution Paragraph 10 10. Stresses that training in the workplace and high-quality apprenticeships
Amendment 153 #
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 #
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 #
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 #
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 #
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
Amendment 166 #
Motion for a resolution Paragraph 11 11. Recalls that good quality educational
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
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
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 #
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 #
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 #
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 #
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 #
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 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 #
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 #
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 #
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 #
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-
Amendment 19 #
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 #
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; stresses that high-quality internships/traineeships should always have clear learning outcomes;
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 #
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 #
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 #
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 #
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 #
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 #
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 #
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 #
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 #
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 #
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
Amendment 211 #
Motion for a resolution Paragraph 16 16. Recalls that
Amendment 212 #
Motion for a resolution Paragraph 16 16. Recalls that traineeships and apprenticeships should lead to employment and
Amendment 213 #
Motion for a resolution Paragraph 16 16. Recalls that long-term traineeships and apprenticeships should lead to employment and condemns
Amendment 214 #
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 #
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 #
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 #
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
Amendment 223 #
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 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; recalls the urgent need to establish youth guarantees in Member States with the aid of the European Social Fund;
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 #
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 #
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 on the Member States to rapidly and effectively implement the Operational Programmes of the Youth Employment Initiative on the ground;
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 #
Motion for a resolution Paragraph 18 18. Welcomes the recent decision by EU co-legislators on increasing pre-financing
Amendment 231 #
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 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,
Amendment 233 #
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 #
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 19. Stresses that skills development should also be considered as a mechanism leading to equal opportunities
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
Amendment 239 #
Motion for a resolution Paragraph 19 19. Stresses that skills development
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 #
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,
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
Amendment 242 #
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,
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
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
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
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
Amendment 247 #
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
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 #
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
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 #
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 #
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 #
Motion for a resolution Subheading 5 Amendment 261 #
Motion for a resolution Subheading 5 Amendment 262 #
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 th
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
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
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
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
Amendment 267 #
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; stresses that education and training systems should
Amendment 268 #
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; 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
Amendment 269 #
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, mobility 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 27 #
Motion for a resolution Recital B 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
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
Amendment 3 #
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 #
Motion for a resolution Recital C C. whereas disadvantaged people
Amendment 33 #
Motion for a resolution Recital C C. whereas disadvantaged people
Amendment 34 #
Motion for a resolution Recital C C. whereas disadvantaged people
Amendment 35 #
Motion for a resolution Recital C C. whereas disadvantaged
Amendment 36 #
Motion for a resolution Recital C C. whereas disadvantaged people
Amendment 37 #
Motion for a resolution Recital C C. whereas disadvantaged people
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 #
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 #
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 #
Motion for a resolution Recital D D. whereas the implementation of effective skills policies can
Amendment 41 #
Motion for a resolution Recital D D. whereas the implementation of effective
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 #
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 #
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 #
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 #
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 #
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
Amendment 58 #
Motion for a resolution Paragraph 1 1. Notes that
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 #
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,
Amendment 67 #
Motion for a resolution Paragraph 2 2. Recalls that
Amendment 68 #
Motion for a resolution Paragraph 2 2. Recalls that the involvement of young people, relevant stakeholders
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 #
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
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
Amendment 75 #
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,
Amendment 76 #
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;
Amendment 77 #
Motion for a resolution Paragraph 3 3. Stresses the need to build
Amendment 78 #
Motion for a resolution Paragraph 3 3.
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
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
Amendment 83 #
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, inclusive and quality employment strategies and action plans; calls for closer co-operation between education, public administration, business and civil society, especially youth organisations;
Amendment 84 #
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
Amendment 85 #
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
Amendment 87 #
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
Amendment 92 #
Motion for a resolution Paragraph 4 4. Stresses the importance of administrative capacity; calls therefore for the provision of
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
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
Amendment 96 #
Motion for a resolution Paragraph 4 4. Stresses the importance of administrative capacity; calls
Amendment 97 #
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 #
Motion for a resolution Paragraph 4 a (new) 4a. Stresses the importance of close cross- sectoral cooperation, particularly between employment and education services;
source: 567.581
2015/12/02
EMPL
23 amendments...
Amendment A #
Motion for a resolution Recital A A. whereas a lack of relevant skills
Amendment B #
Motion for a resolution Recital B B. whereas
Amendment C #
Motion for a resolution Recital C C. whereas
Amendment D #
Motion for a resolution Recital D D. whereas the implementation of effective
Amendment E #
Motion for a resolution Paragraph 1 1. Notes that individual skills development
Amendment F #
Motion for a resolution Paragraph 2 2. Recalls that
Amendment G #
Motion for a resolution Paragraph 3 3.
Amendment H #
Motion for a resolution Paragraph 4 4. Stresses the importance of administrative capacity
Amendment I #
Motion for a resolution Paragraph 6 6. Stresses the key role of enterprises, including SMEs
Amendment J #
Motion for a resolution Paragraph 7 7. Recalls that
Amendment K #
Motion for a resolution Paragraph 8 8.
Amendment L #
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 better integration of social and solidarity 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 M #
Motion for a resolution Paragraph 10 10. Stresses that training in the workplace and high-quality a
Amendment N #
Motion for a resolution Paragraph 11 11. Recalls that good quality educational
Amendment O #
Motion for a resolution Paragraph 12 12. Calls
Amendment P #
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 integrating employability skills into core academic curriculum, providing high-
Amendment Q #
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 th
Amendment R #
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 S #
Motion for a resolution Paragraph 15 15. Recalls, with respect to the Member States' competences in this area, that
Amendment T #
Motion for a resolution Paragraph 16 16. Recalls that high - quality traineeships and apprenticeships reflecting actual needs should lead to employment and
Amendment U #
Motion for a resolution Paragraph 17 17. Recalls that the effective implementation of the Youth Guarantee
Amendment V #
Motion for a resolution Paragraph 19 19. Stresses that skills development
Amendment W #
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 improvements and creating sustainable instead of only ad hoc solutions; calls on the Member States to rapidly and effectively implement the Operational Programmes of the Youth Employment Initiative on the ground;
source: 571.669
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History
(these mark the time of scraping, not the official date of the change)
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